August 19

#CultivatetheSoil

Like myself, many of the teachers within rural districts can look upon the rural landscape outside their classroom window, dotted with barns and silos as large farm fields butt up against sports fields as shown in picture above. Being a part of rural and agricultural life, they are well aware of the importance of cultivating the soil in order to increase growth. Sadly, this mindset does not always transfer to the classroom – to instruction – to the students.

A master teacher once described a scenario in which a land owner became disgruntled with the lack of production from their crops. Blaming the plants, the landowner decided to tear down the crops. However, one of his workers readily stepped forward. He begged the owner to give him time to cultivate the soil that the crops were planted in. The owner agreed.

Often times within education, fault is found with the students or even within their families when they do not produce at the level expected. Some within the school system may be quick to complain about this lack of growth – even placing the blame on the students or their circumstances. Others may even go as far as writing off those students of ever having the ability of growth.

However, as a rural educator, I know that the area farmers would never blame their plants for the lack of production. They would not set out to write off their fields or destroy their crops. These hard working and dedicated growers would set out in earnest to find out what was hindering production – to cultivate the soil. This is their livelihood. This is their families future.

With the start of another school year, it is so important for all involved within the school systems to take such agricultural principals to heart. The students that enter our classrooms are the very lifeblood of the future. When growth is hindered, it is our responsibility as educators to set out in earnest to find out what is hindering production – to #CultivatetheSoil.


Posted August 19, 2018 by drnate in category Dr. Nate Intro

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