The teacher paradox: it is – and isn’t- about me

The core paradox of teaching is that the work requires us to be both confident and humble, self-assured and self-critical at the same time.

It isn’t about me – it’s about my students. What I need out of a learning experiences comes second to what my students need. Their needs as learners drive my pedagogy.

Yet, it is about me – I need to be a well and healthy person in order to serve my students. So I need to put myself first, find ways to fulfill my intellectual curiosity, and find joy in my day to day experience.

My student’s behavior isn’t about me – it’s about their patterns, their developing brains, their trauma, their mental health, their challenges. When my students disrupt or yell or kick over a chair, it isn’t personal.

And – it is personal. My student who says “I don’t f-ing trust you” – Did I give her enough reason to actually believe that she can trust me? My student who blows out of class again and again – did I create a classroom that was conducive to his self-regulation, or one that increased his anxiety? If I say “it’s not about me” and leave it at that, I’m letting go of my responsibility to meet each student’s needs.

My students’ growth isn’t about me: it’s about their amazing resilience, their families’ years of support, their community and culture and traditions and everything else that goes beyond the six hours a day I see them, and the years of their life they spend in my school. When they are my age, my students might not remember me, nor should I expect or need them to – what matters is that my students grow into the amazing adults I see them becoming.

But? It is about me. And I can take a few quiet moments here at the end of the year to pause and appreciate before I jump back into the work. Sometimes I do make a difference that I can see in the student: he can read more fluently than before, she can more confidently describe the emotions she’s feeling, they can say “I felt cared about this year.” I know I contributed to that and I can feel proud of our work together. And sometimes I make a difference I won’t see, and I can give myself some hope that the student who didn’t succeed while we worked together might carry away some small piece of me to use later when she needs it.

The work continues. We’re never done. It can be easy for the scales to tip into one side or the other, claiming ownership where we should center our students or playing martyr when we should center ourselves. But it’s a beautiful dance to stay balanced in the middle, where the growth happens.