The Drive Behind Our Educators

It’s unspoken that to choose a path in teaching is to choose a path exacting.

The daily life of an educator certainly can be taxing, from the constant flow of papers, to dealing with parents, to the unexpected it can at times be difficult to stay afloat, and given the unpredictable nature of students, you never know just how a day may turn out. Some days may leave you feeling demoralized, whilst others as if you’ve struck gold.  

Knowing such you may be asking why? Why go into a profession with no guaranteed or absolute recompense? As Librarian Jodie Kleymeer puts it, “I wanted to be able to use my life experience – which was from a difficult childhood – to help motivate teens to get through the hard times in their lives.” “I just want to be an example of how you can come from some places not so great, and make an incredible life for yourself, and make a new legacy for a future family, and everything like that – that’s what motivates me.” Similarly, English teacher Kevin Francis who also stemmed from a problematic past went into the profession looking to help those in dispositions similar to his. Citing that, “I wanted to give back to those students who weren’t as fortunate as I was, and I wanted to make sure that people had the same opportunities to succeed that I had.”

Some may view it as a learning experience above all as, as is the case with Counseling assistant Bobbi Hill. Adding that, “what motivates me to come to work is that I am new to the counseling field, and with this I’m able to  learn and see how a full school year works.”

For others, like English Teacher Patrick Akerley, it was a matter of influences, noting that, “I was inspired by a high school English teacher when I was in highschool but I didn’t intend to become a teacher.” Similarly, Lynda Woltman, special ed assistant, cites her son as being her inspiration for teaching. Adding that, “My son, he’s got autism spectrum disorder – he’s high functioning. He inspired me to go back to school, and become an advocate and to help not only the kids, but the parents as well.”

At other times, it’s the very people around you that make it worthwhile. As is the case for teachers Lyn Leblanc, Holly Lograsso, Catherine Fergusson, and Todd Carnie who all cite there reason for working as being the students. As LoGrasso puts it, “When they start getting creative and they really problem solve. And their stuck, and they just get, and they keep working and working, and they get to that point where they want to give up but they don’t and they perciervier. They’re sometimes not always happy with result, but their happy they’ve seen it through; I think that that’s a skill that everyone needs, and that’s something that excites me.”

At Lake Shore, it seems incentive for working stems from one source in particular – a passion for the work you do.

 

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