Why Teach?

As a theater artist, I think a lot about objectives, intentions, purpose. It's a concept that helps me sometimes, unexpectedly.

We've all been at the meetings that wander from individuals grandstanding about the wonderful things they do, to Power Point presentations, to "opportunities" to sign up or donate. I can often make sense of what's going on-- as I sit in a customarily uncomfortable seat in a room that's either too cold or too hot-- by trying to figure out: what's the main, important thing this meeting is trying to accomplish? What is the real objective behind the lists and big agenda?

Likewise, teaching. As I think about the current negotiations between Oakland public school teachers and the district, the upcoming one-day strike, relatively low pay, poor working conditions, pressure and stress on our teachers, I wonder: why do they teach, some teachers for 30 or more years? Same for the students, many who seem highly disaffected by high school. Why bother? Why even set foot in a classroom? Same for the school district administrators: why are they doing what they're doing? What would result if they were able to stay focused on their real purpose? Why do logistics, and the idea of how things "should" be, so often change our goals?

When I was a student about three quarters of the time I was just trying to get a decent grade and do what was assigned so I could pass or graduate, without thinking of the 'real' reason. But for a blissful one quarter (maybe even less), I burned with curiosity to know, to argue, to ferret out some sort of truth for myself. Concern about passing or graduation disappeared. A class felt like fun.

Similarly now, when I go in to teach a drama or poetry class, I'm thinking of requirements, expectations, product quality, grades, student behavior, etc. Is this the real reason I teach? I hope not. So much of my thoughts as I prepare and teach a class feel burdensome. What would happen if I entered a classroom to teach focused on my real reasons for being there? I like teaching because at the core of the experience it's fun, it's learning with my students, it's sudden discovery, it's connecting with the surprise of young minds, it's the joy of creating, it's feeling like we can transform our lives in the process of making a play or poem, it's finding out what is worthwhile in life, it's seeing something emerge from all of our ideas put together- some sort of Beauty and Truth.

How does that connect with contract negotiations? I don't know, but I know I won't cross the picket line because I am so grateful for what our Oakland teachers do every day. My sons went to Oakland public schools and experienced moments of care by teachers that got them through extreme challenges. Teaching is an art, whether you're teaching the arts or biology. Perhaps if teachers and district negotiators are able to focus on the main objective, on what is important about their work, some transformation will take place. There is so much Beauty and Truth in the Oakland schools. How can we nurture and treasure it?