Oh, the overwhelming, never-ending, spirit-wrecking truth that we aren’t God.
Wouldn’t it be great to be omnipotent, omnipresent, and omniscient? For many of our students, we imagine small changes we could give them to improve their lives: a better grasp of the English language, a more thorough understanding of the effects of American isolationism in the 1920s, proficiency in systems of equations, a steady hand with the scalpel, time management, a better digestive system on Taco Tuesday.
But then we have those class-clowning, persistent detention-getting, constantly rebelling, quietly suffering students. For sociological purposes, we call them “at-risk.” For many of us, we call them our most painful memories of teaching. What we wouldn’t give to dramatically change their lives. And yet, we often give very little, if anything.
Continue reading “Leaving the 1 for the 99”