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As we planned for Mix It Up at Lunch Day last year, I felt a deep sense of nervousness. I wasn’t worried about getting the kids to talk and chat. I teach at a small school, and the students are usually friendly with one another.

I just started my sixth year teaching high school English. This year began with the same question as always: “How will I empower the young women in my classroom this year?”

Man, am I just a total killjoy? I struggled today with a decision whether or not to dress up for Spirit Week. Monday was Crazy Sock Day; Tuesday, crazy shoes. Yesterday was Crazy Tie Day. All of those I could absolutely get behind. But I wasn’t so excited by the plan for Thursday—“Nerd Day.”

My curls tickle my face. My fingers feverishly sort though papers. I make last-minute decisions for the day. A former student, who stops by every day, chats by my side. It’s 7:30 a.m., and I’m depending on Folgers to usher me into a coherent state when I hear this student say, “Mrs. Yahn, ever since your class last year, I just can’t stop talking. I used to say nothing in class, but now I talk all the time. You taught me that.”

This semester at Roger Williams University I asked my freshmen interdisciplinary students to reflect upon three important questions: Who am I? What can I know? What should I do?

I felt myself straighten in my chair. I quickly shook off the tiredness of a long day of teaching when our professor explained most of us found it difficult to understand multicultural education “because our viewpoint was that of the white, upper middle class.”

We were encouraged to see that the school system in Durham, N.C., last week agreed to end discriminatory practices that prevent Latino students from receiving an adequate public education.

As a middle school student, I was perplexed by a quote by George Santayana that my history teacher posted on the wall. It read, “Those who cannot remember the past are condemned to repeat it.” As a budding history teacher, it continued to puzzle me.

As an eighth-grade writing teacher, I routinely focus on reading student writing and utilizing it for several purposes. I am designing effective lessons, creating sound rubrics for assessment, developing peer conferences and monitoring their ability to meet standards and benchmarks. However, I often forget about one of our most important, frequently overlooked roles as writing teachers: our role as listeners.