Teaching has a very distinctive rhythm. Term 1 begins, classes commence, new relationships are formed, everyone is fresh and hopeful and primed. We work through to the middle of the school year, more comfortable now – perhaps a little tired. But our relationships warm just as winter sets in. And then the end draws close, we ramp up again to the crescendo of final projects and exams and reports and then…quiet. Summer.
And then we do it all again.
There is something deeply comforting about predictable rhythms. Nature has embedded a biological clock in our bodies that is synchronised with the sun. The language that we speak is a symphony of pitch and rhythm and it is the recognisable beat of different genres of music that draws us in.
Rhythm is reassuring and hypnotic.
For teachers, the annual rhythm is both a blessing and a curse. There is a defined start and end, we know where we stand. We know where we have been and where we are headed. We can predict the ups and downs. And we know that as we tire, the rejuvenating break is near.
And…we are busy. What worked last year, will probably be fine again this year. My style, my way, fits the beat. Why fix what isn’t broke. We rinse, repeat. And the years can slip by.
But when, as teachers, we seek first, to embrace and serve the child, each year and each day is unique because each student’s needs are unique. The rhythm of schooling remains, but it becomes a somewhat muted backbeat in contrast to the bright, new melody of each of our students.
This perspective, this unwavering focus on the heart of their students is the reason why some of the most enthusiastic and dynamic educators in the world are in their 4th and 5th decades of teaching. They feel the rhythm but they live and teach for the melody.