I always liked the idea of teaching, and knew I could do it, but I dreaded the traditional overcrowded schoolroom of my youth, full of disruption and chaos. So I went through training to volunteer as an adult literacy tutor.

My first match as a literacy tutor, Matthew, was in fact literate, but he wasn't able to sound out words he didn't recognize. His goal was to go to cooking school, but he was at risk for not graduating from high school. We picked some interesting books to read together and I helped him tackle new words. Sometimes he didn't show up for meetings, but I reminded myself that he was 15, after all. When I called his house, I often got his father, who was the one who assured me that this was helping, that Matthew was enjoying reading for the first time. After a few months, Matthew started missing more appointments, until our meetings trickled to a stop. He didn't return my calls. I moved on with my life, figured I'd probably helped somewhat, but not sure how much.

Yet my meetings had connected me to someone else: Matthew's father. He called me a few months later to tell me that Matthew had been accepted to a top cooking school. Matthew had told his father that he now loved to read, genuinely enjoyed it. While I was glad for Matthew, I realized his father had benefited at least as much in seeing his son finish high school and gain the confidence to achieve his goals. My work had extended beyond my students, connecting me to his family as well.

Today I work in adult basic education at a job training organization. When I started this job, I had second thoughts right away. My first weeks in the classroom were a struggle. I taught business communication in a small room with 12 people seated around a table, women ranging from young single mothers to recent immigrants from China. The younger students acted like the high school kids that had kept me away from traditional teaching: talking constantly when I was trying to go over material, seeming to pay me no mind. When I approached my coworker and mentor in tears, she told me that I had to do something right away. I confronted the group the next day, and to my surprise, the "talkers" didn't resent me or turn a cold shoulder. These were adults, and once they knew I was in control and serious, they too took their work seriously. I felt an immediate respect from every student. We were now able to connect and get down to the business of learning.

Adult learners have clear goals -- at minimum, to finish something they left behind. Teaching these students gives me a sense of connection to their communities and families as well. I've worked with people from at least 15 other countries, giving me fascinating insight into other cultures and how they assimilate into the US. Yet my experience working in this field with students who grew up in America has been the most significant for me. Americans often seemed to be most disconnected with those who have lived here for generations but grown up in different worlds. Having a middle-class background, I have been able to connect, through my work, with Americans who've grown up in poverty and are trying to give their children more hope. I now appreciate the depth of the challenges faced by people who still struggle, trying to help their families break out of generations of poverty.

A few years into this career, I had a child of my own. Now that I have managed to balance my own work and family, I realize that parenthood has renewed my passion for this field. Being a parent has added a wonderful dimension to my connection with all students, particularly those with families of their own.

Katy Roberts has worked in adult training for six years. Previously she volunteered as a math, literacy and writing tutor, a counselor on a crisis phone line, and a "big sister." She is the very proud mother of a two-and-a-half year-old boy. She can be reached at: graceroberts@earthlink.net