Just another existential crisis

"Mr. Vincent," they said, "We do not understand what to do in your class."

Statements like this take me aback--only because I believe that I clearly communicate what can be done. What are big ideas that occur in Romeo and Juliet? Is it not clear that love is in conflict with hate--and that love wins?

As a new teacher, I continue to pass through a purification process. Each day I am forced to think not of what I want or need, but what the students want or need. This requires me to shed my personal expectations of school so that I can empathize with the students. How can I best teach them? What do they understand? What should I do during my successive 65-minute performances? However, this does lead to a more befuddling but important question: what is teaching?

Several times a week I have the same mini-crisis: What does it mean to be a teacher? On occasion, I have soothed these existential nerves by looking to:

  1. The teacher evaluation that is published by the state,
  2. Common core standards,
  3. Answers provided by theorists (currently Harold Bloom, Neil Postman, and Danah Boyd),
  4. Even my own answers (crazy, I know, solving my own problems).
And then the moment passes. It is time for 4th period. I am too tired to continue thinking about that. A student comes in for help. Something happens to interrupt this thought.

. . . But, are these not the most important questions to answer: How do I teach? How can they best learn?

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