I never wanted to be a teacher. I wanted to be so many things before I decided to accept a teaching job. I liked reading, so I thought about becoming a librarian, a writer, a bookstore owner. And when I had zero idea on how to become any of those things, I thought of becoming a literature professor, because then I get to read and write for a living (oh, to be innocent and naive).
Nevertheless, in all those imagined scenarios, I had this urge to connect others. I thought of conversing with people about books and life if Iām a bookstore owner. I thought of writing exciting narratives with encouraging messages for the uninspired masses. I thought of interacting with college students when I become a university lecturer and discussing nothing but literature.
I wanted to connect, but itās always my second priority, because I am also afraid of connecting.
If only I can reach other people indirectly, whether it is through literature or through writing, that would be great.
I just never thoughtĀ āteachingā would be that indirect means.
I landed with a teaching job in a secondary school out of grace and luck. Like I said, I never wanted to be a teacher, but my teacher from my alma mater contacted me when I was unsure what path to take.
It was like standing at a crossroad, and then a sign suddenly came up, indicating the path I should head towards.
I took it. And so began my two, three years of soul-searching.
The first year was a nightmare. Then I started to find my place in my second year. And then came this year, which I became confused, because I was hit with an unbelievable realization: I donāt hate my job.
My colleague (and ex-teacher) invited me to help out with a social service to teach Cantonese to a small group of Japanese mothers living in Hong Kong. Because we are not fluent in Japanese, we asked my student of Japanese background to join in the service. The Cantonese lesson was conducted during a long school holiday, so in a sense, it was additional work during a break. To be honest, I thought of it as a task to be completed.
My colleague was busy, so the PowerPoint was completed only the day before the lesson. He asked me to take a look at it. I started seeing some mistakes in the Japanese my colleague had typed in the PowerPoint (because I am learning the language through self-study), and was uncertain whether some parts of the PowerPoint was clear enough. I was so invested in it that I called him and started discussing how to improve the teaching material.
It was actually fun. I found myself looking forward to the lesson.
The next day, we met the Japanese mothers via zoom. There were some hiccups at first, because we were trying to find a way to communicate. My colleague and I were only fluent in Cantonese and English, and the Japanese mothers were not. I wasnāt sure whether my student was confident enough to do all the real-time translations. But my worry over my student was over once she started speaking. Her Japanese was fluent with very little hesitations. Most importantly, the Japanese mothers were really taking notes, following us along, and asking questions.
At the end of the lesson, when we gave our final remarks and thanks, I told the Japanese mothers I really appreciated the effort they put in the lesson. My colleague then added,Ā āBelieve her when she says this, because she really is a teacher.ā
Yes, I am. I found my heart whispering back. I am not sure if I am one, but somehow, I am.
Recently, I just started watching / readingĀ āAssassination Classroomā (because so many of my students loved it, and everyone says it is an anime / manga for teachers). It is not by any means a perfect story, but I really appreciate its central message, for it is as many have said, a story about education. As a teacher, it is not difficult to find resonance in the plot and the characters.
One of my favourite part of the story so far is when Nagisa first battle with theĀ āsubstitute teacherā Takaoka. The reason I like this arc is not because of how Nagisa beat a tyrannical authoritative figure (which, I admit, was pretty cool), but because of the lesson that Karasuma-sensei, a trained assassin who suddenly became this group of studentsā teacher, learned from this incident.
Karasuma believed Nagisa had what it takes to win against the brute force of Takaoka, but at the same time, he wasnāt sure if his choice was right. When it turns out his perception was correct and Nagisa even out-performed his expectations, Korosensei says this to Karasuma:
What I value in these panels is its candid reflection of what it means to be an educator. I have two and a half years of teaching experience, but I never once felt that I am a successful teacher. Every lesson, to me, is a gamble. I have prepared what I have, but I have no idea whether it will work on the class I am about to teach. Being a teacher often means preparing for failure and struggling with doubt. What Korosensei says is true: When you are in a classroom, you actually donāt know what you are doing most of the time, but you need to act as if you do, because you are supposed to be "the teacher".
I do not like feeling uncertain, and I want to escape from the possibility of failure. But it is through confronting this on a daily basis that I discover the value in these uncertainties.
Because Korosensei has a point.
When you are able to meet students who work hard, who perform out of your expectations, who are willing to listen to your lesson and look up to you, despite how uncertain and unprepared you are, that feeling outweighs any form of joy and happiness.
That is the weird, vulnerable, and incredibly wonderful bond between a mentor and his or her student.
Panels taken from Ch.42 of "Assassination Classroom" by Matsui Yuusei-sensei.