Sometimes, in life, we have a moment. Many times the moment is brief, but for a few seconds, the chaos of life seems to freeze and we get to be a witness to a raw, heartfelt, and sometimes unexpected experience.
This happened this past week with a group of students I've had the privilege to teach. It's nothing fancy. We meet for one hour a week and I teach them about graphic design, and by the end of ten weeks the goal is for them to have developed a logo and business card for an organization of their choice. This idea for the seminar started unexpectedly, and to be honest, half the time I feel like I have no idea what I'm doing. I'm not the student anymore - I'm supposed to be the one with the answers!
For this seminar I had six amazing students, all who were extremely intelligent, eager, and ready to be a sponge. One of them was autistic. I will be honest with you when I say this scared me. Not the autism, per se, but the fear of how to teach someone with autism. The fear of not knowing how it would go. Would I have the right responses to their questions? What if they didn't understand and I couldn't explain? What about the part where I feel like I don't know what I'm doing! It added a whole new dimension to it all.
At the beginning of each seminar, we played this "game" of sorts, where I go around the room and have each student give their "proton" and "electron". One good thing that happened to them that week, and one bad thing. A chance for them to unload a heavy weight off their back so they could set it aside for an hour while they learn about design. Kinda goofy in a way. I wasn't even sure if they would find it valuable. Well, after we were at about week 7 and deadlines were fast approaching and we had a ton to cover in just one hour, I decided to skip the protons and electrons so we'd have more time. Bad idea. They stopped me dead in my tracks and asked why we weren't doing it! My autistic student had had a particularly stressful day, and had clearly been waiting for the opportunity to share about it, even for just 30 seconds before we moved on to the rest of the lesson. It seemed like those few moments in the beginning were more valuable than I had originally thought. It gave them a chance to unload, to connect, and to have a moment away from the textbooks.
Fast forward to the last day of the seminar: Each student brought in their final pieces, mounted on black boards and ready to present. They came out fantastic! I was so proud of them. Before we said our goodbyes, I acknowledged one student who is graduating in December. It's an awesome accomplishment, but he seemed overwhelmed, and fearful of the next step. Before I could utter a single response, my autistic student turned around and looked this other student straight in the eye. With the most caring and sincere attitude, he said, "You know that quote, 'A journey of a thousand miles begins with one single step'? I think you just need to start with the first step."
For a fleeting 5 seconds our worlds froze. I was the student, and my student was the teacher. I was being taught more than the textbook. I was being taught the value of investing in someone else, and that I don't have to have it all figured out at once. When I'm fearful of the unknown, in this case, how to teach a particular student, I just need to start with the first step.