Why Wednesday ❓♥
David Burke is one of the special education teachers at Roosa Elementary. He also assists with end-zone camera filming for the football team and serves in the children's ministry at Cedar Point Church. His other “amazing job” is being husband to Kyla Burke and dad/bonus dad to Avery Shambles and Harper Burke. He has taught for four years, all at CPS, after receiving his Bachelor’s Degree in Liberal Arts with an English option. He felt that God was calling him to be a teacher, he started looking into paraprofessional positions in the Claremore District, and the rest is history. He shared with us the impactful story of how he found his way into teaching and the positive impact he wanted to make as a teacher.
❔WHY STATEMENT:
“My journey to becoming a teacher started when I was six years old. At that time, I was struggling in school to the point where they decided to evaluate me to see if I had any learning disabilities. Without going into too much detail, the results broke my parents’ hearts. My dad was so concerned that he asked if I would be able to work and do things on my own into adulthood, to which the person doing the evaluations responded, "Well, he's no rocket scientist, but he can be a janitor.”
My parents did not accept that answer, and from that point on, they made me and my siblings repeat this affirmation: “I am quick, I am smart, I am bright, I am good-looking, and I am a major blessing.” I continued to repeat this affirmation through elementary school and all the way into college. There was a short period where I bought into the idea that I was not smart enough to finish college, and it took me a few years to start believing in those affirmations again.
Along with those affirmations, I returned because I felt unfilled, not really serving anybody else but myself. With a new sense of purpose, I finished my degree in liberal arts with an English option. I was also honored with an award as the most distinguished graduate in my degree field. After earning my bachelor's, I was trying to figure out what I wanted to do next, which was difficult. What I did know is that I wanted to share my knowledge of what can be learned when we are brave enough to make mistakes.
After discussing my thoughts with my dad and my not-yet-wife, Kyla, we all felt that God was calling me to be a teacher. With this purpose in mind, I decided that the best start would be to look into paraprofessional positions in the Claremore school district. While waiting to hear back from one of the schools, Coach Key called me to let me know that the principal at Roosa, Chrissy Willard, was interested in interviewing me for a position as a teacher in the collaborative lab. The day of my interview is one of the biggest turning points in my life.
I don't remember the very specific details of the interview, but I still remember what I felt, who was there, the passion for teaching I shared with them, and the outcome. I felt incredibly nervous because I knew that serving the kiddos and helping them grow was where I wanted to be, and I felt Roosa was where I was meant to do it, so I knew there was a lot on the line. I shared that my passion was to help kiddos grow, not just through academics, but in how they treated others and to learn to be unafraid of making mistakes. I also told them that no matter what limitations have been set for kiddos, I want to inspire them to encourage themselves and others so that they can go beyond those limitations.
An hour after walking out of that interview, Mrs. Willard called me to ask if I would like to accept the position as a teacher at Roosa. While working as a teacher on an emergency certification, I began going to school to pursue an alternative certification as a special education teacher. Upon completing my first year, I obtained a provisional certification as a special education teacher. After three years of pursuing the alternative certification pathway, I have earned a Master's degree in special education for students with Autism Spectrum Disorder (ASD) and completed certification in special education.
Yes, the same kiddo whose parents were told he was not capable of being much beyond a janitor is now a special education teacher…with a Master's degree. My journey to becoming a teacher started with my parents refusing to accept those results and speaking affirmations over me that would give me the confidence to overcome whatever struggles I would face with my learning disabilities. Those affirmations have given me the confidence to fail, which has put me in a position of leadership to help the students of Claremore believe that they are quick, smart, bright, good-looking, and a major blessing.
My dad is the positive teacher that has impacted my life because he refused to let what other individuals said about my future determine what he believes I am capable of accomplishing. He has taught that every individual has a lid that can be opened to help them discover their potential, but that they must be willing to be okay with failure to open it. Without that lesson, I doubt I would have ever found the courage to open my lid. My goal is to help the students in Claremore find the courage to open their lids, just like my dad did for me.”
❔WHY do you teach:
“My goal is always to serve the students and teachers so that I can add value to their lives and help them impact others.
My “WHY” stems from making other students feel safe enough to make mistakes because that is when students can become independent decision-makers and effective learners. Though my parents encouraged me, I knew that I did not learn things as quickly as other kids, and that initially made me afraid to participate in class because I was scared of the teachers and students thinking I was dumb. What I started to learn from those students and teachers is that we are all here to learn and that those mistakes are the best way to learn. I want to help other students become leaders who are fearless in making their own decisions but also unafraid to ask others for help. I want them to need Mr. Burke no longer so that they can begin to help others as I have helped them.
One of my favorite teaching stories is one about a student who grew not needing Mr. Burke any longer. This student I was working with was one of the first kiddos I worked with at Roosa, and I remember the kiddo as a kindergartener, looking lost and confused as all the students moved through their centers. I began working with this kiddo in reading interventions all the way up to second grade. At the beginning of the second-grade year, I did some review about the plural rule for when to add s/es to a word.
I was so proud of this student because he could remember every part of the lesson, but that is not the best part of this story. About two weeks later, his teacher brought him into the class and told me that she started teaching the plural lesson for when to add s/es, and this student raised his hand and offered to help her teach the class about the lesson. I am so proud of that student because he went from being that kiddo who looked lost at kindergarten centers to a confident second grader who was willing to teach his whole class.”