S-U-P-P-O-R-T, Find Out What It ...

Mickelson Trail Run, Deadwood, S.D.

I remember running the Moab Half Marathon in Utah a few years ago. When I came into the last mile, I repeatedly thought, “I can do this. I have trained for this. I have completed 12.1 miles already. One mile is nothing. I know how to finish. I’ve done this before.”

With a half mile remaining, I saw my family. They were cheering me on, and my sons wanted to run with me. I waved them toward me, and we finished the race together. Today on my run, as I came into the last mile, I was having similar recurring thoughts: “I can do this. I am in training for this. One mile is nothing. I know how to finish. I’ve done this before.” 

In that Moab race, I never asked for my boys to finish the race with me, but they did. 

It was simple. 

They were just there, running with me. It felt good. It gave me confidence, and it refocused my thinking. It took my mind off the aches and placed it where it needed to be, on finishing strong.

Today, I finished my run on my own and without flourish which leads to this post: Support.

As teachers, we have degrees, training, and experience behind us. We enter each day as a challenge, after all, something new is bound to greet us. We’ve been there before. We have the training. The experience. 

How is it different when you know you have support?

Support comes in many forms. There is that abstract support of Administration. This is that support referred to when a student misbehaves or does not come to class or does not turn in homework or does some other infraction of school rules for which the teacher is responsible with consequence. If a change occurs in the student, then the Administration has supported the teacher. If not, the conclusion is that teachers were not supported.

There is the support of parents. This is the notion that when work goes home, it is completed. It is field trip and permission forms that are filled out and returned. It is the calls home that matter because teachers see a change in the student after the call. Teachers have been supported.

There is the support of clubs and athletic activities. These are the moments with fans in the stands. The t-shirts on Fridays. The announcements that boast accomplishments of not just the sports teams, but speech & debate, drama, FBLA, FFA, Skills USA, band, choir, orchestra, ROTC and the countless other athletic and non-athletic extra-curricular activities.

Then there is the support of our colleagues. This, too, comes in many forms. It can be shown as a shared emotion at a meeting, a look. A “good job” that is verbal or in email. An award or recognition. A compliment heard third-hand. 

One of the most powerful forms of support is that which is unspoken. It’s the support that is not asked for, but someone, somehow, knows is necessary. 

It’s the support that is simple. It’s the support that is just there, working with you. It’s the support that feels good. It gives confidence, and it refocuses thinking. It helps place priorities where they belong, on student success.