Dear journal,
In 2007, I began my teaching career at North Middle School, a time that coincided with the publication of "Letters to a Young Teacher" by Jonathan Kozol. I still remember walking into Hastings, scanning the shelves for something that might provide guidance as I embarked on this new journey. When I found Kozol’s book, I knew I had found something special. Since then, it has become a touchstone for me, particularly Chapter Two: Establishing the Chemistry. Every year, just before the first day of school, I return to these passages to ground myself in the principles that have guided my career in alternative education.
“There are too many stories about ‘super-teachers’ who walk into hopeless situations and work instant miracles,” Kozol writes. “Those stories make good movies but don’t often happen in real life.” These words have echoed in my mind throughout my 18 years as an educator, 15 of which have been at Joplin High School. They remind me that the work we do is not about grand gestures or instant transformations, but about the slow, steady process of building trust and establishing genuine connections with our students.
In the realm of alternative education, where many students come from backgrounds of chaos and confusion, the importance of honesty, integrity, and authenticity cannot be overstated. As educators, we cannot pretend to be something we are not, nor can we offer false hope. What we can offer is our true selves, our commitment to their growth, and our belief in their potential. Kozol’s reflection that “most children seemed to trust me… because I told them flatly that they had been treated in a way that I thought was unforgivable” resonates deeply with me. It speaks to the power of honesty in the classroom—the willingness to acknowledge the realities our students face and to stand with them in their struggles.
Albert Einstein once said, “The supreme art of the teacher is to awaken joy in creative expression and knowledge.” To do this, we must first be authentic in our interactions. Students, especially those in at-risk environments, can sense when a teacher is being genuine or simply going through the motions. Integrity in teaching means being consistent in our actions and words, ensuring that our students know they can rely on us not just to teach them, but to support them in their journey.
Brene Brown, a researcher and storyteller, has said, “Authenticity is the daily practice of letting go of who we think we’re supposed to be and embracing who we are.” This practice of authenticity is central to establishing the chemistry in the classroom. It’s about being vulnerable enough to let our students see us as real people, with our own challenges and imperfections, while also holding them to high standards because we believe in their capabilities.
As I begin this new school year, I carry with me the lessons I’ve learned over the years—the importance of being honest with my students about the challenges they face, the necessity of maintaining integrity in every interaction, and the power of being authentically present in the classroom. These are not just ideals; they are the foundation upon which trust is built and learning flourishes.
In the end, it’s not about being a “super-teacher” who works miracles. It’s about being a consistent, caring presence in the lives of our students, someone who they know will be there for them, not just as a teacher, but as a mentor, guide, and advocate. As I reflect on my journey, I am reminded of why I return to Kozol’s words each year—they remind me of the simple, profound truth that teaching is about connection. It’s about establishing the chemistry that allows our students to trust us, to open up, and to grow, knowing that we are there with them every step of the way.
Still a young teacher,
Dave