"The 12 Gifts of Teacher Nicholas Hobbs"

Dear All:

From 1975 to 1977 I worked at Wright School, a residential treatment center for children with severe learning disorders. It was there I learned that working with children works best with a certain 360 degree perspective. This holistic perspective was based on 12 principles from a man I never met. His name is Dr. Nicholas Hobbs.

Knowing these 12 principles proved to be very helpful in my work at Wright School and during the rest of my education career.

I often think about Hobbs' 12 principles in this way. Imagine the face of an old-fashioned clock with twelve numbers. The children we serve are in the center of the clock. Throughout the day, the hands of the clock move from one number to the next. As this happens, we are able to gain additional insight on our children from the unique perspective of the 12 principles. At least, this was the way it worked for me and hopefully for you as well.

I would like to share these 12 principles with you via a story. Once upon a time, a certain special education teacher named Nicholas Hobbs made his way to the front of the line. Perhaps unnoticed by many, he stopped and decided to turn back around. In turning around, he quietly passed out 12 gifts to those standing behind.

Artie Kamiya

Durham, North Carolina

Chapter 1: "Starting at the Back of The Line"

A husband and wife stood at the back of the line. For as far as they could see, the long line of people stood. It was outstretched, constantly changing, moving and contracting slowly like a giant snake.

?Somewhere he had read that the line was thousands of miles long, a fact he shared aloud with his wife.

“I'm sorry, but I overheard your conversation. The line is actually 4,250 miles long,” came a voice from someone in line.

“And did you know there are 800 people per mile.” someone else in line said. 

“Are you sure about that?” another voice questioned. “Pretty sure.”

His wife was quickly able to take these two facts (a) 4,250 miles and (b) 800 people per mile) and added: “Well, that’s 3,400,000 total people in this line.” To which the husband said: “3.4 million people! No wonder we’re not moving!” 

His words seemed to cause a bit of disturbance to the line.

"Perhaps, we should have gotten in the other line,” another voice said. Several people turned their heads or pointed their fingers to what appeared to be a much shorter line. “See – it’s moving more quickly.”

“We know,” said the wife, “But that’s the business line, if we leave now we’ll lose our spots!” 

“What’s the difference?” said the husband. “Business line or teaching line? Does it really matter that much in the grand scheme of life?” He was tired of standing in line, tired of the hassle, and frustrated as well. Then two small tears rolled down his cheek. As he started to wipe away the tears, someone or something moved towards him.

“Please, take this,” a voice from the line said, handing the couple what appeared to be a gift. It was a small package, brightly wrapped with pink and red bows all around the colorful candy cane stripped paper. “It’s from the front of the line.” “From the front?” they both said together.

“Well, let’s open it” suggested the wife. She was intrigued that anyone cared. But before they were allowed to open the gift, the voice from the line whispered: “But before you open it, I have been instructed to ask you two questions. If you agree, the gift is yours to keep.”

The voice went on to ask them two questions. After listening to each question, they both nodded in affirmation.

“That shouldn’t be a problem,” the husband said. The wife agreed as well and so the first package was opened. Inside the box was a piece of colorful parchment paper. Holding it in their hands, the couple read it together:

Principle #1: “Life is Lived Now, Not in the Past or Future.”

Dear Fellow Folks in Line: It’s a simple fact that we moderns have a hard time living in the present. The first principle encourages us to value the present over the past or future.

“What can I do today to make this time count?

So are you worried about the future? Please stop that.

The most important day is today, so we need to act like it. 

Why?

Because for a teacher, it's all about the students who are standing right in front of you now.

 

 

Chapter 2: Trust Between a Child and a Caring Adult is Essential

They walked on for what was days, or perhaps weeks, thinking about what they had read. For the longest time, they were caught up on their own thoughts about teaching: How important it was to them and why they decided to become teachers in the first place.

“Wow,” the husband said. “I had forgotten how much I really wanted to be a teacher.” “Same here,” she said. “I guess there a lot of things we’ve both forgotten.”

