What Can We Do to Support Our Teachers?

Being a teacher of students of all ages and teaching any subject is usually a job that one feels “called” to do. Teachers spend their careers paying it forward not in monetary value but in the rich value of education, survival, socialization, and problem-solving skills. Teachers develop knowledge in the brains of their students essential for the next generation to survive, thrive, and continue with the progress of our world. (Texas Educator Core Competencies 16-17).  Essential cognitive, physical, and emotional skills must be learned for a student to be successful.  

              What happens when the supporters need supporting? Since March of 2020, the world due to COVID-19 has become different. Many unprecedented cause-and-effect situations have produced major stress, confusion, and dismay in people’s lives. As a result, we are seeing children brought into childcare that are withdrawn and unsocialized. Also, some infants are uncomfortable with a human touch- a major need in healthy development. Early childhood educators struggled to find their place when the pandemic began. As public schools closed many early learning centers remained open. As many communities were ordered to shut down, the division and definition of what was essential in life took on a whole new meaning. The education system from early childhood all the way through college was forced to take a step back and look at the big picture of how the process of learning could remain required, necessary, and most importantly safe. When the word “safe” is mentioned one usually thinks of physical wellness and that is so important, but what about the wellness of the mind? Most teachers and educators are usually well-rounded individuals who live by routine and stay on pace with the curriculum and individualized learning needs of those they teach. Separation from students and the inability of every student to physically be able to participate in class has caused much stress for our teachers. “Our educators need more support now than ever before.” (What will Happen, New York Times article 08/2021). How do you make educators feel supported? Of course, gifts and money are always nice, but I believe the road to recovery is going to take a lot more than a good job, and an attaboy recognition.

              The word support by definition means to give assistance, to bear part of the weight, to hold up. (Oxford Dictionary). One usually needs support when they are unable to meet needs on their own. Right now, our educators need support from parents. Parents can take the time to communicate in person, by phone, or by reading the notes and emails sent concerning their children’s education. Teachers can tell parents about behavior and needs by trying to be met with children. Support can be given emotionally just by saying “I understand how you feel.” Showing reassurance, compassion, and respect are behaviors children can model. Simply reminding educators that they can succeed by using a reference to a past successful project or time period gives hope. Acknowledgment of meeting goals- can be inspiring to a teacher. “You did the best you could with what we had to work with today,” can be uplifting. As always trinkets and gestures such as gift cards always make a person feel appreciated. However, reassurance to keep on keeping on and telling someone they are making a difference is the ultimate reward for educators. Many teachers over the past few years have wondered if they even matter to children and the answer is yes, they do. It is essential that teachers get the resources, support, and encouragement they need to be successful. Our world may have changed- our world may not ever be the same. Mankind must carry on-must find answers-must survive and must recover mentally and emotionally. The future of success is our young learners, and the future of our young learners is in the hands of our teachers.  (How the Pandemic has Changed Teachers, Dallas Morning News 08/2021).   

 Chasity Smith Archer has worked at Katherine Sage Temple CCC in Diboll, Texas since 1997. She taught PreK3, worked in administration and currently is the Executive Director. Chasity also instructs as a TECPDS Trainer. She has studied at Angelina College, Stephen F Austin, and the University of Texas to obtain a Child Development Associate and numerous early childhood credentials.