This is a guest blog by veteran educator, Deborah Wooleyhand.

I was recently asked to cover a class at a local elementary school during state testing. The teacher I substituted for was administering the assessment to a student with one/one accommodations. I quickly agreed. How hard could it be? I was a kindergarten teacher for 18 years, so covering a class for a few hours would be no problem.

I have been out of the classroom for 13 years. I forgot how children like to push the limit with a sub, even if you are married to the principal. I forgot how fast a 5 year old can move, even when his shoes are untied. I forgot how long it takes to get every shoe tied. I forgot their shoes don’t remain tied for very long, even when you double-knot them. I forgot that when one student wants a drink, suddenly the entire class is parched. There is a lot I forgot while sitting behind a desk at district headquarters.

I also forgot that:
Children like routines and any disruption to their schedule matters. The reality is no matter how detailed the lesson plan is, it cannot possibly capture all the important facts about each student in the class and it can’t explain how each routine is carried out. So when the schedule changes to accommodate testing and staff members are pulled to assist with testing, it matters.
Children have challenging behaviors, but they don’t mean to be challenging. The schedule is different and they are trying to cope.
Children love and are protective of their teachers. They are happy to have a sub as long as they know their real teacher is okay and most importantly, coming back.

As you can see, there is a lot I forgot during my 13 year absence from the classroom. Mostly, I forgot about the impact of decisions made in an office far from any school on the children in that school. Decisions are made about testing, curriculum, and instructional methods, but we need to be mindful of how those decisions impact the daily operation of the school and ultimately the classroom. We need to be reminded about the challenges teachers face on a daily basis as they juggle the demands of the curriculum with the needs of students and concerns of parents.

If, like me, you have been away from the classroom for a while, I encourage you to re-connect with the schools in your district. Find a way to spend some meaningful time working with children in a classroom. No matter what your current role is, the experience will remind you of why you do what you do. I am sure that when you go to work the next day, you will have a renewed sense of purpose because you will have been reminded of how your position impacts the lives of children. That is something none of us should forget.

Debbie Wooleyhand is an experienced pupil personnel worker for a large Maryland school district. She can be followed on Twitter @ppw78.