 But before they could utter another word, the second gift arrived. Opening the box, they read it together:

Principle #2: “Trust between a child and a caring adult is essential.”

Dear Fellow Folks in Line: The second gift points out another key aspect of the teacher's life: trust. As teachers, we need to remember that trust is often the difference between success and failure.

Children with healthy relationships with trusted adults (parents, teachers, coaches, etc.) are better able to take the hits that life often brings. These children are more likely to become both trusting and trust-worthy, two characteristics we need in our society. 

Trust is like water. Where trust is in limited supply, relationships wither and fail to reach their potential. When trust is present, safe and secured, relationships will blossom. Teaching carries with it a responsibility to nurture trust.

Good character and trust form the foundation of society, or as Lee Iacocca once said regarding teachers:

“In a completely rational society, only the best of us would aspire to be teachers. The rest of us would have to settle for something else. Because the act of passing civilization from one generation to the next ought to be the highest honor and biggest responsibility anyone could have.”

 

Chapter 3: Competence Makes a Difference

They seemed to walk more purposefully together. Occasionally he would hold his hand out to hers and they would give each other a squeeze. Something had happened that changed their thoughts and their being. They had become refreshed and stronger, although they had been walking for what seemed like months or years. Unexpectedly, another gift appear before them. “Remember,” they heard a voice say. “These are big picture items. We do not give specific how-to advice to folks in The Line.”

Dear Readers: A person's competence creates self-worth and acceptance within the school, family, and workplace settings. In other words, in every school, your family, my family and all around the world, there is a currency that values competency.

This means that every child should have the ability to choose a personal interest in which to gain competence. This may be in the broad academic core or other niche areas of life such as drawing, poetry, dance, editing the school newspaper, or gardening. It means that an interest in butterflies (Lepidoptera) or fossils (Paleontology), or the study of planets (Astronomy) can open doors for students. 

Perhaps a sport can provide meaning for a student to the point that it becomes his or her unique area of competence.  In any case, the sooner we are able to help students identify the area or areas where they can achieve competence, so much the better!

Chapter Four: The Fourth Principle

Principle #4: “Time is an ally.”

The fourth gift came as the others: a simply stated principle without explanation (as this is your job to figure out) plus a red warning label: “This side up. Do not place in sun.” “I wonder what’s in the box?” said the man. “It’s water azaleas,” a voice said. “They grow well in moist soil. Actually, I should say they can tolerate moist soil. They also have small white fragrant flowers – a beautiful smell. If I were you, I’d plant them along the walkway of your house.” 

Perhaps it was the word “house” or another long lost memory attached to his love of gardening, but as he looked up and ahead he noticed something he hadn’t saw before. Beautiful trees – crepe myrtles, white, pinks, purples; and magnificent river birches reaching high into the sky. There were white gardenias like the ones he remembered on their summer vacations at the lake and grassy pathways lined with emerald green fescue. “This must be the most beautiful place in the world,” he thought to myself.

Dear Readers: It was at Wright School that I first learned that time is an ally for teachers and children. Time is an ally for you as a teacher:

• Time is an ally because it allows for students and teachers to re-do and improve on who they are as people.
• Did you mess-up, say something to a child that you'd like to take back? Well, you can. But perhaps not all at once and maybe just not today.
• Remember, time is an ally. This means that you have the rest of the week to make things right with that child.
• And because it is an ally, what can't be mastered today, can be mastered yet another day.
• It allows students to move from thinking: "I can't do this" to "I can't do this yet!"

Time and time again, I saw how it made things better.

There is always a hidden promise in time.

Chapter Five: The Fifth Principle

“We’re in a garden! And it’s beautiful,” the man said. “What was that?” she asked. 

“I said that we’re in a wonderful, beautiful garden,” he repeated. “We are?” she said. “Yes, you are,” said a voice, handing her a new gift to open.

“This may be the most important gift you can share with your students,” said the voice. “This principle is often overlooked by younger teachers.”

