Category: Teachers

School’s back in session and a lot of parents are groaning, along with their kids.

So are teachers. When I talked with “Ella,” a teacher friend of mine, I got some eye-opening insights into what she deals with every day. After talking to a few other teachers, I learned her challenges are not unique.

Listen in and judge for yourself whether teachers have “cushy” jobs

“All I ever wanted to do was teach,” Ella said, “and I’ve loved it for almost twelve years, but it gets harder every year.

“Lots of days last year I dreaded walking into my classroom even though I really loved my kids.”

“Why?”

“I had so many troubled kids. Their home situations spilled over, big time. Like the boy whose dad was killed in a car accident. He started lashing out at everyone and who could blame him?

“Or the sweet girl who knew her mom was on chemo and not doing well. That’s all she could think about. All I could do was try to be extra patient and understanding.

“Three or four of my students felt caught in the middle between their divorced parents. One boy talked about his mom’s new husband, who wasn’t much interested in her children–and showed it. One girl’s dad had a live-in girlfriend who loved her man, but made it clear she wanted him all to herself.

“Several parents had good jobs that paid very well, but their kids didn’t see enough of them. That’s never good. Some parents drank too much or had drug problems. I saw the fallout in their children.”

By now Ella's eyes brimmed with tears. "I truly loved those youngsters and I tried to make our classroom a happy place, but that really was all I could do. I felt so helpless! At the end of the day--almost every day--I ended up feeling as limp as an old dishrag." Are all teachers great teachers? No. Are all unselfish and noble? Of course not.

Teachers are imperfect human beings like the rest of us. Most of them work with kids because they love teaching. Many are married and may have families of their own. They face personal challenges and get discouraged sometimes, just as we do.

Think how it could lift their spirits if we were as quick to point out what’s good as we are to complain about what’s wrong.

With or without children, how can you and I make a difference?

Let’s put in the effort to smile and be a friend to kids in our church and community. Sometimes what young people need most is a warm, caring person who makes time to listen.

Somebody built the schools you and I attended and paid the teachers who taught us. Whether we do or we don’t have children, you and I can be a force for good.

Let’s be people who frequently speak encouragement and thanks to those who work with children and teens.

If we don’t, who will? It’s as Jesus said in Luke 6:31:

“Do to others as you would have them do to you.”

It’s not complicated. All we need to do is look for what’s good and say so, whether it’s to teachers or to youngsters. What seems small and insignificant to us can light up the day–or lighten the load–for another person.

And isn’t that worth the effort?

Here’s to finding more JOY in every day!

Lenore
Ever Wished You Could Peek Into A Typical Classroom?

September 2, 2025
Some of us assume what's being taught in the schools needn't concern us unless we have children still attending.

Are you sure?

Today's schoolkids will be tomorrow's adults. Tomorrow's leaders in every community and in every level of government.

What these children learn in school and adopt as their personal values today will determine how they will live–and lead–tomorrow.

That kid on the corner who "drives you crazy" today may grow up to be President tomorrow.

(And you may still be around. Don't you take better care of your health hoping to live longer?)

Politics and preferences aside, let's think it through

I don't pretend to be an expert in any way and this piece can only skim the surface. Any misstatements or mistakes are unintentional. Because situations vary from place to place, I hope it you will research the facts in your local schools and communities. Only then will you know for yourself what the issues are where you live.

If you've wondered why curriculum and policy in public schools has drawn so much discussion and criticism of late, start with this. Some years ago educators and school boards decided students needed to be better equipped for modern society, which called for more than "the basics." Classes such as sex education, cultural studies and sensitivity training became standard, along with varying amounts of computer science, technical skills, etc.

Choices had to be made because there's only so much time in a school day. Which subjects and practices would stay and which would need to be either shortened or eliminated?

