A couple of day ago, I was having a conversation about caring for
students with
Kim Tanner, the very caring director of VSU's Access Office. I count her as a
long time
good friend and colleague of mine. She's probably one of the most caring
people on our
campus. Our conversation, already reading some "heavy stuff" in student
journals and
responding to them as requested, reading each student's face and body language
inside and
outside class, reading each of their single "How I feel" word on the
whiteboard, and just
plain shooting the breeze with them got me to thinking about how quick so many
of us are
to say "I care about the students" and how slow we are to understand what it
requires to
act caringly towards each of them
Why is that? The words sounds so noble, don't they. At a glance, it's
a
statement of education based on service to others. With it we seem to call
ourselves to
account to have attitudes and engage in actions that can touch other lives.
And, a lot of
academic really mean it. But the mere utterance of "I care about" isn't
enough. It
doesn't automatically dub us with educational knighthood. It in itself is
inadequate to
the task of helping each student receive the education she or he needs. It
may be the
right thing to say; it may be the expected thing to say. The danger of "I care
about
students," then, is that once uttered, you can go about you business errantly
believing
"What a good teacher am I; that the words can so easily ring hollow, that such
a personal
and fulfilling claim can in fact be impersonal and empty; that such a noble
stand can
have ignoble consequences. It can be little more than mere abstract ethics or
a theory of
good, or something PC. But, it's not the needed moral and ethical resource it
should be.
It's almost an empty sentence unless we do more. No, whenever we utter that
claim or
hear it, we should ask, "To whom are you specifically referring?" How can you
care if you
don't identify whom you care about, know about whom you care, why you care, and
how you
can care.. Think about it. What does true and deep "care about" mean? What
emotions,
attitudes, and actions does sincere "care about" require? And, more important
whom do we
specifically "care about?" If we don't have an answer to these questions, then
we are
little than the caricature of the person who claims to love humankind but
cannot stand
people. If we're honest, we know a lot of academics who proclaims her or his
care for
students as a body while remaining oblivious to the plight of the individual
student or
whose "care about" is conditional and selective.
You see, saying you care about is easy; doing the caring is a whole
different
story. Caring takes a lot, a lot, of effort and energy. It is consuming,
draining,
inconvenient, uncomfortable, and at times painful. Only then can you really
experience
being uplifted, fulfilled, meaningful, inspired, and satisfied. In any event,
it requires
that we embrace the humanity and individuality of each student. That is
because caring
is what I call "educational particularity." Caring is personal. It is
unconditional and
non-selective. It is a human growth hormone. It deals with a face, a name, a
particular
person's story, and her or his situation. Social and emotional distractions,
burdens, and
pressures outside the classroom are critical in understanding the actions of a
student
inside the classroom: job, parents, peers, sports, sorority, fraternity,
family, finances
among others. The inner emotions and attitudes are critical in understanding
the outer
actions of each student; hopeful beliefs and hopeful thinking and self-efficacy
and
increased self-expectations play critical roles. Caring means we must
intervene to lessen
the drag of negative feelings, heavy experiences, and disbeliefs that serve as
significant
obstacles to engaging in learning and academic achievement. After all, isn't
that's what
an education is all about: to enable and encourage and support transformation
and the
empowerment of each student.
When you care at a personal and individual level, you ask one question: How
can I empower
a student so that she or he isn't paralyzed in fear, doesn't feel defeated and
isolated
and lonely, isn't weakened by powerlessness, isn't dominated by pessimism and
self-doubt,
doesn't feel passive and helpless, isn't saddened by hopelessness, doesn't feel
unnoticed
and devalued?
The most effective answer lies in the context of an on-going, warm, upbeat,
respectful,
responsive, empathetic, and trusting relationship with each student. Most a
student's
ills can be cured with large doses of engaged, close, and non-punitive caring.
We have to
act within specific situations with specific persons; we have to learn the
specifics of
those people and those situations; and we have to respond to the details of
that person
and her or his situation. Each student is a particular human being with
different needs,
different problems, and different stories. Because each story is different,
caring may
require something different for one from caring for another. So, part of
caring is being
attentive, for it is within the personal context that we must care and educate.
We must
first see and listen to each student if we are to help her or him to help
herself or
himself. In caring education, there is no substitute for seeing, listening,
recognizing
the needs of each student. That means attention, attention, attention must be
paid to
each student. Paying attention to each student, listening to each student's
story,
letting have her or his voice, establishing her or his identity, maintaining
her or his
integrity, taking the human experience as seriously as we do transmitting
information. In
many instances, as in journaling, we have to practice a silent presence. We
have to learn
how to see, learn how to listen, how to be empathetic, and how to be patient.
Otherwise,
all these generalizations, these "I believe," these "in my opinion" are simply
our own
stories, our own perceptions, our own descriptions of a student whom we do not
know, have
not heard, have not seen, and certainly have not positively touched--and
probably rarely
exists.
While we are proclaiming "I care about each student" with our lips, we
have it
fully for each student in deep in our hearts and deeply in the "back of mind."
It has to
come naturally; it won't happen if its forced; it won't happen if we have to
remember
checking off 20 things on a list. Then, and only then, will our words express
our true
feeling and be our true guide for our actions. If we can do this, we can "care
about" with
a clear vision, with patience, with empathy, with belief, and with faith in
each student;
then, we can offer our two greatest gifts to each student: love and hope.
Make it a good day.
--Louis--
Louis Schmier
http://therandomthoughts.edublogs.org/
Department of History
http://www.newforums.com/Auth_L_Schmier.asp
Valdosta State University www. halcyon.com/arborhts/louis.html
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