Our WHY has been challenged more than we thought it would be during these uncertain times. I’ve heard from educators around the world how they are coping, thriving, and some are even striving. We share our struggles and how we are able or not able to overcome them. We learn from and with each other. What I found is that even in the toughest times we need our connections now more than ever with people who have empathy and care because each and everyone matters.
As part of our personal learning network (#PLN), educators chose one word for the year. The #OneWord2021 I chose was STORIES. Our stories connect us. My book, Define Your Why, was about how you can own your story so you can live and learn on purpose. It was launched a year ago so I celebrated with a dance party. Below are stories from several of the awesome educators who put on their dancing shoes and then shared how they are defining their WHY during this crisis.
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Craig’s WHY Story
While I’ve always thought about the importance of teaching, the Covid-19 crisis helped me to see the true power of “WHY” I teach. With so many families suffering, it’s our job as educators to be a difference-maker for children and teens. Especially in the field of Health and Physical Education, the importance of wellness has never been stronger. The mental, physical and social well-being of students is always part of “defining my why” in teaching.
Furthermore, so much of my why is centered around providing a positive, happy, empowering space for teens. The stress that Covid has placed on so many young adults makes knowing our why not just imperative for us, but also for our students. They must know that why we teach is centered around changing their lives for the better. While it’s impossible to see if we are impacting all students, putting our why into action matters.
Craig Shapiro
Coach, Health & Fitness Instructor in Philadelphia, PA
Email: Boomerizzy@gmail.com
Twitter Handle: #Shapiro_WTHS @Postively_Well
The host of #teachpos Twitter chat
Website: https://cmsdreambig.com/
Episode #101: Making a Difference in the Lives of Every Student
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Molly’s WHY Story
When the pandemic hit, I knew that it was going to be an opportunity to really focus on why I taught the way I did. I had spent the last 2-3 years revising and rewriting three grade levels’ worth of material to give it more of a student-centered and personal touch. I took the time to listen to my students and discover what they were truly looking for. The biggest discovery was the amount of stress my students had to deal with on a daily basis. They would often come in fretting about having to take multiple tests per day, and of course the “BIG ONES” at the end of the year. So, I decided to do something about it… and made tests disappear!
I focused on my “WHY” and eliminated tests in my classroom. I am a teacher because I aim to enrich and improve the lives of every student that walks through my door. I decided to make my class less stressful by getting rid of the tests in my classroom. Since we’ve returned to 100% face-to-face instruction, my students have commented that my class is even more fun without the tests and that they know that they can feel relaxed, loved, and appreciated without the stress of a number from a test. I haven’t gotten all of my students on-board with this concept yet, but they are starting to see that life is not a multiple-choice test and neither is my class. Hopefully, this becomes the norm not just in my classroom, but all across education. It is time for school to be fun again, and I know I play a small part in that for my students every day!
Molly Schaefer
Spanish Teacher in Boiling Springs, South Carolina
@TigerMolly11 on Twitter
mollyjschaefer@gmail.com
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Anna’s WHY Story
Believe it or not, for me, 2015-2016 was more crisis-laden than 2020. My best friend passed away, I got divorced, sold my home, all while under a 120% full-time contract; so, understandably, I had a major identity crisis from the stress and loss. After going to therapists, who unfortunately made me feel worse because I was given one-size-fits-all formulas to try to help my very specific needs, I decided to try to venture inside of my own mind and heart to discover how to heal.
The four years of journaling and digging deep to discover what was at the root of my mental and emotional illness resulted in my book, Sparrow’s Well. Through writing that book, I found my WHY: I provide a non-judgemental, listening ear and personalized feedback for action plans that will heal an individual in their own time with their own needs. I do this through individual consulting and will extend my service to provide online courses in the very near future.
The passion and strength I gained from using narrative therapy to heal are what helped me get through the crises of 2020 with more positive ease. I had already battled and conquered the ideas that used to infect me into negativity and production-paralysis. Because of the work, I did for my own healing, I was not blindsided when the pandemic propelled the once subconsciously hidden mental illness into conscious light for many other people.
