In the four years of my high school career, I have had five different science teachers. Although this sounds impossible, it did happen.
Every time a new teacher arrived, we would reset. The techniques and methods used to teach us, as well as the material, was as different as the summer and winter seasons of Haines.
It wasn’t just hard on us as students, but also on the staff and community; it always felt like we would lose great people before we even get a chance to know them. This problem had not only stayed with me in science, but also in math, history, and art.
Yesterday, when I sat down with my former math teacher Mr. Degen and his wife, we discussed a few issues concerning Haines.
They included those such as the generic problem of plastic waste in the Chilkat Valley, teacher turnovers, and the controversy of sustainable tourism in Haines.
After effort and time of deliberation, we resided on this one question: How do we help the newly recruited teachers stay?
I remember that first time during my sophomore year when I believed Mr. Degen came into the wrong classroom.
I heard that all too familiar voice relating to math equations and geometric shapes in my science class, standing there where my newly hired science teacher should be.
At the time, I didn’t realize it, but as the year went on, it had dawned on my peers and me that he was going to be my math and science teacher for the rest of that year.
I started that year with a different teacher, and the year before, another different one. All of a sudden, the realization that we would then have another after he retired, hit hard.
At that point, all my classmates and I wanted was just a sense of normalcy to the thought of school. Instead, it ended with each year bringing one to two to even as many as five, new teachers to take the place of our main curricular classes.
When Mr. Degen retired, it was an eye-opener for all Haines students.
You would hear in the hallways, “I don’t understand this new teaching method!”, “How much you want to bet we’ll have a new teacher next year”, and “I miss Degen.”.
Our old teacher was a symbol of consistency, of normalcy within our education — but now? It was all changing. And we rejected it.
These weren’t comments just for our math curriculum, but also our art, science, and history classes.
Although they are just words, they are also words of the kids of Haines. Words that are heard, for better or for worse. Words that make an impactful difference. Some say harder than sticks and stones. People hear them, including the new teachers, making it not only harder for them to adapt, but for everyone to feel welcome.
Mrs. Degen had said, sitting down that Sunday afternoon, “Sometimes what we need is a little variety, to experience the different teaching methods and people that life brings,” and she’s not wrong.
Being in a small town can get us confined and accustomed to one particular way of living and learning, becoming less open to changes and ideas that the outside world brings.
I’ve seen it in my class, and I’ve seen it in my school. It’s something to keep in mind, but to this degree?
My interview with my teacher and his wife brought ideas and conflicts to this problem.
Some were smaller than others, but as you might know, even the smallest acts of kindness can make the world a better place. We threw around suggestions of teacherages [teacher housing], meal trains, and supporting staff/students as we dove deeper into the topic.
The idea of a type of teacherage was one in which we offer support for housing for those moving into this new environment that we live in.
By having even just a few open houses and/or rentals affordable for those pursuing a career in teaching our young generations can make all the difference for those deciding whether or not they can afford, and make that first big step.
Although a big idea, it is not impossible. This is a thought that can be put into action and taken into effect, depending on the readiness and budget of the school.
Yes, a fast solution to a problem is to give them extra money, but sometimes that is just not what we have.
So what can we do? Be kind. It all winds back down to the basics of humanity. As I had mentioned earlier, words are powerful. They help define who we are and what we care about.
As we debated, we decided to take a step back and ask ourselves: “What is the most practical, simplest of actions we can do to make even a little bit of a difference?” And then we had our answer: To welcome! Not exclude.
Everyone has different reactions to change and reality. Staff, students, and members of groups can make it hard to fit in, and for some, even outright impossible.
By individuals or families signing up for meal trains dedicated to helping and welcoming the teachers in the first week or even month of school, we make that load easier. If students respect the new expectations brought into their school, it makes teaching achievable.
By giving helpful insight and support, the workload is bearable. By being here and there for them. By, above all, embracing people into the community through kindness and generosity, because sometimes, that is all someone needs to be happy.
Living in Haines, Alaska always brings its ups and downs. The weather and views change with each passing day. The longer you immerse yourself into the community and land, the more positive aspects are brought to your attention.
You become aware of the caring nature that surrounds and binds us together, the realization that there are beautiful days, that we can get snow, and, although small, we are strong. A teacher showing up one day, for the rest of the year, and seeing rain every day for a full month can be very disheartening.
Moving into a tight-knit community and learning new cultures and ways of life can be hard. To change up everything you have ever known and restart all over is outright difficult.
The number of times that new people and teachers of Haines experience these things is something that some might not realize, but is true. I know I am not the only one who believes we can make a difference, big or small, to help not only the new arrivals but also the students, parents, staff, and the community of Haines.
Our new teachers are not just employees, but also future neighbors, mentors, and friends. If we want them to stay, we have to treat them like they belong here from the very beginning.
Because maybe then, if we all pitch in to welcome them, they’ll choose to make Haines their home for good.