The goal was that students would be more balanced, better-equipped to live in today's world and also more sensitive to all races, religions and ethnic groups. These changes and innovations were meant to ease tensions and enable a more sensitive, peaceful society for all

This often led to revisions in school policy such as ruling that any teaching of morals, ethics or integrity were not to be taught or even alluded to in the classroom. This would avoid anything that traced back to Christianity or other mainstream religious thought. The aim was to avoid offending those with other views.

(This does not imply teachers themselves lack morals or integrity.)

Each of us needs to be informed so we can form our own thoughtful judgments

This requires us to find factual information for ourselves. Start by spending some time on your computer and reading a variety of material and opinion for yourself.

Another "hot topic" in the news is The 1619 Project, but many of us remain hazy about the subject.

As usually presented, this Project dates the beginning of this Nation back to 1619. That's when the first European settlers set foot on these shores, bringing their African slaves with them. (Slavery was common practice in many parts of the world.)

Obviously, this predates December 18, 1620, when the ship Mayflower anchored in the harbor at Plymouth Rock, Connecticut, bringing the Pilgrims. They left Europe in order to found a colony where they could worship God as they saw fit.

A different view of the Revolutionary War

Proponents of The 1619 Project believe this War was fought not as a battle to win freedom from British control. Rather, the aim was to increase and preserve slavery in what later became the United States of America.

Already many schools are evaluating and/or changing over to this new view of history. Textbooks and curriculum materials likely will incorporate parts or all of this 1619 Project tenets. Some schools will do a complete switchover. Others will incorporate parts of it into what's taught.

Some educators believe before long this new curriculum will supplant traditional teaching of U.S. history at most public schools.

A unique aspect of The 1619 Project

This Project maintains the real reason white slave-owners chose to settle this land was to establish and expand slavery of blacks so as to build their individual wealth.

This means people with white or lighter skin have enslaved and discriminated against people with darker skin from before the beginning of this Nation and that individuals of color were–and still are–oppressed. Those with white skin were oppressors–and that continues to this day.

Furthermore, proponents believe that skin color determines one's life. For life. They maintain it is vital to teach this thinking so that all students develop compassion.

People who don't agree ask, "How can it be helpful to imprint the idea on school kids that the color of their skin determines what kind of life and what kind of future they can have? Ever? How is this not another form of racism?"

Take note of gender issues

You probably know that in many public schools, "gender identity" now is considered more a matter of preference than of body parts.

Personal pronouns count. Some schools outlaw the use of personal pronouns (i.e., he, she, his, hers) altogether, considering them "discriminatory." The approved substitution is "they," "them," and "their." (New textbooks may reflect this policy.)

Starting from Pre-K on up, teachers in some schools may ask students, "Which do you feel like today, a girl or a boy?" If the child's answer differs from the obvious, they will be asked what name they prefer to be called by today. During that day the child only answers to–and can only be called by–that name.

Some schools allow students to dress according to their gender identity of the day. Some allow kids to use the restroom(s) and showers that match the gender the child has chosen for the day. (Note: In some public schools, restrooms and locker rooms may already be unisex.)

To know about your local school(s,) ask

Any resident has the legal right to examine textbooks, teachers' lesson plans, etc., and whatever materials will be used in the classroom. Just go to the school and ask politely to examine the curriculum and teachers' lesson plans.

You also have the right to courteously ask school authorities about current practice(s) in the schools your children attend.

Be sure to allot yourself ample time so you clearly understand your children's school(s) and policies in use at each one. Ask questions and take notes. Get to know your school board members and attend school board meetings, not to argue but to understand. In most school districts, Board members are the bottom line.

Curriculum and school policy set the tone–and often the limits–for what teachers can say and what they can teach. Teachers and class studies influence the attitude of students over time. What kids and teens absorb today inevitably will have impact way beyond the classroom.

All this means these issues need to matter to every one of us, with or without children.

Changes in thinking happen little by little

Children learn attitudes in all kinds of ways. (So do we all.)