“Yes,” another voice far in front of the line quickly picked up. “It wasn’t until several years in the classroom that I learned this was true. Having self-control is a special gift.”

Dear Readers: Helping your students to understand the gift of self-control is self-awareness in action! We seek to instill self-control because of its great value in the lives of our students.

For me, self-control was a valuable stepping stone for children.

Isn’t it strange that princes and kings, And clowns that scamper in sawdust rings, And common people like you and me, Are makers of eternity? For each will make when life has flown, A stumbling block or a stepping stone.

Chapter Six: The Sixth Principle

As they walked forward in line, they kept looking everywhere. They were becoming more and more aware of their surroundings. The once hidden landscape was absolutely beautiful.

Author/Narrator: Among the community of learners at Wright School it was well-accepted that virtually anything could change for the better. The idea that intelligence could be taught was not foreign to our teachers and students. 

Here's more on what I mean. Do you believe that children can be taught to make intelligent decisions? To think before reacting? Or to be more thoughtful in their actions with others? To say "I'm sorry" when someone's feelings are hurt?

There are constant opportunities where social, emotional, ethical. and academic intelligence can be taught.

Chapter 7: The Seventh Principle

They had been traveling for quite a long time. With every bend of the line, it seemed new perspectives would open for them. Lush valleys, high majestic mountains, and fields of wildflowers seemed to be there just for them.

Dear Readers: This 7th principle needs to be posted where you can see it every day. Teachers who connect their teaching to their students’ feelings are to be commended! Or as the "old school" quotation says:

"Students don’t care how much you know until they know how much you care."

Chapter 8: The Eighth Principle

“Is something happening up ahead?” he asked. “Sure looks like the line is moving more quickly.” “Why, I believe it is,” said a voice form the line. “I’ve noticed that too,” another voices remarked.

“But it still looks like we have a long road ahead,” she smiled thoughtfully. She stopped as another gift was passed on to her.

Dear Readers: This principle really hit home for me. For the past 5 years, I have been in touch with numerous high school friends who have gathered informally back in Los Angeles each summer. The first such gathering was due to a friend of ours having to deal with the realities of stage 4 lung cancer. As we gathered, there were many who were able to recall knowing each other in kindergarten. Others in junior high school, etc. While we had not seen each other in many, many years, it really was like yesterday! Let's never discount the importance of group belonging and to provide opportunities for young children to feel they are an important part of the class. While this sometimes goes without saying, it would be wise not to assume that this is always occurring in your classroom. Plan for it!

Chapter 9: The Ninth Principle

It had been quite a long time since they received their last gift. “I wonder why we haven’t gotten a gift lately?” he thought to himself. When it did at arrive, he was able to get himself at ease again. “At last,” he said.

 Dear Readers: The importance of establishing a regular and consistent routine is more important than you may realize. Especially as one grows older, as in "an old man." While most of you are not quite at this stage of life, I am.

The very nature of structured routines provides order and predictability for children of all ages. But getting back to the topic, parents and educators understand the importance of daily routines and try to keep to a predictable schedule within their homes and classrooms. The ultimate ability to multi-task requires a grounded ability to single-task.

"One by one is how it’s done!"

Chapter 10: The Tenth Principle

They had stopped to re-read the tenth principle and were puzzled. What did it mean that the body is the armature of the self?

“Are you stuck on the 10th principle?” a voice from the line asked. “Yes,” stated the man. “We don’t seem to get it.”

Dear Readers: During the past 40 or so years, there has been a dramatic shift in the way we have separated the mind from the body. Those of us from the "Old School" understood that it was mind & body. This principle states a child’s psychological and emotional well-being comes through her physical being: on the playground, in sports, in nature, and physical self-challenges. 

I am convinced that child's self-confidence and confidence grows as she is able to master physical challenges. What we need are more opportunities for activities such as gymnastics, dance, sports, and physical education. Let’s not forget these are important parts of a child’s daily experience.

