Do you remember working on your faculty of education application and coming across that all-important question: Why do you want to become a teacher? I can still remember pouring my heart into the answer, sharing my hopes and dreams of making a real difference—of teaching with purpose and helping to create a brighter future for my students. Looking back and reflecting on all that I have learned in these years, I realize that teaching is rooted in a deep sense of moral purpose—a commitment to making a difference in the lives of students and, by extension, in society and our future. This sense of purpose is what draws us to teacher education and helps us through the challenges and success of the classroom.
We know that real change—whether in ourselves, our students, or our communities—takes time, patience, and a willingness to try new approaches. In teachers college, I remember learning not only about pedagogy and curriculum, but also about the importance of patience: patience with ourselves as we develop our skill, patience with students as they navigate their own learning journeys, and patience with the process of growth itself.
Patience is about maintaining a positive, supportive attitude and recognizing that meaningful learning is going to take time. As educators, we are often tempted to step in and solve problems for our students. But true growth happens when we give them space to struggle, to collaborate, and to discover their own solutions. This is where patience is intertwined with trust—trust in our students’ abilities, and trust in the process of learning.
As I write, I am reminded of a student from a few years ago, let’s call him—Lucas. Lucas was feeling challenged with a math concept in my grade four class. I tried everything: differentiated assessments, modelling, manipulatives, extra one on one support. But the breakthrough came not from my direct intervention, but when another student stepped in and said “I know what to do, I can show you”. She began explaining the problem in her own words. I can still remember seeing and feeling the “ah ha” moment on Lucas’ face. At that moment, I realized that sometimes the most powerful thing I can do as a teacher is to step back, be patient, and let students learn from each other.
This experience showed me the connection between patience and moral purpose in teaching. Our moral purpose is not just about academic achievement; it’s about caring, building community, and fostering a growth mindset to learning. It’s about building trust and rapport, creating a safe and supportive environment for learning, fostering a growth mindset to embrace challenges and learn from mistakes, its about the care and respect we show for every student’s unique journey and reflecting on our own practice.
Teaching requires energy, adaptability, and a deep commitment to growth. Our passion for teaching fuels our enthusiasm, while our patience anchors us through challenges and change.
So remember, patience isn’t just about waiting. It’s about knowing when to step back, when to listen, and when to let your students take the lead. As you continue your journey, ask yourself: How do you practice patience in your classroom? How does your moral purpose guide your actions each day?
