“The Reach”

Dear Teacher,  

During my shower today, I peered out the fogged door and watched my Golden Retriever saunter into the bathroom.  As is characteristic of her year-and-half self, she proudly carried a tennis ball.  Entertaining herself, Pearl batted the ball between her paws, allowing it to roll before she pounced to catch.  I was amused at her game and how she kept herself occupied.  

Her task soon changed, however, when the ball rolled out of reach underneath the vanity.  Stuck mid-shower, I helplessly watched as she squatted on her haunches, peering under the cabinet to spy her missing ball.  Then, determined to get back her toy, she reached a long paw as far back as she could, hoping to snag it again.  Time after time, she stretched out her body, maneuvering this way and that to meet her goal.  She tried different angles.  She tested multiple depths.  Despite her resiliency, determination, and extreme effort, the ball was unattainable, and all I could do was stand there.

And you, teacher, there in your classroom, may feel helpless watching the limited abilites of your students.  Despite their resiliency, determination, and extreme effort, sometimes learning is unattainable for kids.  With inequitable resources, supports systems, or capabilities, these students struggle without success.   Not for lack of trying, these students continue to fail to reach their learning goals.  Nevertheless, you step in, (as I stepped out of the shower), and make it possible.  No, you don't spoon-feed their learning, (nor did I pull the ball all the way out).  Rather, you try new angles.  You use best practice teacher maneuvers.  You resources special education experts.  You refer for additional support.  Because of YOUR reach, you bring the learning close enough to award their effort and keep them trying.  

Reaching with you,
Mindy
Christian Educator & School Counselor