As I read comments and postings on social media, I realize that my “WHY” is needed. In response to that need, I have created a safe space for people to walk through their own journeys, and I encourage people to share their individual perspectives on my website so that we can all learn from each others’ authentic perspectives and experiences.
Anna Marie Savino
Educator, Mentor, Author, CEO
Email: wellcultivatedperspectives@gmail.com
Website/Blog: www.wellcultivatedperspectives.com
CEO and Owner: Well-Cultivated Perspectives LLC
Author: Sparrow’s Well, Sparrow’s Song, Fueled by Coffee and Love: A Brew Perspective
Twitter: @ASMILEwithAnna @well_cultivated #bewellcultivated #ASMILEedu #ArtisanED
LinkedIn: Anna Savino, M.Ed.
Facebook: Well Cultivated Perspectives
Instagram: @well_cultivated
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Lisa’s WHY Story
In July of 2020, each Kindergartner was invited to personally meet their teacher masked-face to masked-face before they began their remote Kindergarten experience on the first day of school. Individual appointments had been scheduled and I excitedly, and sort of nervously, waited for the first little 5-year-old to come through my classroom door. This is my first year teaching Kindergarten and I wasn’t quite sure what to expect from those introductions, especially with the unknowns of teaching remotely resting heavily on my shoulders.
The moment arrived when the first little one walked through my door and I instinctively dropped to my knees so that I could be at eye level with him. Even if our mouths and noses were masked, our eyes could still behold each other and I wanted the two of us to have that experience. That sweet little boy walked right up to me and very matter-of-factly said through his mask, “Well, I know you’ve been waiting for me. I made it. I’m here.”
The mountain of stress on my shoulders melted away, my heart swelled, and I said, “You know what? I have been waiting for you. I’ve been waiting for you my whole life.” and I believed it. That moment defined my purpose for the coming school year. I decided that whether in person or in a video chat, I wanted each of my students to feel that I’ve been waiting to love them my whole life.
Look at the sweet faces of those adorable students filled with wonder, curiosity, excitement, and joy.
There are no words to describe the stress of this school year, but every single day I do what I do because of those sweet little ones who don’t know school to be any other way. They are my WHY. It is a joy for me to be their first school experience and even though we have been remote all year and we only see each other on a screen, I feel their connection and I know they feel mine. I have done all that I have done and will continue to do, so that those kinder babies, those amazing souls I have been waiting my whole life to know, will love learning, will love wondering, will love creating, imagining, and discovering. They are my hope for the future, and, actually, I’m part of their hope for the future. My hope will inspire their hope and we’ll keep each other going. That’s what life is really all about anyway, isn’t it? Life is about connections and if we haven’t learned that in the past year, we haven’t been paying attention.
Lisa M. Love
Kindergarten teacher in Arizona
Email: dwangmanii@gmail.com
Twitter: @LisaMLove1996
@SpaceFoundation Teacher Liaison
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Pamela’s WHY Story
The two most important days in life are the day you are born, and the day you discover the reason why. –Mark Twain
I always thought I knew my WHY– you know, to make a difference. Then on Father’s Day 2020, during a global pandemic, everything changed.
It was 5:00 AM on a Sunday. I woke to excruciating abdominal pain. The next thing I knew, I landed in the emergency room with a surgeon bending over me, declaring I needed intestinal surgery. After eight days in the hospital, I quickly became more grateful for every single breath and step I could take. You see, after the surgery, I couldn’t even walk to the bathroom by myself. I went from someone who runs for fun to someone who needed assistance for every single step.
One night, while in the hospital, I was frustrated that I couldn’t walk, and I was still in indescribable pain. (Something I never want to experience again, and I hope you never get the pleasure.) I began crying. It was that moment my night nurse reshaped my WHY.
As my night nurse helped me get out of bed and walk, she pointed me in a positive thinking direction as she pointed me towards the bathroom. She said, “You’ve got to think beyond the pain. You’ve got to pray.” Then, she firmly stated, “Who or what are you getting better for? You’ve got to focus on that!”
From that moment on, my pity party shifted to an I’m getting out of here more vital for my grandson party.
