Teaching is a profession that puts one in danger of developing a big, fat ego.
Every time a student comes back to visit, after a semester at college or after a few years, it is a great confidence boost. You think: W
ell, if this student stopped to see me, I must have mattered. Of course, it could be the student was on his or her way to see another teacher and made eye contact with you and didn't want to be rude. See? There are variables.
The other day, however, a student came to visit and she said, "If it wasn't for you and Mr. K (another English teacher in the school) I would have never have..." I had to disagree. This girl had immense talent and a passion for the written word when she
entered our classrooms. The other guy is probably the finest teacher I have ever known, but I think he would agree with me. (He retired, so I didn't get a chance to discuss.) I had to tell her: "No, not really. You were good to begin with. Don't give us the credit for your achievements."
And it is
always true. None of my students who have gone on to success in letters or in education or, specifically, in the field of English, owe that success to me. At best, I played a small part. All of those really successful students would have reached great heights with or without me.
If I
ever make any remotely profound impact on a kid, it is in making him or her aware of his or her talent. That part is important, and I take it seriously. And it is not easy, because it requires earning the student's respect; if the student does not respect me, he or she won't really care about my perception. That, in itself, is a tall order. Somebody has to be able to
see it, after all. Beyond that, sure, I can
help, but...