It's not enough to rely for information on talking heads in the media. That very well may be opinion and not even close to the truth of your local schools.

Local citizenry staying informed is essential because once a curriculum or a philosophy is adopted in a school or school system, it's hard to change. That's step one.

Step two is to speak our well-considered opinions, reasonably and calmly, when the subject comes up in everyday conversation.

Don't forget to pray

Only God knows how any of this will shake out in our society and what the future impact will be.

We are called to be faithful in how we raise our children and to be aware of current events, knowing that God always has the last word.

Now to him who is able to do immeasurably more than all we can ask or imagine, according to his power that is at work within us, to him be glory in the church and in Christ Jesus throughout all generations, for ever and ever! Amen. Ephesians 3:20-21 NIV

Let's pray HE will be in the midst of every discussion, every decision and every classroom.

And now may God, who gives us his peace, be with you all. Amen Romans 15:33 NLT

Lenore

Why what’s being taught in our schools matters to ALL of us

November 3, 2022
This time let me spin a fictional account drawn from a real-life experience, which has something to say to all of us.

Picture the beginning of the school year at Spring Street School:

When brand-new teacher Angie White stopped by Principal Green's office his assistant, Sue Timms, handed her a stack of file folders.

"You'll be replacing Martha Black, who just retired. She had your fourth-graders as third-graders last year and she kept these notes on students and class materials.

"I'm not allowed to give you those students' grades. We never do because we want teachers and students to start fresh."

As Angie walked to her new classroom she thought, What a nice surprise. Maybe I'll find some clues to help me get off to a good start.

As she leafed through the folders she noticed a handwritten list of student names. Some had asterisks and some were underlined. Hmm. I'll bet these were Mrs. Black's favorites, maybe the brightest ones, or the most responsible. So many above-average kids, what fun!

The next Monday Miss Angie greeted each child with a big smile and a name tag. At day's end she thought, I was right. These kids are great!

It wasn't long other teachers noted her upbeat attitude. "Well, she's a newbie," said Miss Mary to Miss Liz. "Remember when we thought we could change the world? She'll hit reality soon enough."

Months later, at the end of the school year:

Retired teachers were invited to the closing assembly. Afterward, Miss Angie rushed over to meet Dorothy Black. "I'm Angie White, the fourth-grade teacher who inherited your wonderful class. Thank you so much for leaving that list of students and for identifying the brightest students. Those kids are born leaders."

Dorothy Black stared at her. "My wonderful class? My dear, you can't be talking about the children I had last year. They were the main reason I retired a year early."

Angie White's forehead creased. "But your list . . . I mean, at first I was puzzled what those asterisks meant next to certain names. Then I guessed you must be pointing to the top students in the class.

"And you were right-on! No matter what challenge I gave those students they out-performed. They sparked the other kids to learn, too.

"I've been so privileged to have a class like that in my first year of teaching. I'm afraid they've spoiled me for average kids."

Dorothy Black shook her head

"I'm confused. Please, give me some names."

Miss Angie started reeling off names, her eyes shining. When she finished, Miss Black took her hand. "My dear, you just named my problem children. The incorrigible ones. The ones who never turned in their homework. That's what the asterisks stood for.

"Sandra Smith warned me what I was in for because she had those students as second-graders. She let me know which children were below-par or real behavior problems–and she was absolutely right. Last year was incredibly hard for me. To tell the truth, I'm not sure how I made it through the school year."

Angie White couldn't think what to say. The silence stretched on.

At last Dorothy Black blotted her eyes and stammered, "Perhaps those children simply lived up to my expectations.

"And my dear, they also lived up to yours."

This tale of human nature has meaning for all of us

It's easy to go around expecting the worst from people and from life. It takes no effort at all to become negative in our thinking. Before long we've settled into a pattern of looking at people and life through dark-colored glasses.

And who wants to live like that day after day?

