Calvin and Hobbes incorrectly capture the meaning of “So what?”
Teaching middle school science shapes you into what I consider an unusual teacher. The reasons for this include the infusion of the above question into much of what they do. The ongoing use of inquiry and hands on methods to explore our world also add to that shaping. These are strategies that many teachers are intimidated by. And for good reason. They are intimidating! They lead us and our young learners to places we may not anticipate or feel we are ready to explore. But when it comes to using the question, “So what?” a door is gently nudged open to reveal the whys of what we are doing. I have been using and writing about this question for almost twenty years and some of my colleagues have thought of it as flip and disrespectful. But on the contrary, it is anything but.
Fast forward to my current position in which I lead the learning of fifth graders in a literacy classroom. In a previous post I open up about the “sock in my stomach” feelings I had when reviewing less than great end of year test scores. While I spent the summer trying to wrap my head around and decide what I wanted to do to move forward I found myself reading many posts by many talented and experienced educators. Today I found an article on the use of the above question in a professional development forum for reading teachers. I was pleasantly surprised about this leader’s use of this question. The teachers in this article had their children draw “readers”. The teachers then categorized and discussed the responses. This article was part of an online treasure trove of literacy articles from Choice Literacy. After finally joining this resource, that our school’s literacy coach recommended many years ago, I found the article, “Draw a Reader Test, Informal Assessment Supporting Teacher Inquiry”. It was the first article I read after joining. It renewed me.
After our meeting last year I realized I had a choice to make. I was either going to get my act together (hone in on structures and goals in reading and math workshops) or I was going to retire after twenty five years of teaching. During those reflective months I read a lot. I wrote a lot. I talked with friends a lot. I did the same things we guide our kids to do when they feel overwhelmed and don’t understand something. I also came across a podcast about my exact dilemma written by a talented and compassionate teacher leader, Angela Watson. It was time for me to see myself as a veteran teacher who is in a profession that is shifting immensely. This article also renewed me and gave me the guidance, strength, and gumption to move forward and tackle the challenges that lie ahead for not just me but for all teachers. I knew in my heart I wasn’t ready to stop doing what I love, teaching fifth graders who struggle to learn. After reading several dense tried and true “how to teach reading” texts over the summer I slowly regained the power, strength, and self confidence I needed to move forward. They, and my friends, and my writings helped instill in me the fact that my instincts, at times, are spot on. “So what?” So what about teaching? So what about working with kids in a literacy room? So what about working with kids who have so much baggage on their plates that learning is hard for them? So what?
So here is my reflection on that question. I love teaching. I always have. Yes, it’s gotten harder, way harder. Yes, the demands at times feel overwhelming and I often wonder how on Earth am I going to do this; how on Earth do young teachers and teachers with kids do it? Yes, teaching reading and writing is hard enough never mind trying to teach kids who struggle the most. Add to that, teaching kids who come to school hungry, dealing with trauma in their lives, working with less than what they need to be whole and happy and complete. So what? Because I love these kids and they deserve the best we can be.
Teaching is hard. We all know that. But if we hold on to why we do it, the kids, we will muster the strength and grace to move forward even when the wind is knocked out of us, even when one more thing is put on our plate and we think we can’t manage one more thing on our plate. It’s the kids and the belief that by teaching them how to read and write will help them immensely in their difficult lives we will be able to move forward through trying times like now. We are their lifeboat. But maybe, just maybe, they are our lifeboat too.
Enjoy your kids this year. Teach them how to love reading and writing. Teach them to love themselves. And never, never stop asking the guiding question that brings such deep reflection and relevance, “So what?”