" The Endless Task" :A Reflective Classroom Teacher 20

The task of teaching is never completed; a finished product is never produced. As teachers, we promote, we graduate, we advance but there is never an end to the process; but don't despair. Off in the wings there is always the latest model to come off the reproduction line. As long as parents are willing to reproduce the species we will have new fresh students who will spend time with us and leave much better people; but not complete.
Education is a process and is never completed. There are some in the teaching profession that cannot tolerate this reality. Teachers cannot inspect their students and stamp them finished. At best, we teach them what we must and what we can, and then hand them off to their next teacher until they are ready to run on their own.
As teachers, we have little that is concrete that allows us a feeling of closure. We constantly seek small reminders that we are achieving and that our work is legitimate. Where is the fruition that allows for self-satisfaction? It isn't there so we might as well stop looking for it. We are not allowed to pat ourselves on the back and say job well done because we lack the evidence of completion.
If our need as teachers is to receive external praise, then we have joined a too noble profession. We would do better to find work in the arts or perhaps the political arena. External praise and recognition for a job well done is often delayed until the day of our retirement, if then.
Again, our task is never done. We must constantly remind ourselves that our intention is to do good for our students and then pass them on and not seek the satisfaction of a task completed, just well done.
If what we do is truly good, then why should the task of teaching have an end? Like kindness and love the goodness we accomplish as teachers, should refresh our souls and encourage our efforts. Our validation must be provided from within.
Our spiritual self, after reflective thought, must reach the conclusion, that we set practical goals, for ourselves and our students and in most cases, achieve them. In doing so, we passed on useful knowledge; we gave an honest effort; we modeled correct behavior; we intervened where necessary and passed on better and wiser people. That is an honest effort and we should all take a great deal of pride in that reality. As teachers, we seem to dwell on our failures rather that our many successes and that is so sad.
If in a class of twenty; nineteen are attentive and learning, why is it that our self-worth is often based on our ability to turn the one indifferent student around. Why can't we celebrate this minor miracle and lean back in self-satisfaction? Why do we always feel we have to be perfect?