When this post goes live, I will be somewhere in the nation’s capital, guiding 29 seventh graders through history, opening their eyes, hopefully, to things they have never seen before. This trip marks the fifth field trip I have organized, led, or participated in this school year. Many teachers look at field trips as burdens or things to endure; I found them a lot of work, yes, but more importantly, I found these field trips opened up immeasurable opportunities to minister to my students and to build life-changing, lasting relationships with these amazing kids.
One of these students on the way back from Carowinds (I had joined the band and orchestra on their field trip to the Festival of Music) commented on the lack of trips offered to the other grade levels and joked, only half in jest, that the 7th grade teachers knew they were the best students ever. That comment prompted me to think about, and share with her, the initiative it takes from teachers to get the ball rolling on trips like the ones we’ve taken this year. I shared the following with her. When I first started teaching at my current school, I had no knowledge of either Youth in Government or Model UN. Even if I had wanted to, I could not have started a club or organized trips for these conferences. Once I learned about these opportunities and developed a passion for them, I sought out even more trips to organize and take these students on. Not every teacher shares my passion for diplomacy and debate, nor should they. When teachers know more and truly believe in what they teach, they are positioned to foster the best in their students.
The student I mentioned above has participated in the Youth in Government and Model UN trips this year and performed better than any of the other 7th graders who attended. Although I taught this student’s sister last year, I did not have the opportunity to teach her since she was placed on a different team. I do not even remember how I extended her an invitation to join YIG, whether she came to me and asked or if another student brought her along. Whatever the story, I give God thanks for giving me the chance to know her. The first time we held a practice debate in YIG, I watched and a huge grin spread across my face as this student approached the well and eloquently argued against a bill whose contents she learned only moments earlier when the bill authors presented. The next semester when it came time to select students for the Model UN Security Council simulation, I wrote her name down immediately. After this experience, things clicked into place. She asked what she had to do to make sure to get the same opportunity next year. I told her that she just needed to continue being awesome and that I would for sure guarantee her selection next year. During teacher appreciate week, she went out of her way to check the spelling of my name before writing me a note thanking me for providing opportunities for her even though I was not her teacher.
These field trips have opened so many doors for these kids. Not only that but they have provided much needed time to engage in conversation with them, to let them express themselves and ask questions knowing that this adult truly cares about them and values them enough to listen. I have immense difficulty putting the profound impact into words. I touched on it when I wrote about my first Youth in Government experience as well as when I wrote about the New York MUN, yet I still struggle to find words that even approach capturing this experience.
As I move forward in my teaching career and attempt to respond to and even in a small way change the “woe is me” educator culture, I want to seek out more field trips, more opportunities for my students that provide space to grow and time to talk. I want to continue the hard work of building relationships. I could have an easy job, even in education, but that would be pointless. I would much rather put in the hard work, sweat, and tears. The outcome proves its worth.