The economy of a school

I currently teach an interdisciplinary US History/English III course with my teaching partner Chris. Developing this course and co-teaching have been the two most incredible challenges I’ve faced in my time as an educator, but they have also been of the most rewarding experiences because the thinking and creating we get to witness from students on a regular basis is nothing short of inspiring.

Let me go ahead and admit that not every day is awe-inspiring. (We’ve even had a few days that could almost be called awFUL.) But after over a term together, we’ve found our way — all of us — and we’re seeing together just how much can be accomplished when we take a risk and try a different approach.

One of those beautiful moments came on the second to last day of this past unit. As a wrap up before the kids presented their Company Consulting Projects in our Economics unit, we asked them to:

Read:I, Pencil” by Leonard Read
Watch: “I, Pencil, the Movie”
Respond: How many people does it take to make a pencil?  What does that have to do with the economy/markets?

It was a pretty open-ended question, but overall, we were hoping they would make the connection that economies are complex and influenced by many factors, from major entities like governments all the way to the individuals who take part in producing and consuming goods and services.

One student’s take on the material and the link of human capital to successful economies was particularly noteworthy to me, as a teacher:

All the people whom have something to do with the creation of a pencil work towards making it. That is what it has to do with economics. Every job which someone performs has an influence on an element of the world. A teacher has an influence on a student. That student may be working at the supermarket and has an influence on the customers of the supermarket. That customer goes home to his/her family and has an influence on them. …[Those kids and parents] go to their work [or school] and they have an influence on their coworkers. On and on and on.

My point is that everyone has an influence on something. Just by talking with someone we are changing the world, and we do not even know it. That is why the waitress, who gives the woodworkers coffee, has an influence on a pencil.

She had other things to say related more closely to the unit, but for our purposes today, there are two major takeaways from these words, I think.

For one, our students see that interactions matter. The other day I read a post shared on Facebook by Jennifer Gonzalez who authors the popular Cult of Pedagogy blog. The article, titled “Why Aren’t We Rude to Grown-ups the Way We Are Rude to Kids?,” is more than worth the few minutes it will take you to read through it. In it, writer Ben Martin points out that we often speak to kids impatiently or even rudely. He reflects honestly, which helps the reader, specifically this teacher, think about all the times I may have been impatient or acted frustrated with students. And while my students often joke that it’s hard to take me seriously when I need to be stern because I’m often pretty smiley, I know there are times I’ve said the wrong thing and negatively impacted a student.

According to my very own student, our actions, reactions, and interactions mean everything, and continue to impact our students long after they’ve left the room. That’s a responsibility we can’t afford to take lightly.


The second takeaway is about the importance of teachers specifically. No where in this unit did we discuss schools, and yet, my student’s example of an economy began with the influence of a teacher on not just her/his students, but as a result, on the world. Let that sink in for a minute. You matter. A lot.

The economy of a school is determined by the educators in it. How will you contribute to the strength or growth of a stronger “economy” in your school?




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