Not long ago I took a job as a teacher.
That being said, I have been a teacher for well over a decade. But, wishing to expand my portfolio and branch out, I accepted a position in a new school. Now I can say that I have the following variety of teaching and/or administrative experience: large school, small school, co-ed, single-sex, diocesan, private-independent, mid-sized, teacher, vice principal, secondary, and elementary. Why not toss Montessori into the mix? It couldn’t hurt to learn a new way to teach and beside, my own children attend a Montessori school. This could be both beneficial to my resume and fun!
That entire last paragraph could be rewritten thus:
But, having temporarily walked away from the insanity of working in “industrial” schools I had accepted my new life delivering blood samples and lab mice for a courier company. One Sunday night the director of the school where my children are students texted to say: “Look, dude, I’m desperate. Your daughter’s teacher quit. I’m not entirely convinced it isn’t the girl’s fault. Since it’s nearing the end of the year we’re scraping the barrel, pal. Can you handle a dozen 1st-3rd grader’s?” Also, she texted right after I had consumed a few gin and tonics so there’s that.
There is a line in Scripture that says “You have put into my heart a greater joy than they have from an abundance of corn and new wine.” (Ps.4) I don’t know who “they” are but I do believe Our Blessed Lord has infused me with a great love for teaching and for the children (and sometimes adults) I get to teach. It’s twisted, really. I don’t know many other people who get excited about working with children and teenagers and yet I can’t help myself. And you know it must be real when it’s a greater love even than wine or an abundance of corn for that matter. By the way, the New American Bible translation from 1970 sucks.
And since it wouldn’t be my blog if I didn’t share some of the scenes of this life with you; here now a brief sketch of this past Friday morning and my interactions with three particular students.
Student X, boy, 7 years-old
The morning was off to a smashing start. One of the families had brought rabbits to school. As in, they brought actual bunnies. And the bunnies were to remain at school. “We’re donating them!” the mom said lovingly. “It’s a great way for the kids to learn about stuff and it’s very Montessori.” Perhaps I don’t know enough about this Montessori method. And “stuff?” Yes, it’s a fabulous way for them to learn about reproduction. Come to think of it, my son’s getting to be about that age. This might be more straightforward then having “the talk” with him. I’m getting rabbits for the house. Anyway, one young man rushed me on my way in the door. “Hey look! It’s Thunderclaw!” he shouted as he tossed a black dwarf rabbit in my face. “Ack!” I shouted in return as Thunderclaw almost took a mug full of black coffee to the face. It’s a good thing I have the patience of a saint – St. Augustine, pre-conversion.
A little while later I found myself sitting at a table that was about two feet off the ground across from Student X. We had just covered a lesson on honeybees. X was diligently tracing a hexagon over and over onto a sheet of paper. He had already composed five sentences about these insects (in cursive) and was now illustrating the hive. Burning the heck out of a yellow colored pencil he put the pencil down momentarily in order to suck his thumb. The teacher in me stepped aside and the dad moved in. “Son, you don’t want to do that,” I said gently yet firmly. “Um, yeah I do,” came his reply without glancing up. He was still admiring his honeycomb. “No, no you don’t. Do you know what will happen?” I asked. “Yeah, um, it calms me down.” I had to fight with everything I had to stop from saying “So will a Xanax” but I managed instead “First, you answered a question I had not asked. I asked what is likely to happen in the future. You responded with what is happening now.” Crickets. “But I like it,” came X’s reply in the cutest high pitched voice. “You’ll need braces, son. It’ll mess your teeth up.”
I thought I had won the argument based on my stellar logic. Unfortunately I was arguing with a kid. “I’m already getting braces. My dad told me so.” Well, you can’t beat that reasoning, I suppose. “Plus, um, plus… Uh… Oh yeah, my orthodontist told me I was a very lucky boy and I would have to get headgear!” “Sounds like your orthodontist is the lucky one,” I shot back. I smiled at X and marveled at his certainty and confidence. He, of course, picked up his pencil in the other hand because apparently he’s ambidextrous and continued his masterpiece.
Student Y, boy, 8 years-old
A short while later I had just stepped out of a tiny bathroom where I had gone to scroll through Instagram and generally catch my breath when Student Y ran up to me. Where he came from I could not say. The kid’s a ninja. He’s about the size of a capuchin monkey and just about as wiry. And I love this kid. That’s why I almost didn’t mind when he practically pulled my 200 lb. frame down to the floor by trying to climb up my leg to tell me something. “HEY! Can I read to you?” This is one of the most rewarding aspects of working with little children. He’s just learned to read in the past year and is still inching toward a milestone they call the “reading explosion” or something like that. I may have made that term up but the point is he’s teetering on the brink between sounding out some words and racing through a paragraph. And he’s excited. And he wants me to be the object of his new-found skill.