The Apostle Paul shows us how to overcome that trap:

Finally, brothers [and sisters,] whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable–if anything is excellent or praiseworthy–think about such things. Philippians 4:8 NIV

If we daily follow his advice it will lift our outlook on life and people.

And wouldn't we more likely enjoy our lives?

Here's to being a "Miss Angie" in the place where we are and letting ourselves see how blessed we are!

Praying for all of us,

Lenore

What if we started expecting the best?

October 30, 2019
Suppose your middle-school child came home the first week and told you, "Well, today in band practice we played our pencils."

Would you believe that story?

That's exactly what Sacramento music teacher Donna Pool instructed her new band students to do.

(Maybe she took her cues from Professor Harold Hill in the musical, "The Music Man.")

This 2010 tale is worth retelling because it carries a timeless lesson for us all.

Some of Mrs. Pool's beginning band students at Arcade Fundamental Middle School had no instruments. What's more, there was no money in the budget to purchase them.

What would you do?

This teacher was determined to keep alive her students' interest in learning to play. Determined enough to risk being called a fool. I'd call her a hero. See if you agree.

The word got out

It's small wonder that Donna Pool's story appeared in The Sacramento Bee.

That year Arcade Fundamental had so many students signed up for the new beginning band class that there weren't enough instruments to go around.

Did Donna Pool rant and rave? No.

Did she blame funding cuts and tell her students to start carrying signs? No.

Instead she announced they would work with what they had until they had more. Then she began teaching them basic fingering techniques, using pencils and ballpoint pens.

(Mrs. Pool still teaches multiple levels of band at Arcade Fundamental, also the jazz band and concert choir.)

The news spreads

Once The Sacramento Bee article appeared, local television news crews followed. Even CNN picked up the story, although she turned down an interview with Brian Williams.

In no time instruments began pouring in from all over town and around the country, enough for their needs and more. Excess instruments were added to the San Juan Unified School District's inventory. Anything over that they donated to other school districts.

Mrs. Pool encouraged callers to take their instruments to schools in their own communities.

She attributed the shortage of instruments to adding a new beginning band class rather than budget cuts. However, she said, "The arts don't get enough money. Schools don't get enough money."

Nevertheless, Mrs. Pool must be doing something right. As of 2010 the music program had grown from 120 students to 190 students and about one-third of the school's 600 students played in one of their five bands. (Sorry, I couldn't get current enrollment figures.)

There's a take-home here for you and me

This is one of those win-win stories from which we can learn.

Instead of spending their energies bemoaning what was lacking Mrs. Pool and her students sucked it up and found a way to make it work. We can, too.

It's possible to keep moving toward our goal even when conditions are not what we would choose.

Creative thinking can lead us down interesting paths–and sometimes that's just what's needed–so it's good to always have a Plan B ready.

Doing unto others as we would have them do unto us has not perished from these United States.

When we get involved we can make things better in our community and in other places.

We can get stuck in what's lacking

At any age it's easy to fixate on what's missing in our lives. We endlessly replay all the things we wish were different.

This takes us nowhere.

My grandmother lived through her share of hard times and doing without. She used to say, "Do the best you can with what you got."

Grandma's grammar might make English teachers cringe, but Donna Pool modeled this truth for her students and taught them a life lesson they won't forget.

It's still good advice

Whatever our age, whatever our situation, each of us can lift our hearts and bless others by focusing on what is and doing what we can.

It's as John Wesley said years ago:

"Do all the good you can.

By all the means you can.

In all the ways you can.

In all the places you can.

At all the times you can.

To all the people you can.

As long as ever you can."

The good we do may be as "small" as praying for individuals who do a good job. Or supporting them with encouraging words–to them and about them.

Such simple gestures can mean the world to those on the receiving end. And they won't cost us a cent.

Here's to stepping out in faith,

Lenore

Note: Photos are from the Sacramento Bee.
This teacher responded creatively to tough times–and teaches us all

August 9, 2017