THE POWER OF A SMILE

        As I struggled to catch up with student journals, A statement made by Lou Foltz at the Lilly conference kept ringing in my head: we are feeling people who think, not thinking people who feel. Then, I read Madeline’s journal entry last night and his words resounded as loudly as if I was next to the bells of Big Ben. She had written this entry while I was in Traverse City at the Lilly-North conference, “I miss your constant smile. I look forward to it. It brightens me up. It warms me up and melts the chill of my low self-esteem and weak self-confidence. Your smile tells ugly me that I’m attractive. Every time I’m in class with you when you smile at me, I feel noticed and valuable, and I believe that inside what a lot of people say is this worm you’re helping me to see the beautiful cocooned butterfly that you see. It’s so hard, but every time you offer me one of your ‘I care’ smiles I get a shot of ‘I can do this stuff’ that’s a temporary vaccination against my fears and insecurities and disbeliefs….”

        As I read her words over and over and over again, I started thinking about a sequence of feelings and attitudes: impact a student’s heart, and you alter her or his story; change her or his story, and you affected her or his perceptions; affect his or her perceptions, and you’ve touched that student; touch that student, and you’ve altered the future and changed the world.

       Madeline reminded me again of the smallest, most useful, most powerful tool each of us have at our disposal in the classroom to make a difference. It has nothing to do with technology and everything to do with us. It has nothing to do with giant leaps or dramatic U-turns. It’s proof that every little thing you feel and do leaves a consequence in its wake, that supposed little things can make huge differences, and that those small things quickly add up to big differences. I want you to think about this: every stirring in our heart stirs and matters. So many of us think we only speak with our mouths. But, I tell you, researchers tell us, we speak so loud with our bodies, with our hands, with our faces, and with our eyes that our words are drowned out. So, both inside and outside the classroom, both inside and outside us, something so simple as a sincere smile not only turns on the lights of the likes of a Madeline, but it magically turns walls into doors. Sneers blind; faith opens eyes; scowls deafen; hope perks up the ears; frowns chill; love warms up; grimaces numb; empathy sensitizes; sneers paralyze; compassion moves. A simple, genuine smile improves all of us. When we sincerely smile, we are more confident, enthusiastic, upbeat, and convincing. We even look better when we smile. A simple, genuine smile from our heart is an aura of our own positive outlook on life that we extend to envelope others. When we sincerely smile, we immediately add value to our encounters with others. When we sincerely smile we see, listen to, and empathize with others who are otherwise not there when we are dour and scowled. And, that makes that simple, small, useful, powerful act of just sincerely smiling, anything but small and meaningless. It’s actually so powerful that it can lift the heaviest of hearts.

Louis

 

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About Louis Schmier

LOUIS SCHMIER “Every student should have a person who wants to help him or her help himself or herself become the person he or she is capable of becoming, and I’ll be damned if I am ever going to let one human being fall through the cracks in my classes without a fight.” How about a snapshot of myself. But, what shall I tell you about me? Something personal? Something philosophical? Something pedagogical? Something scholarly? Nah, I'll dispense with that resume stuff. Since I believe everything we do starts from who we are inside, what we believe, what we perceive, and what we do is an extension of ourselves, how about if I first say some things about myself. Then, maybe, I can ease into other things. My name is Louis Schmier. The first name rhymes with phooey, the last with beer. I am a 76 year old - in body, but not in mind or spirit - born and bred New Yorker who came south in 1963. I met by angelic bride, Susie, on a reluctant blind date at Chapel Hill. We've been married now going on 51 years. We have two marvelous sons. One is a VP at Samsung in San Francisco. The other is an artist with food and is an executive chef at a restaurant in Nashville, Tn. And, they have given us three grandmunchkins upon whom we dote a bit. I power walk 7 miles every other early morning. That’s my essential meditative “Just to …” time. On the other days, I exercise with weights to keep my upper body in shape. I am an avid gardener. I love to cook on my wok. Loving to work with my hands as well as with my heart and mind, I built a three room master complex addition to the house. And, I am a “fixer-upper” who allows very few repairmen to step across the threshold. Oh, by the way, I received my A.B. from then Adelphi College, my M.A. from St. John's University, and my Ph.D. from the University of North Carolina at Chapel Hill. I have been teaching at Valdosta State University in Georgia since 1967. Having retired reluctantly in December, 2012, I currently hold the rank of Professor of History, Emeritus. I prefer the title, “Teacher”. Twenty-five years ago, I had what I consider an “epiphany”. It changed my understanding of myself. I stopped professoring and gave up scholarly research and publication to devote all my time and energy to student. My teaching has taken on the character of a mission. It is a journey that has taken me from seeing only myself to a commitment to vision larger than myself and my self-interest. I now believe that being an educator means I am in the “people business”. I now believe that the most essential element in education is caring about people. Education without caring, without a real human connection, is as viable as a person with a brain but without a heart. So, when I am asked what I teach, I answer unhesitatingly, “I teach students”. I am now more concerned with the students’ learning than my teaching, more concerned with the students as human beings than with the subject. I am more concerned with reaching for students than reaching the height of professional reputation. I believe the heart of education is to educate the heart. The purpose of teaching is to instill in all students genuine, loving, lifelong eagerness to learn and foster a life of continual growth and development. It should encourage and assist students in developing the basic values needed for learning and living: self-discipline, self-confidence, self-worth, integrity, honesty, commitment, perseverance, responsibility, pursuit of excellence, emotional courage, creativity, imagination, humility, and compassion for others. In April, 1993, I began to share ME on the internet: my personal and professional rites of passage, my beliefs about the nature and purpose of an education, a commemoration of student learning and achievement, my successful and not so successful experiences, a proclamation of faith in students, and a celebration of teaching. These electronic sharings are called “Random Thoughts”. There are now over 1000 of them floating out there in cyberspace. The first 185, which chronicles the beginnings of my journey, have been published as collections in three volumes, RANDOM THOUGHTS: THE HUMANITY OF TEACHING, RANDOM THOUGHTS, II: TEACHING FROM THE HEART, RANDOM THOUGHTS, III: TEACHING WITH LOVE, and RANDOM THOUGHTS, IV: THE PASSION OF TEACHING. The chronicle of my continued journey is available in an Ebook on Amazon's Kindle in a volume I call FAITH, HOPE, LOVE: THE SPIRIT OF TEACHING. There a few more untitled volumes in the works..

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