They say if you love what you do, you will never work a day in your life. That is why usually teachers refer to their job as a calling and not work. One does not go into teaching thinking about how much money they are making or how many kids they are sending out the door. Teachers go into teaching to make a difference and because they love what they do, so when it comes to people in education, nine times out of ten they are positive and wonderful people trying to touch lives.
Bob Roso, the infamous Jesuit English teacher, is among these incredible teachers. Despite his reputation for being difficult, he possesses physical attributes of being tall and thin in addition to being an elderly man with a massive heart and an extraordinary comprehension of English and literature. It is widely believed that spending only one year under his guidance would offer a student an advantage over less fortunate peers in other classes regarding writing. Fortunately, I had the honor of being in his class for two years, during which I established my initial authentic friendship with a teacher. The impact he had on my life was so profound that it led me to choose a career path as an English teacher myself. Mr. Roso serves as a prime example of a teacher who effectively fulfills their role and leaves a significant impression.
Above all else, the primary obligation of a teacher lies with their students, and Mr. Roso exemplifies this entirely.
Despite being perceived as strict and aggressive, students frequently fill this teacher’s office, seeking assistance with papers or engaging in discussions about literature. He emphasizes to his classes that he is always available to listen and offer aid, regardless of the subject. I often visited his office to discuss intriguing literary works or seek recommendations for my next read. It amazed me how many students would visit him simply to converse and broaden their knowledge. This aspect of his teaching contributed to his excellence; he built relationships with students as if we were friends, which encouraged us to approach him with excitement and a thirst for learning.
I always sensed that he was more intelligent than he let on. He displays a remarkable humility, never pretending to be superior and making sure not to make others feel inadequate. However, in conversing with him, one can discern his brilliance. This quality is vital for a teacher. If I had the impression that he was trying to appear clever or showing off, I would never feel at ease or receptive to learning from him. Yet, because he never engages in such behavior, I had the opportunity to discover his intelligence for myself and form my own judgement rather than being coerced into seeing him that way. I believe this is invaluable because instead of him affirming his worth as a teacher to me, I independently came to realize it and decided that he was indeed worth learning from.
His class can be described as one word – control. Throughout my years of schooling, I have never experienced a class that was simultaneously boisterous and entertaining, yet still effectively managed by the teacher. The students’ compliance stemmed from a mix of respect and trepidation. Mastering classroom management is no simple feat, especially with students like me. During my initial year under his guidance, I frequently dozed off during lessons. Consequently, he resorted to throwing objects at me and assigning detentions. Nevertheless, it proved challenging to remain awake when my desk was situated next to the noisy industrial window unit, leading me to often rest my head on my sweatshirt.
One day he had enough. It was the class right before lunch and I was enjoying my scheduled nap. But when I woke up something was amiss. The lights were off and no one was in class. In my sleepy haze, I got out of my desk and went to the door but found it locked. Confused and slightly terrified, I realized there was something attached to my hair. I reached up and pulled a detention slip from my hair. Written on it was “Sleeping in class/Being in class without a teacher.” It is this light-hearted approach to his discipline and control that truly enables students to not hold any resentment towards him while respecting him enough to fully participate and learn without disruptions.
“Community of learners” is a phrase frequently used by educators and teachers to describe an ideal classroom setting. It encompasses an environment where every individual feels accepted and comfortable, enabling them to be open and vulnerable in their learning journey. When students feel anxious around their peers, they may hesitate to ask questions or acknowledge their mistakes due to the fear of potential embarrassment. As a result, it becomes imperative for teachers to establish this type of atmosphere for students to be receptive towards learning. Mr. Roso effortlessly achieves this by incorporating a play into his classes during the initial week.
He always says, “if you can wholeheartedly act in front of someone, you will never be embarrassed in front of them.” So, he assigns random roles to random people and pushes them to act as well as they can. If a student’s performance is not convincing enough, he yells at them to do it over again until they give it their all. Initially, it was embarrassing but gradually it became easier until we were confidently delivering our lines. Even the shy kids eventually grew to love play days. This approach is crucial in teaching. Every student is different and Mr. Roso is the only teacher I have ever seen who is able to make every kid feel welcome and involved enough to learn.
Teaching has a significant impact and inspires students to pursue a career in Jesuit English education. Mr. Roso’s influence has motivated not only me but also two other students in my class who are currently studying to become teachers like him. Witnessing his work makes it impossible not to aspire to be like him in the future. His classes went beyond teaching English, as they imparted valuable life lessons alongside our English education.
Teachers are typically youthful, loving, and happy individuals who have a profound impact on the lives of young people. Mr. Roso introduced me to the world of teaching, inspiring me to become part of this remarkable community. I eagerly await the opportunity to work alongside these exceptional individuals, shaping the future through the power of education.
