It is a central part of the human condition to have needs that can only be addressed with outside support. As educators, we always seek to identify what each child needs and provide that support so that each can achieve, succeed, be happy, and share their gifts with the world.
Whether a bright child needs support in making good social choices, or the socially savvy child needs support with handwriting, it is incumbent upon us to support the needs of all our children.
I am often asked by young students “Mr. Rothstein, what do you do here?” Or I have children who think I am only there when someone gets in trouble.
I wouldn’t have left the classroom and athletic environs I loved so much for such a drab existence. Rather, as I often explain in response, my role
is to make sure all students and teachers feel safe and comfortable so that teachers can teach and students can learn.
Each day, we look to ensure these integral Maslowian needs. The actionables in this important endeavor take many forms. The consistent piece is the mindset that what we are doing is what is ultimately best for our students.
Sometimes, the pursuit of this daily objective requires difficult conversations with students, teachers, and parents. But we rest assured that as passionate and committed educators, the outcome, the end goal is worth tackling the challenging moments with optimism.
In doing so, we likewise model for our students the importance of conviction, of having courage to know a challenge faces us, yet we proceed with energy and confidence that fearlessly charging forward offers opportunities for meaningful results for everyone involved.
Does everything always work out? Not remotely. Yet the growth minded, positive, student – centered approach always yields feelings of purpose and accomplishment regardless of outcome.