I love teaching future teachers. Future teachers are some of the best people
I’ve ever known: They’re smart,
hardworking, and altruistic. They tend
to be less interested in acquiring things and more interested in making a
difference in children’s and adolescents’ lives. If we’re all lucky, my future teachers just
might teach children who will grow up to create vaccines to end deadly plagues,
discover solutions to the pollution of our soil, water, and air, expand
conservation efforts to end the depletion of the planet’s resources, and
eradicate the ignorance and fear that are the basis of racism, sexism, and genocide
around the world. Those children who
aren’t directly involved in solving these problems will, nevertheless, have
encountered teachers who excited them about learning, enhanced their
competence, initiative, and confidence, and encouraged their development of
social, emotional, and relational skills that will mean they become capable
global citizens. Occasionally I
encounter students who have wandered into an education major because they
believe it would be a cushy job (glorified babysitting and the promise of a
pension!) with summers off, but they usually transfer to another major pretty
quickly after learning that the heavy college workload is simply a harbinger of
teachers’ everyday lived reality.
I began my professional life as a high school
English teacher. I adored all the great
authors and never understood some of my classmates’ apathy for the great works
in which I found it so easy to lose myself and my mundane problems while at the
same time discovering profound truths about Life and solutions for some of
those very problems. The glorious
writings I read and re-read led me to aspire to be a better writer myself, but
I always knew I was not destined to write The Great American Novel. I discovered my real calling when, working on
my first doctorate, I taught at the junior high, middle grades, and finally elementary
levels. I wanted to teach future
teachers how to help their students develop the kind of love for literature and
language that I had. I came to
understand, however, that what happens at school may be influential, but that,
whatever the nature of that time at school, it pales in significance when compared
with what happens in students’ homes. My
interest in the nature of parent/child interactions and the circumstances and
motivation that could result in a parent’s neglecting or abusing a child led me
to pursue my second doctorate in clinical psychology. Those studies of the human mind and heart
have not made me happier than my studies of literature and teaching, but they
have provided insight into the whys of motivation, learning, and the complicated
relationships among children/adolescents and their parents and teachers and
other school personnel.
Over the course of my tenure at GSU, I lost a
number of family members to various forms of cancer. That experience, combined with receipt of my
doctorate in clinical psychology, resulted in my being drawn to volunteer at a
cancer support center where I worked with cancer patients and their caregivers.
Cancer, in all its forms, is a terrible
disease that can decimate and demoralize families. The stress of enduring the chemo, radiation,
and surgery that are almost always prescribed or the stress of loving and supporting
someone who endures these assaults on a body already ravaged by the disease can
take a terrible toll on individuals and families, a toll only exacerbated by
isolation. I was honored by the
opportunity to lead group sessions providing mindfulness skills for those
stricken with cancer as well as groups for their caregivers that, frankly, turned
out to be as healing for me as for the participants. This work has been the most rewarding
community activity that I have ever engaged in and has led to my current
research interest in bringing mindfulness training to other audiences such as
preservice teachers to provide them with skills and abilities to enhance their
social and emotional competence (SEC) and, ultimately, their classroom
management skills. Teachers with SEC based
in mindfulness training become ideal role models and mindfulness instructors
for their own students whose lives outside school, which can be chaotic or
violent, hindering focus and concentration, thoughtful decision making, and the
development of significant relationships, may be transformed through secular
mindfulness practices.
To view Dr. Howell's current vitae, click here.