I have seen what works, and what doesn't, and I am seasoned enough to know the virtue of being flexible, and to understand that teaching is not the application of a system, but an exercise in perpetual discretion . . . I have also had the good fortune to teach students of varying age and ability. I have taught both regular and honors classes in history and English literature, and have had Latin students ranging from very bright to learning-disabled. I have cherished that side of teaching, and it has taught me that patience is a quality proverbially required of good teaching. A student may struggle, but what I most love is the kid who arrives with a smile and a willingness to try.
Attitude is far more important than brains.
I remember him as my brightest student, and curiously, as my most compassionate, always wanting to help his classmates with adolescent problems of which he had so little experience. That memory of youthful innocence is important to me. Older students so easily become disillusioned and turn to cynicism, but, I combat the cynicism by knowing the child inside the adolescent. I tell them stories. Thus, I find that what has made all the difference for me is that I do bring so many books, original readings and authors, into my classroom.