Teaching is a unique and awesome profession, one that brings much joy and fulfilment to those who continue within it into their elder years. What sustains them?
There are, of course, those elder teachers who remain in the profession because of the long term security that teaching affords: being a teacher not only confers a certain social status, it also brings the real benefits of prestige, financial security, working hours conducive to family life, regular holidays, long service leave and the benefits of income protection if teachers become unwell. All of these aspects make teaching a very comfortable job, but is there a deeper well of inspiration that many elders draw upon?
Teaching also presents an interesting blend of continuity and change, of variety and predictability. Every single teaching year is guaranteed to be different with student changes, grade changes, school changes, ostensible ideological changes, technological changes and personal growth.
The nature of the job itself is anything but monotonous with teachers using their multiple skills and talents in the classroom – as leaders of school-based committees, counselling with children and liaising with parents and other community members, attending and organising excursions and overnight camps, school social functions, fetes, concerts and sports carnivals. Teachers play a significant role in the organisation of the many celebration days that occur throughout the school year: Anzac Day, NAIDOC Day, Mother’s Day, Father’s Day, Anti-bullying day, Harmony day, Mufti days, Jeans for Genes Day, Jump Rope for Heart Day and others!
With the constant changes in educational theory, assessment and in technology, teachers are always updating their knowledge and skills throughout their entire careers through the free professional development the system provides, an opportunity not afforded by many other professions. This constant professional and personal development continuously opens up the possibility for a variety of career pathways.
There is also predictability in teaching. The profession brings a mental and emotional security in which some take great comfort. There is a consistent routine in the way that the days, the weeks, the years are all planned out well in advance.
However, after years of experience within this school routine, many elders come to understand how their own flavour can be woven throughout it in a way that supports everyone. This elder approach is in complete contradistinction to the belief that ‘Those who can, do; those who can’t, teach.’ By claiming a different quality, elders have a renewed purpose to their teaching within the context of this school routine. They bring the qualities of nonjudgmental observation, of knowing what supports students and what doesn’t, and the willingness to express openly what they know truly works for the service of all in the education environment.
Many elders have sustained their inspiration, passion and love for understanding life, nature and the universe, and experience the joy of sharing their appreciation of the magnificence that surrounds us, the awe and the wonder that they feel about it all. They have the ability to open this vast chest of treasure to support students as they expand their own horizons. This is often the foundation of the mutual adoration that is observed between teachers and children who reflect back this joy of discovery and learning, and is also why teachers adore working with children.
This establishes and enhances the sense of true responsibility of ‘giving back to the community’ that so many elders value and live by. There is a real commitment to truly educating the next generation of children and the significance of being an elder teacher. All this is offered with the serenity and grace developed over their many years of teaching, accompanied by their unshakeable confidence in knowing they do a great job.
They bring the quality of a true connection with their students. They see their professional life through a whimsical humour and from a place of love. There is a greater sense of balance between the heart and the head which, for a number of reasons, may not be so readily there in our earlier years of teaching. They have expanded their awareness of what teaching is about.
Their joy is in being aware of and observing how true learning is reflected to them in the movements of their students, and not exclusively in the allocation of grades. When true learning has occurred, there is a remarkable change in the way students walk – in their posture, in their facial expression, as well as a lightness in their overall demeanour. These are the reflections of students enjoying and making a full commitment to their learning.
The predictability and continuity of teaching has become a foundational rhythm, which is ever-expanding and deepening, building upon the connections and relationships developed with students, colleagues, parents and the wider community.
Could it be that the deeper well of inspiration that many elders draw upon is the quality of rhythmic steadiness and grace that naturally flows through the connections and relationships elders build upon every day. They have a genuine love of giving back all that they know, and all that they are, within their schools and communities.
All of this is what inspires us to continue teaching . . . for decades!