Laura Frericks

EDUC 600-006
March 15, 2016
This I Believe Essay

I believe that education is about teaching the whole child, not just the academic child. My job as

an educator is not only to teach my students how to add fractions, draft persuasive essays, and

compare and contrast texts. My job is also, and arguably more important, to teach my students

the social skills necessary to be active participants in creating a positive community. The belief

that just teaching academics is the sole key to success comes from administrators who fight to

close the achievement gap, but the gap exists because families in the inner-city live in crisis, and

this crisis means most of these social skills have been glossed over. When I grew up in an upper

middle class family, my parents could take time to teach me social skills, such as listening and

cooperation, because they weren't worried about unpaid bills, job insecurity, or finding day care.

were innate in how my parents raised me. My parents had the luxury to listen to me, help me

with homework, attend conferences, and attend activities, all which took place off work hours. I

knew I was important. I knew my success at school was a top priority. Even as a young girl, I

remember watching my mom give me eye contact and gently nodding her head as I talked to her

about my day. I learned cooperation from my sisters as I waited patiently while they picked out

their jewelry to wear when we played Pretty Pretty Princess. These are just a few social skills

that I was lucky enough to have instilled in me as a young girl. Many of my students, on the

other hand, struggle with issues such as defiance and aggression, a reflection of the stress their

families face. We all struggle with difficult situations, but the difference is in the way we are

taught to react to those situations. When my sister chose the pink necklace, and I was stuck with

the blue one, I felt frustration. I knew this was an okay emotion to feel, and what was important
was my reaction to this emotion. When my student J.Q. thought someone stole his pencil, he also

felt frustration. He dealt with his frustration by running out of my classroom and swearing at the

student. Why did we each (years apart) behave so differently? J.Q. lives on and off with his mom

and grandma. His dad occasionally visits. He is only 8 years old and has to take care of his five

younger siblings. As sad as it is, if I don't teach JQ how to appropriately deal with life's

frustrations, no one will.