I have been thinking about what things are important to me as a teacher for quite some time. Leading up to the start of school in September I specifically thought about those attitudes and competencies I wanted my students to have. I worked through the prescribed learning outcomes for each of the courses I teach, outlined when and how I would cover each one, revised my course outlines, and prepared materials to help students understand concepts and processes.
This is an important process, but as I reflected more deeply about why I teach I realized that the unwritten curriculum is every bit as important as what I had outlined. I reminded myself that being able to solve quadratic equations in four different ways, being able to calculate the volume of air needed to safely burn a tank of propane, and understanding ecological and taxonomic relationships between organisms are topics I teach - and I do consider them important - but they are not the most important. Graduating with a Dogwood Diploma from a BC high school is important, but again, it is not the most important thing. Playing a small role in helping my students become confident adults who contribute to society is important. Helping my students become role models and mentors to others is important, but again, it is not the most important thing I can do. Helping them understand how valuable they are to God and how very much He loves them is the most important thing I can do as a teacher. It is also the hardest thing I do.
I have been trying to find a way to get this point across to my students, and yesterday I think I was successful. The lesson may not stick, so I will keep working, but today I am thrilled with how well my illustration worked. Steve, one of my grade 12 students, agreed to help me, and, thanks to him, I think the grade 6-12 students at OKAA have a new insight into what Jesus death on the cross can mean for us.
First semester classes ended yesterday, and I wanted a chance to celebrate with the students, so I brought 8 dozen doughnuts to school. Considering that a few students are absent on any given day, I was confident that each student at the school would be able to have one. When assembly time came all the grade 8-12 students were seated in the gym foyer. I gave a bit of a preamble, told them I wanted them to understand the most important reason I teach. I mentioned that I enjoy the occasional break from routine - pi day, ski days, the Terry Fox run, and school picnics. I reminded the whole group that doughnuts are not part of a healthy lifestyle, and that none of them really deserved a doughnut before exam week. Then I told the students that Steve, who is one of our top students, was ready for exam week, and had agreed to pay the price so that each student could have a doughnut they didn't deserve. At that point 15 sixth and seventh graders trooped into the foyer. I told the whole group that Mrs. Harford, our principal and their teacher, wanted to attend the assembly and couldn't leave the students unattended, and so they were here, but that this was an unexpected event and I wasn't sure they would get doughnuts.
I asked Paisley if she wanted a doughnut, she said "yes", and then I asked Steve to do 10 pushups so that Paisley could have a doughnut. He did, and a few students laughed. Next, I asked Paige if she wanted a doughnut. She said "no", and I asked Steve to do 10 pushups so Paige could have a doughnut she didn't want. He did the pushups and she protested that she didn't want a doughnut. I told her she could put it on the floor if she didn't want it. She protested, a few more students laughed, and I moved on to the next students. By the time I had asked 10 students if they wanted doughnuts, and had asked Steve to do 10 pushups for each of them, there were no students talking or fidgeting. By the time Steve had done pushups for 20 students, there were some who were fighting tears. It was then that a student first said "Thank you" to Steve for doing pushups so she could have a doughnut. After 30 students had been asked if they wanted a doughnut, and after 300 pushups, Valdis asked if he could do 5 pushups and let Steve do the other 5 for him, I said "no, none of you can do anything now to deserve the doughnut, only Steve can do the work." It was at that point that I realized that all of the students were saving their doughnuts - one person asked if they could eat their doughnut, I said yes, but they waited. Finally I got to Alecia, Steve's girlfriend. I asked her if she wanted the doughnut, and she said "No". I asked Steve to do 10 pushups so Alecia could have the doughnut she didn't want, and as he did them she cried "I'll eat the doughnut!" The whole group laughed through tears. Next I asked Corrie, Steve's sister, if she wanted a doughnut. Tears were rolling down her cheeks as she stated "Not if Stephen has to do more pushups." I turned to ask Steve to do the 10 pushups, but he looked straight at his little sister, said "It's ok, Corrie, I love you, so I'll do the pushups and then you can decide if you want the doughnut or not." By now Steve had done 10 pushups for every student in our high school - 430 pushups.
At this point I wasn't sure what to do. I hadn't planned on having the elementary students at the assembly, Steve hadn't practiced that many pushups, and I didn't want to push him beyond what he could do. I looked at Steve, who was clearly very tired, and asked if he thought he could do 2 pushups for every 6th and 7th grader, and he replied that he could do more than that. I then asked if maybe 5 pushups would be fair because they were last minute additions he hadn't been expecting. Steve looked at me, looked at them, and said "those students are as important as the high school kids, so I'll do 10 pushups for each of them." The whole audience was stunned. I asked Mr. L to count the pushups, and Mrs. Harford started handing out doughnuts to those students.
Steve had been doing pushups all along with a natural, unchanging rhythm, but it was clear that these last pushups were different. He started out steadily, and did 48. Mrs. Harford handed out 4 doughnuts, and Mr. L said he would remember the 8 pushups for the end. Next Steve did 30 pushups with the same steady rhythm, and Mrs. Harford handed out 3 doughnuts. Steve did 20 pushups,a little more slowly, and Mrs. Harford handed out 2 more doughnuts. Steve did 30 pushuups, Mrs. Harford handed out 3 doughnuts. There were 22 more pushups to do, 3 more doughnuts to give out, and Steve slowly and painfully did them as the whole audience counted under their breath. As he finished the last one the grade 12 class stood and applauded. Steve collapsed in a chair, the rest of the group stood to applaud, and we had closing prayer.
I know the students will remember Steve doing pushups in assembly.I hope they remember that there is nothing we do to merit God's favor, nothing we can do to help earn our salvation. I hope they remember that God loves us so much that he paid the price and lets us decide if we will accept salvation as a gift. If so, I was successful today.
Life is good!
