Now, here's the real reason why I did it: complacency.
I don't want to be a complacent teacher. I don't want to be completely comfortable. I have a good gig with good kids. But I've worked really hard to get them to be efficient and to work on authentic publications and tasks to create for the school and a global audience.
One knock on teachers I've heard is, "If you can't do, teach." I've always hated that. Even before I was a teacher. Here's how it works: I went to college for a job (hmmm... let's make it realistic, I went to college to be a journalist), worked in the field (I had a radio and a TV job), then got into teaching (I didn't like the hours / time away from family; became a journalism teacher). It's not because I couldn't do the job... right?
|Some of my kids working on a video project.|
I'd really like to think that the skills I learned in undergrad (and the cost associated with that) is relevant to what I'm teaching kids today. I have first-hand, real world advice I can give to students that potentially want to be in the field.
So, I saw the tweet from Gregg Doyel (from Chris Stuckey). What a great opportunity to prove to myself that I can still do the job; and that what I'm teaching is relevant. Within 10 minutes I had a response (you can see the details in the post linked above) and by 11pm (go figure) I had sent him my article draft.
I forgot a headline.
So last night, I had an email exchange asking if my article can be published (yes), if I wanted to contribute regularly (sure), and when my next article can be submitted (oh jeesh!).
I suppose this is what I wanted. Apparently, what I'm doing should have some credibility because wit a response to a tweet (I love Twitter for professional purposes) I am now a contributor to ProjectShanks.com.
I'll probably get paid about as much as my first journalism internship, but that's not why I got into this field.