It is a sunny Saturday morning. I am home and finding it quite strange that I do not have exams to check or papers to read and mark. I look at the pile of exam answer sheets and reflection papers that I have checked and marked in the last two weeks and I couldn’t help but smile. This is it. The school semester has ended for me and I am just waiting to turn in my students’ grades.
I have seen six end-of-the-semester seasons of madness. I remember nights when I would stay up late reading not-so reflective papers. I remember days when I would have to forego going out with friends because I had to check papers. I remember crying in frustration after MS Excel generated my students’ final grades and there were a couple who did not make the mark. I remember being annoyed when students who never show up for five months suddenly appear at the end of the semester expecting to have a passing grade. But this semester it is different.
What makes this sixth end-of-the-semester season different? Because this is my last.
A year after I got my bachelors degree in Psychology, I enrolled in the UP College of Education to get my masters degree. In a reflection paper for a class called “Teaching Creative and Critical Thinking” I wrote:
I delight in the knowledge that as a teacher I am given the chance to mold the minds of those I teach. I want to make a difference in the lives of students as I impart to them the things that I am passionate about… I believe that a teacher is given the honor and the privilege of shaping minds, nurturing souls, and igniting a fire in the hearts of students… I think that all teachers can be catalysts. Someone once said that a catalyst is consumed in sacrifice. If a teacher is willing to be a catalyst, consumed in sacrifice, then the impact is change in the lives of the students and the people these students meet. (November 2006)
In June 2007, I started teaching in an academic institution for higher education. There was a sense of nervous excitement on my part. A university took a risk in hiring me—someone without any teaching experience. I did not want to let the university down. I could only imagine what went on my students’ minds as they watched a twenty three year-old walk into their classroom introducing herself as their Psychology instructor.
In another reflection paper for the same class, I wrote:
When I become a teacher I think that one of the most challenging tasks that I would face is to know my students beyond the warm bodies sitting on their chairs. I think that the most effective teachers are those that connect with their students beyond the intellectual level. It will require a lot of emotional investment, I suppose… Who knows how many souls I would touch? It might very well be the souls of our country’s future leaders that I would inspire to make a difference simply because I took the risk to invest in them emotionally. (November 2006)
Investing in people’s lives and building relationships. This is something that my students taught me in the three years that I was an instructor. Emotional investment. Something that was taught in theory in all my educational foundations classes but found depth in practice.
Nothing compares to sharing in the lives of others. The first batch of freshmen I taught will be seniors come June this year. Yes, I have seen three batches of students fresh out of high school eager to know what college is all about. Three batches of giggly sixteen year-old girls and three batches of cooler-than-thou sixteen year-old boys. Over a thousand students in three years.
I wasn’t very successful in getting to “know all of my students beyond the warm bodies that sat on their chairs.” I do not think three years is enough to build a relationship with depth if one has a thousand students. But to those I have known and grown in relationship with, I can say that it has been very rewarding.
My students taught me so much about myself. I have grown and developed in character and not just in my skill as a teacher through them. From those who seemed to find joy in talking while I discussed Freud, I learned patience. From those who found difficulty in turning in reflective papers, I learned grace. From those who were always negligent in fulfilling requirements, I learned firmness in the way I disciplined.
It is my joy and privilege to be a part of their lives as well. I have seen them rejoice as they passed difficult subjects. I have prayed with and for them when they struggled. I saw couples get together and I have seen a fair share of couples breaking up. I have listened to stories of their families. I have seen tears of frustration. I have shared in laughter over their silly antics. I have received thank you notes, surprise visits, invites to debuts, and even food from former students. Nothing compares to the knowledge that you have ceased to become a person who merely shared information with your students. You have become a person who shared in their lives. For this privilege, I thank all of my students.
This is my last semester in an academic institution. I wouldn’t be in this kind of setting for a while as I am embarking on a new adventure. One that will let me invest in people’s lives and build even more relationships. My new job with Indigenous Emergence (iEmergence) combines my passions for education and teaching, indigenous peoples and indigenous Psychology, and field research and travel. This is such an awesome job.
So... It is a sunny Saturday morning. I am home and finding it quite strange that I do not have exams to check or papers to read and mark. I look at the iEmergence job description and my MPI (My People International) employment application form that I have had with me in the last two months and I couldn’t help but smile. This is it. It is time to invest in the lives of peoples, nations, and generations.
It’s a bigger mission field out there. More learning, stretching, and growth. Can't wait.