Chapter 11: The Eleventh Principle

Dear Readers: As you most likely noticed by now, the words "old school" keep popping up from time to time in my descriptions of these 12 principles. This principle believes that children are the product of their communities: their homes, schools, neighborhoods, and extended family. Children who are able to thrive in and among their various communities will find themselves with greater self-confidence as adults.

I believe we need to make/take the additional effort to allow students to take pride in their communities as they do themselves.

For example, my ability to be punctual came from my sport community; to be daring from my junior high school community, to establish myself as a person of worth from my cultural community.

Chapter 12: The Twelfth Principle

 Before they knew it, they were at the front of the line: “Salutations and congratulations! Glad to see you made it to the front,” exclaimed the happy voices. “Yes, we’ve been waiting a long time just for you to arrive”

“Here’s your last gift to open,” the voices shouted together. “But before you open it, do you remember our agreement?” asked a lone voice. He was talking about the two questions they had agreed to before opening the first gift so long ago.

“Oh, we remember,” the woman said. “With your first question, you asked us to consider sharing our gifts after we had them for a while. Of course, this was hard to do at first because they were so special to us. But we did.”

“And with your second question,” the man continued. “You asked us to consider giving a few of the gifts away as well. You know, a strange thing happened. The more we shared, the better we felt. Over time, we decided to give all of them away.” 

“Good for you,” said another voice. “By the way, they’re not gifts, they’re Old School teacher promises.” So they read their last Old School promise together:

Principle #12: “Every child should know joy in each day.”

And with that, all who were gathered at the front of the line gave the two of them a hug. Not an ordinary hug, a very special hug. It started off like an every day hug, but slowly became a hug they had not felt before. More than an old fashioned bear hug or even a hug from a dear friend you hadn’t seen since childhood. 

No, this hug was indescribable. A delightful hug. A delicious hug. 

?A double rainbow hug. They couldn’t find the words to describe it.

“An Everlasting Hug,” the voice finally said. “That’s the real reward. No other people on the planet get an Everlasting Hug.” 

As the two veteran educators left, they turned around for one last time and waved goodbye. 

They were able to grow older and older together. Everywhere they went: on their daily walks, in the mall, or in the grocery store, they were always greeted with warm smiles and gratitude from parents and former students.

And every encounter would always end in the same way.

Everlasting Hugs like no other people on the planet.

Not even for the people in the business line.

 

 

About the Author

Artie Kamiya is from the Old School. He is the author of the best-selling Elementary Teacher’s Handbook of Indoor & Outdoor Games (Prentice-Hall, 1985) and a co-editor of Academic Activities for Gifted & Motivated Children (With Dr. Alan Reiman, Prentice-Hall, 1987). His is early experiences at Wright School provided a solid philosophical foundation for his future as a teacher, author, and administrator. He worked at Wright School from 1975-1977 as an Assistant Night Teacher-Counselor. He arrived at the school at 2:00 PM each day, slept over, and left the following morning.

For the past 40 or so years, he has tried to live a professional life with a minimum level of philosophic discord - to live with a serenity of temper. Much of this way of thinking – a personal philosophy of a teacher’s life - was based on a set of 12 principles he learned from a man he never met - Dr. Nicholas Hobbs. 

A psychologist by trade, Hobbs' life work centered on the treatment of youth with severe learning needs during the 50's and 60's. Hobbs was convinced that a determined set of tried and true teaching principles were needed in order to teach all children. Hobbs’ 12 principles included:

1.     "Life is lived now, not in the past or future."
2.     "Trust between a child and a caring adult is essential."
3.     "Competence makes a difference."
4.     "Time is an ally."
5.     "Self-control can be taught."
6.     "Intelligence can be taught."
7.     "Feelings should be nurtured and shared."
8.     "The group is important to young people."
9.      "Routines provide order and stability."
10.      “The body is the armature of the self."
11.      "Communities are important for children."
12.      "Every child should know joy in each day."