The word "hero" has been used to describe those on the front lines during the COVID-19 pandemic: doctors, nurses, EMTs, and a myriad of other brave people who worked to combat the challenges of an unconventional year. A new population has since joined that list by moving boldly to the front lines to provide necessary care to a group that requires special attention: our nation's children. Teachers are heroes because of their dedication and perseverance to make teaching and learning possible for all children. Here are ten reasons why teachers have earned the moniker.
Teachers go to great lengths to reach every child, and they do not give up on anyone.
During these times of turmoil, educators have personally visited students at home, arranged for technology to be delivered so students can access online learning, and provided supplies to families who cannot afford them. Most importantly, they have made repeated personal contact with students who are struggling. As Magic Johnson noted, "All kids need is a little help, a little hope, and somebody who believes in them."
Teachers make social-emotional learning a priority.
As student isolation became commonplace, educators let content take a momentary backseat to their students' psychological needs. They built caring relationships, modeled empathy, helped students become aware of their own emotions, and planned experiences that build a positive classroom culture. As Marilee Sprenger dedicates in Social Emotional Learning and the Brain, "I dedicate this book to all the students who needed an adult in their life to help them cope, overcome, and succeed."
Teachers find ways to engage students emotionally and socially at the start of each class.
Rather than opening with a content warm-up, many teachers now begin with a song students recognize, a cartoon or meme that makes them smile, or a short story to react to. Determined educators understand they must devise atypical methods to help students focus on their learning.
Teachers think deeply about their long-term impact on children's lives.
Teachers see their work as more than a series of lessons. Educator Marcela Montay-Wilson told her students, "As your teacher, my job is not only to help you learn and master our objectives and standards, but much more importantly, to help you become lifelong learners." This insight leads teachers to set aside time for students to reflect on their learning and envision their future.
Teachers choose their words more conscientiously.
Teachers Katie Novak and Mike Anderson offer language that supports students' motivation and self-regulation. Instead of "I expect you all to..." try "Your next challenge is..."; instead of "I want you to..." try "What's a goal you have?"; and instead of a good grade, refer to high-quality work. When teachers phrase their words carefully, students view them as providers of support rather than someone who has power over them.
Teachers are minimizing screen time whenever possible.
Prudent instructors realized students can suffer attention fatigue from interpreting social cues through video for prolonged periods. Teachers now limit direct instruction to shorter segments followed by breaks, cue students to stand and move, and use flipped-classroom strategies that have students working independently or in small groups while able to reach their teacher when needed.
Teachers focus on learning, not just grading, and use retakes to nurture growth.
They want students to see mistakes as learning opportunities and to believe they simply have not reached mastery yet. Writer Kimberly Hellerich lets students submit assignments for feedback and revise before the due date, and shows them Carol Dweck's talk "The Power of Yet." As teacher Michele Hope put it, "The only F that matters in the classroom is feedback."
Teachers continually check whether students are truly learning.
They ask, "Are my students truly learning, and how do I know?" Nora Fleming's article on formative assessment in the virtual classroom itemizes quick pulse checks: dipsticks such as a thumbs up or down or a 1-to-5 self-rating, digital journals and one-pagers to measure retention, and virtual exit tickets with open-ended prompts like "What's something that's still shaky?"
Teachers experience frustration but keep stretching to stay positive.
As teacher Sean McComb noted, "We've all been there... a momentary, frustrated reaction to a student that's more curt, less kind, and more gruff than it ought to be." In those moments, teachers rebound with kindness, positivity, and even an apology, returning to their goal of building a strong sense of community rooted in positive relationships.
Teachers are models, protectors, guardians, and champions.
They continue to accommodate the needs of all children based on ongoing diagnoses of learner needs. A recent survey found that 80% of parents have a newfound respect for the teaching profession. As educators Erin Gohl and Kristen Thorson put it, we can "provide engaging experiences and personalized pathways to learning for all students... and work to ensure that this year's distance learning experience is rigorous, relevant, and has strong relationships at the core."
Heroic teachers have big hearts, and they often intuitively know and do the right thing. As Robert John Meehan writes, "When you see something beautiful in a student, let them know. It may take a second to say, but for them it could last a lifetime."