Happy anniversary to me.  Yesterday was exactly a month of renew living.  I'm
still recovering, and will be for a month or two.  Still no power walking, no working out,
no heavy lifting, nothing strenuous, no driving, no nothing for at least the next three to
four weeks.  I am being disgusting good.  I have to be for Susan's sake.  She literally
went through selfless hell having almost lost me and now taking care of me, and I'm not
going to selfishly put her through another hell by complaining and violating doctor's
orders.  But, I can exercise my brain and my fingers.  So, I am still on a caring kick.
Why shouldn't I be?  I had been and still am the recipient of a lot caring while I was in
the hospital and now at home from the nurses, doctors, staff, my Susan, my sons, family
members, close friends, colleagues, and students.  Supporting, encouraging, loving, caring
telephone calls, e-mails, cookies, flowers, plants, cards have been pouring in over the
past month.  At one point the house looked like a combined bakery and florist.  Students
and friends have been coming over to the house with food, finishing Susan's "honey do"
list, putting up lights, hanging window blinds, mowing the lawn, doing some shopping,
taking out the trash, and taking care of the fish pond.  Colleagues unhesitatingly
volunteered to take on an extra load to cover my classes.  Let me tell you something.  All
those caring acts, all those caring "thinking of you" and "we're here for you" and "get
well" and "miss you" and "you're in our prayers" make a difference, a great deal of
difference.  As I write this, I will say without any embarrassment, tears of gratitude are
swelling up in eyes.  

	It's no different in academics.  All that caring takes me back to something a
friend, Bob Tallitsch wrote me.  I went back to his message.  He said of a caring
professor, "....He took the time to take me under his wing and to nurture me, kick me in
the pants (literally and figuratively) when I needed it, and taught me what it meant to
care and be cared about. As a result of his caring, love, nurturing I learned how to
learn, I learned how to excel, and I learned what my true calling and vocation was ..." I
had such a professor. Birdsal Viault at Adelphi College was his name.  So, like Bob,
whether I write about it or not, I'm never off my "caring kick."  I always get a kick out
of it; it gives me a kick to go on; and. it gives me a kick when I hesitate.

	Why so much about caring?  Because, it's that important.  You see, there is no
dichotomy between academic curriculum and caring as many academics would have us believe.
It not an either/or situation!  It's not a sacrifice one to get the other.  To the
contrary, caring doesn't get in the way; caring paves the way.  In fact, it is the way.
What or who you care about determines precisely where you life will go.  Caring is one of
the most powerful teaching tools at our fingertips if for no other reason than an emotion
is a powerful source of energy.  Don't underestimate it.  The caring heart promotes a
healthy generosity in you, the giver.  It says who you are; it determines the sounds you
make; it guides your movements; it focuses what you see and to what you listen; it
determines the extent of your willingness; it helps formulate your vision; it creates the
climate in the classroom and on campus.  And, it's contagious.  For the student, the
receiver, that little voice saying "You're not alone" or "I care about you" or "You are
worth being cared about" is assuring; it's energizing; it's comforting; it's inspiring;
it's respectful.  It stirs her or his inner forces. It helps students value themselves and
feel competent.  It helps students find their own voice.  It imbues each of them with a
genuine interest in their improvement.  It inspires each of them to believe in themselves.
It gives them a handle to facilitate their own inspiration and motivation.  

	Over the years, I have noticed that as you care about each student, each student
has a better chance of caring about her- or himself; it can drive out a student's
"can'ts;" it encourages and supports a student's "cans."  The power of caring comes from
wanting to teach the whole person; it comes from loving each student; it comes from
wanting to be a Johnny Appleseed of the heart; it comes from wanting to make a difference;
and, above all, it comes from having the courage to use its power.  A student's sense of
belonging, security, and self-confidence in a classroom provides the foundation for
learning, motivation, self-discipline, responsibility, a giving-everything-you've-gotness,
and the capacity to deal more effectively with mistakes. Without that foundation, the
educational process is weakened.  And, it is we who have to assume the major
responsibility for that rather than simply blame the student for everything.  

	The questions, then, are:  Do you wish to work miracles?  What concrete help are
you willing to offer that each student needs to realize her or his dreams?  What is your
purpose?  That last question is particularly important, for purpose is not so much a
matter of what you do; it is more about the way you feel while doing whatever it is you
are doing; it is essential to who you are.  Never forget that the quality of what we do is
determined not so much by what we do, but how we choose to think about our situation and
of others.  If we really are interested in having students learn academic skills and
content, we will be most effective in an upbeat environment that gives more than lip
service, if we even give that much, to nourishing a student's emotional life.  This is not
something for geeks or something derisively called "touchy-feely."  After all, it is not
merely what we think of them that is important; it is also how they perceive themselves
and what they feel deep within about themselves.  Strengthening a student's self-worth and
confidence is not some burdensome extra-curriculum program.  Attending to the emotional
life of students need not take any time away from academic tasks and, if anything, will
enhance teaching.   I found that when I take time to break down barriers, build bridges,
forge classroom community, when I learn who the students really are beyond merely
memorizing their names, when I greet them at the door, when I don't allow those warm,
first day ice breakers quickly to freeze over and use them to build community throughout
the term, when I banter with them, when I empathetically respond to their journal entries,
when I smile, when I make myself more available when they were having difficulty, I
actually have more time for teaching.  I know when I was a student I worked harder for
those few teachers who I felt noticed me and cared about me.  Now I find ways to show
students I care about them.  I don't tell them anything; I just quietly and deliberately,
but demonstratively live it.  I talked to each of them through my heart. With every beat I
send them love and encouragement.  And, let me tell you a secret.  It makes all movements
full of meaning and joy.  It brings a fullness and richness to what you do.  Do that and
you'll never tire of doing it again and again and again.  

Make it a good day.
 
      --Louis--
 
 
Louis Schmier                                	 www.therandomthoughts.com
Department of History                    	 www.newforums.com/L_Schmier.htm
Valdosta State University
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