It has been a little while since I have posted anything on this blog. In short, I have been observing, learning, and enduring. In my last post, I jested about communication and grades. Well, my banter returned somewhat of a cricket-in-the-woods echo. If you want to know where I stand with grades, please read the previous post.
OBSERVING
In the past five and one-half weeks I have been seriously observing my students. I have observed some of the best and worst, well . . . let me not say “worst” . . . I’ll say “mediocre” student behaviors. There are some who obviously embrace the challenges the class has offered. Others, not so much.
LEARNING
Not only am I learning that JCHS is an exciting place to be right now because of its focus on internal improvement – mirroring some of the processes I incorporate in class – but I am also learning how to adjust to a different academic culture. It is refreshing. And it is scary. It is like Bella jumping off of the cliff. For her, an opportunity to live on the edge of danger to experience her obsession – Edward’s reprimanding voice. For others, our district’s direction will be misinterpreted and misapplied – hopefully not resulting in an Edwardian suicide attempt.
ENDURING
I would like to stay on this point for a little while, so bear with me. Enduring, in its simplest definition, means “long-suffering.” The implication, then, involves a certain amount of discomfort. So, what is currently making me uncomfortable? First of all, ten minutes! Time. Transitioning to a 45-ish minute class has been frustrating. There are so many times when my students are gathering up their books, closing shop, and I look at them as if I still have 10 minutes worth of material to cover. That is because I have been accustomed to a 55 minute schedule, and believe me, that 10 minutes is valuable. Not having it is like wearing a pair of socks that have been stretched a little too much. Secondly, supplies. Of all of the praise I can give this school, I can offer a balance to all of that with one word: books. I had a student say to me the other day that his mother was surprised we are STILL in the same book. We have practically spent the entire semester on one text. Although I know that is not entirely true, I wholeheartedly agree with the sentiment . . . . “STILL.” I disagreed with his response to his mother, “Mr. Kimble just reads slow.” The reality is twofold: lack of resources so that each student could take a book home a read [as if . . . .], and students’ reading abilities are somewhat low – slowing the pace to maintain understanding. The last thing to endure: students. Now, please don’t take this too negatively. I love students. I love teaching. I find it difficult to tear down students’ internal obstacles to academic performance. The give-and-take is draining me. The Win-Win is not evident right now. I feel it is a Win-Lose scenario right now. I win because the quality of work being turned in doesn’t require much of my time . . . . . . [OUCH! That hurts Mr. Kimble.] There is always a method to my madness . . . . the simple is not always so simple. Yes, there are small rewards being achieved [some grades] at the expense of career related skills [work ethic]. The real question becomes, “Would I rather have someone working for me that gets the job done, or would I rather have someone who gets the job done right?” There is a real epidemic of “fast food” work ethic in a setting that promotes entrepreneurial leadership. Let me be a little crass here – that work ethic works in a Socialistic society but not in a Capitalistic system. And in our current economic reality, I know exactly which answer I’d choose for that question.
So what Mr. Kimble? What are you really saying?
Stick with it! Show me your best!
I have to encourage you demonstrate a certain amount of perseverance. I implore you to adjust to the academic environment. I challenge you NOT to just exist, but to permeate this academic shell.
I have shared with you some of my basic principles of teaching. I have a passion for this profession because of how I can influence others – students and staff. That passion is from a very important relationship I have. HE is my Audience. HE is my focus. HE is the reason I am who I am. James 3:1 forces me to do MY best at all times because I am ultimately responsible for what you learn from me. If you are not a better person, professionally, academically, and relationally, because of your experience with me, then part of my existence is nothing short of failure.
