Why Are We Still Treating Teachers Like Robots?

Article

Emily Gasca

Why Are We Still Treating Teachers Like Robots?

When Luke walked into my classroom back in September, he refused to do any work and barely spoke, only pointing and uttering a few words when he wanted someone’s attention. He relied on others to do everything for him, and early on he refused to walk in line unless someone held his hand. Luke was very capable, but he was accustomed to being held. So when it was time to line up, I reminded him of how brave and independent he was. Before long, other students picked up on what I was saying to Luke and started chanting together: “You can do hard things! You can do hard things!” I saw a big smile spread beneath Luke’s mask, his eyes lit up, and he walked off in line with his friends.

Nothing in my fifteen years as an educator prepared me for what this year would bring both in and out of the classroom. In my Kindergarten classroom I was faced with language barriers, students’ inability to express basic needs, a lack of socio-emotional support and academic vocabulary, and a skill set ranging from two-year olds to

It’s beautiful to see how affirmations have built a community of learners who know how to lead and speak life into each other.

first grade. On top of that I took on a new leadership role as a Change Agent with Teach Plus, working to align literacy and oral language development in our Bilingual program.

If I could sum up the hardest yet greatest lesson this school year has taught me, it’s this: what worked before will never work again. As our students process two years of uncertainty, anxiety, and trauma, we must be very intentional about the words we speak and consistent in affirming our students and each other. This school year, I shifted from teaching in English to teaching a dual language class in Spanish, and as I am forced to think more intentionally about the language I use I’ve also been more thoughtful about the impact of affirming words on myself, my students and my colleagues.

I began to be more intentional about using affirmations in the classroom after I attended a conference where I reflected on the language I use in the classroom—and the atmosphere it creates. Many of the children we serve have experienced some form of trauma, and I saw how using affirmational language could inspire, motivate and equip students with the tools to be successful. Every morning my students and I say our words of affirmation from a list students helped create:

I am brave.

I am strong.

I am bold.

I am love.

I am peace.

I am patient.

I am unique.

I am joy.

It doesn’t stop there; throughout the day as students face challenges or emotions we cheer each other on, as we did for Luke. It’s beautiful to see how affirmations have built a community of learners who know how to lead and speak life into each other. As teachers, our goal should always be to help students feel empowered and independent, and words of affirmation allow them to see and feel their power.

Students aren’t the only ones who’ve faced trauma and anxiety. This year I’ve seen educators have mental breakdowns and walk away from the profession as the fire that once burned so brightly inside them diminished in the face of seemingly endless challenges. In response, I’ve also brought affirmation to my work as a teacher leader to build connections and trust within the team I lead.

As we began our work, I started the first few meetings with empathy and affirmation circles. In small groups, each teacher had the opportunity to share the worries and anxieties on their mind as the rest of us listened. Once they were done sharing, the group responded not with solutions or agreement but with affirmation and validation of the speaker. For instance, one teacher shared that she was trying to balance being a mom, educator, and wife, and struggling to pour into others in each role. What was shared as a worry quickly shifted to affirmation as the group reflected back how these concerns showed how proactive, caring, and loving she was. I could see the physical change in her posture and the brightening of her expression as she was reminded of her strengths and her spirit was uplifted.

Through affirmation, our team created a safe environment where everyone could be vulnerable, and over time a group of worried, busy, anxious team members became a trusting team that supported each other in the midst of our challenges. We poured into each other and would leave meetings feeling heard, valued, seen, and loved. This laid the strong foundation needed to persist in our work despite the challenges of this unique year. We’ve faced plenty of obstacles, from unprecedented student needs to pandemic interruptions, but we always pick up where we left off, and the team is more committed than ever to making the changes needed to serve our students.

Teacher needs are at their highest peak— not just professionally, but personally. It really surprised me to know that a lot of what was on our minds had nothing to do with our classrooms, but more so our families and personal lives. Teachers aren’t robots. To bring our best selves as educators we need to be seen, heard, and poured into. We need to be encouraged, to feel safe and loved. As a teacher and teacher leader, I’ve seen colleagues and students rise to meet new challenges over and over again after being reminded of their strengths. Now more than ever, our words shape our world, and school leaders everywhere need to be intentional about using words of affirmation. It won’t be easy to put aside the external pressures that call us to focus on the negative, but just like we told Luke, “You can do hard things!”

Emily Gasca is a dual language early childhood educator in the city of Chicago. Emily teaches Kindergarten at Sadlowski Elementary on the east side of Chicago and is a change agent through a partnership with Teach Plus Illinois.