Scottie leaned back on the couch, her arms crossed tightly, frustration etched on her face. “Let me just say it, I’m tired. Teaching is hard enough, but what really grinds my gears is when administrators tell us to ‘remember our why’ like it’s some magical cure for burnout. Like, seriously? That’s their big motivational speech? It’s condescending.”

Malik, stretched out in a chair with his usual laid-back demeanor, nodded slowly. “I feel you. But… isn’t it kind of true, though? I think about my kids all the time, especially the ones nobody else seems to see. That’s my why. It keeps me going.”

Scottie rolled her eyes and sat up straighter. “I hear you, Malik, but it’s not that simple. My why isn’t going to fix the fact that I have 28 kids in one class and not enough desks for all of them. Or that I’m being asked to raise test scores in a system that was never built for my students to succeed.  How am I supposed to get a 3rd grader whose favorite color is seven to score proficient in reading? Telling me to think about my why feels like gaslighting when the system is broken!”

Mialee, perched on the armrest of the couch, set her notebook down and leaned in. Her voice was calm but resolute. “Scottie, I get it. And you’re absolutely right. The system is inequitable and oppressive. It’s exhausting to work within it. But asking teachers to think about their why isn’t about ignoring those realities. It’s about finding the strength to keep going for our kids, even when the system works against us.”

Scottie raised an eyebrow, clearly unconvinced. “That sounds nice, Mialee, but it doesn’t change the fact that it feels like an empty pep talk.”

“I hear you, and you’re absolutely right to feel that way,” Mialee affirmed, her tone thoughtful and gentle. “Your frustration is valid, and trust me, I’ve felt it too. But when I think about staying connected to my why, I come back to the idea of volition. It’s the power to make intentional choices and take meaningful action, even when the odds are stacked against us. I first came across the term when I read Pedagogy of the Oppressed by Paulo Freire, and it completely shifted my perspective. Freire helped me realize that even within oppressive systems that do what they are designed to do, we can choose how we show up for our students. It’s not about pretending the challenges aren’t there, it’s about deciding, despite them, to act in ways that make a difference in their lives. That’s what keeps me grounded.”

Malik rubbed his beard thoughtfully. “So you’re saying it’s about personal agency? Like, taking control of what you can control, even when everything else feels out of control?”

“Exactly,” Mialee said. “When we talk about having a heart for teaching, it means we are making a deliberate choice to show up for them every day because we believe in their potential. It’s about being efficacious and using our power, no matter how limited, to create moments of transformation for them.”

Scottie sighed, her voice softening. “I get that. I really do. And I love my kids with everything I have. But sometimes it feels like no matter what I do, it’s never enough. It’s like the system hands me a box of Band-Aids when what my class really needs is life-saving surgery.”

“I feel that too, Scottie. But you know what keeps me going? The Mamba Mentality,” Malik said. It’s about showing up every single day, no matter how tough it gets, and pushing yourself to be better than you were yesterday. Kobe didn’t wait for the game to be fair. He worked harder than anyone else, even when the odds weren’t in his favor. That’s how I see teaching. I think about my students the way Kobe thought about winning championships. They’re my reason for showing up. My why.”

Scottie tilted her head, mulling over his words. “That’s noble, Malik. Kobe also had millions.  I’d feel better if I had a few million in the bank. Rest in peace, King.”

Malik chuckled, leaning back in his chair. “Fa sho! You’re not wrong. We definitely deserve millions, but Kobe’s millions didn’t win those championships. It was his mindset.  It’s about showing up every day and giving your all, no matter what’s stacked against you. I remind myself that even if I can’t change the system, I can impact how my kids feel when they walk into my classroom. That’s where I put my energy, one day at a time.”

“That’s volition, Malik,” Mialee added. “It’s not about ignoring the challenges, it’s about making a conscious choice to act even when the odds are against you. And Scottie, I get that it’s hard. Your frustration is real, and it’s okay to feel that way. But your commitment to your students matters. Every little thing you do to make them feel seen, valued, and capable, that’s what having a heart for teaching looks like. Actually, there’s this amazing guide I found called The 4 Traits of Highly Effective Teachers: Strategies to Transform Student Outcomes. It breaks down the four essential traits of culturally relevant teachers; volition, critical consciousness, cultural competence, and student learning, and gives practical strategies for bringing them into your practice. I’ll share it with you both. I think it’s a great resource for helping us grow and stay connected to the work that matters most.”

Scottie nodded slowly, a small smile tugging at her lips, though part of her felt like Malik and Mialee were sitting a little too close to toxic positivity. “Maybe you’re right. Maybe it’s not just an empty pep talk. Maybe it’s about remembering that even in a system doing exactly what it was designed to do, we still have the power to make an impact. But listen, I still don’t want anybody asking me about my why when I’m in the middle of crashing out. Just let me have my moment. I deserve to feel frustrated. I know what my why is, and I’ll get back to it once I’ve made it through the crash.”

Malik smirked. “Oh, we know, Scottie. Ain’t nobody asking you about your why when you’re ready to flip a desk. We don’t need that smoke.” He raised his cup, still grinning. “But for real, to having a heart for teaching. Even if your nerves are on life support half the time.”

Scottie rolled her eyes but lifted her cup. The three clinked their glasses. They knew the road ahead wouldn’t be easy, but in that moment, they were reminded of the strength they found in each other and the work that kept them going. After all, they were each other’s critical companions.

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Reflection Questions: 

1. What does having a heart for teaching mean to you, and how does it shape your approach in the classroom?

2. How do you balance acknowledging systemic challenges with maintaining your commitment to students?

3. Reflect on a time when your connection to your “why” helped you overcome a difficult moment. What did you learn from that experience?

4. How can you develop your own volition and agency as an educator, even within an inequitable system?

5. How do you give yourself permission to feel frustration without losing sight of your purpose as a teacher?

6. What strategies can you use to bring the Mamba Mentality into your teaching practice, focusing on consistency and growth?

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Check out this video to learn more.

With love and volition,

Tamera