At the time, my first grandchild Everett hadn’t been born. (He arrived in August 2020.)
Thinking of him made me get stronger. Thinking of him shifted my thinking from pain to purpose. Thinking of him and living for him became my “WHY.” I started visualizing myself playing with him, singing to him, baking cookies with him, and taking him on adventures. My why became leaving a legacy through my children and grandchildren.
Your why takes many shapes and forms. (and can change.) I still have my overarching why — to make a difference. But it has branches. One component is my why for my school kids. The other is my why for my life.
To date, I’m staying healthy for my grandson, who now looks me in the eyes and smiles. Families leave legacies.
Knowing your why isn’t just about bettering your life but centering it around what matters most. Rick Warren wrote, “Knowing your purpose gives your life meaning, simplicity, focus, and motivation.” (Not to mention true happiness.) Your “WHY: is your purpose. Discover it and leave a legacy.
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This is my first post with WHY stories from awesome educators. I am in awe of educators who are passionate about being there for kids. They go the extra mile and create magical learning opportunities.
I have over 26 stories including mine in my book. Stories connect us, inspire us, and touch our hearts. For more information about my book, Define Your WHY, go to this page or click on the image of the book for resources, guiding questions, and links.
Interested in checking out the Rethinking Learning podcasts and reflections, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/
I hope that schools and districts ease what is expected of teachers and families during this crisis. This is a time to not worry about grades or tests. Instead of trying to teach anything new, encourage reading, playing together, exercising, and maybe 
I grew up in Michigan as an only child for 10 years with my mom. So I grew up with that only child mentality to keep busy and find something to do so I played school. With my stuffed animals all in a row. I would take stacks of old worksheets home and give Big A+s at the top to some and also have struggling learners giving them red Xs. Then I would encourage those who were struggling to do it over. I ended up doing them over also as the teacher and part of the class. I had a lot of time in my room by myself with my stuffed animals playing school. I always knew I wanted to go into education. When I was 9, my mom remarried. When I was 10, my first sister was born and at 14, my second sister was born. My youngest sister was in kindergarten when I left for college.
School was really good for me. Some classes were easier than others. My first year as an educator, it was hard for me to relate to struggling students because I never experienced that as a learner myself. I embraced the challenge. When the Rubik’s Cube came out, I was going to fix that thing and would not quit until I had it solved. That idea of “I don’t get this” when it seemed so clear to me made me reconsider what it meant to be a learner especially those struggling who were in most need of a teacher who knows how to deliver the curriculum. 
Connie Hamilton Ed.S. is an author, K-12 curriculum director, and international presenter/speaker. Her thorough overview of instructional strategies such as questioning, student engagement, and feedback, perfectly align with her experience as a teacher in K-8 classrooms and principal at both the elementary and secondary levels. Collectively, her educational background and a broad range of experiences provide a solid base from which she draws to bring learning connections and actionable strategies to schools, districts, and audiences nationally.
Trevor Bryan has two core beliefs about the arts. The first is that the arts foster joy and connection, especially when times or topics are tough. And the second is that the arts help us to make meaning of our human experience. These beliefs, along with numerous, meaningful arts experiences as a student, established Bryan’s North Star as he entered into teaching 20 years ago: to show how the arts could positively and meaningfully impact every students’ academic career. For the first 10 years of his teaching career, Bryan struggled to transform his beliefs into meaningful educational practices and to clearly demonstrate the relationship between the arts and academics. Then, he had a breakthrough. Bryan started to explore the relationship between viewing artwork and reading comprehension skills. This is when his beliefs and practice finally began to converge.
I lived on the eastern shore of Maryland since I was six. A few months ago, we moved about 20 minutes from where I work in a town called Easton, Maryland with my wife, who is a math coach. I have to say she is a much better coach than I ever was. 
Jon Harper is Vice Principal at Sandy Hill Elementary, Cambridge, Maryland. 
The dramatic arc can layout the personal story. Ever since young children are told their first bedtime stories, they become familiar with the dramatic arc inherent in most stories. Stories using this can be effective instruments for conveying important information and life lessons.