We sit on the reading carpet (invented by a Nazi, for no adult ever said “Yay! Let’s get down on the floor for this!”) and he proceeds to a thin, purple-covered book. It’s a leveled reader. It is not his level. His is red. The purples are for a different stage, like two stages above him. But, I admire his pluck. Go for it, kiddo. The stories in these books all follow a phonetic theme. Unfortunately that means they sometimes give the characters names that have never been used by real people. This was the story of a terrier named Sollie. Y struggles with this. “Solo was a timid puppy.” “No, son, not Solo, Sollie,” I correct him. “Sally was a timid puppy,” he tries again. “No, son, not Sally, Sollie.” “Sully was a tim-” “Oh for God’s sake. Sully was the Miracle on the Hudson pilot and, you know what? Yeah, let’s just go with Sully.”
He continues. I come to learn that Sully was indeed a timid puppy. His owner Shiela had to carry him around. He wanted to be brave like his dad. He liked to eat meat. Except, Y read that as /mat/. “Y,” I said gently yet firmly, “in English, when two vowels go walking the first one does the talking.” Crickets. “OK,” he said, “/meet/”. Good. This happened a few more times. The theme here was vowel clusters. Then Y came to this sentence. “They went to the pier.” He read this as /pyre/. “Y,” I said, “that’s /peer/.” “But did the first vowel not go walking that day?” he asked most sincerely. “Damn English,” I thought to myself.
Finally Y reached the climax of the story. “When Sollie ran down to the beach, a toddler held out her hand with some cookie pieces. Sollie ate them.” First, Y read that as “cookie /pi-cees/” and I did not correct him. Second, I noticed that Y was looking most confused. “Why would he eat them? He must be a mean dog.” “What are you talking about,” I asked. It turns out Y thought Sully ate the toddler, that rat bastard. I clarified the story for my young friend. And then I laughed at the thought of a terrier eating a toddler who would obviously be three times his size.
Student Z, boy, 6 years-old
I have saved the best for last. Student Z is a young man who has only recently joined our class. He had previously been in the “younger division”. He was starting to outgrow that classroom so I agreed (happily) to let him come over to my class. I’m friends with his parents and he’s such an awesome kid. When I’m at their house he’s bouncing off the walls, full of energy, typical little boy. In school, he is studious, reserved, almost shy. I can tell he is eager to please and to do a good job. Z is on the cusp of getting the hang of reading. And hats off to anyone who has ever taught another person to read. It is NOT easy. Sidenote: In complete seriousness, the lady who runs this school is truly gifted. I watched her sit down with a child last week and, in the most loving and gentle way, teach that child, encourage that child, and celebrate that child’s accomplishment. It is a gift.
Thunderclaw?! Who named that bunny? Crazy Horse?
I extricate myself from the reading carpet and head to a ledge that reminds me of a bar only without alcohol. Z follows in tow holding onto one of the manipulatives we use in Montessori. It is a wooden tray containing flash cards with three and four letter words. Other than the wooden tray I’m not sure how this differs from other schools. Our goal is to pull six cards and sound them out. Then Z will write those words in his notebook. “Z,” I say, “Let’s toss in a few four letter words!” Then I laugh at what that sounded like to my own ears. He was game.
First word: “puh… ahh… puh. POP!” He smiles broadly. He got it. “Great job, Z! And that was super fast! Let’s do another one.”
Next word: “luh… ahh… tuh. LOT!” Another huge smile. “Yay! Amazing! Ready for the next one?” He nods excitedly.
Third word: “juh… ahh… muh.” Only this time I must stop him. “Sorry, Z,” I say holding my hand up. “Not every A sounds alike.” He looks puzzled. “Let’s try it again.” I hold the card up. “juh… ahh…” “Nope,” I say. “Um,” he asks, “How does this A sound?” “I’m glad you asked, Z.”
“Juh…aeyh… muh. Say it with me.”
And in that moment I realized I was teaching him New Jersey English.
When his mom and dad start wondering why he’s suddenly started speaking like Joe Piscopo (or me for that matter) they need only look at my upbringing. Garden State’s finest spreadin’ the Jerz.
Proud to be spreading my heritage in this sleepy Texas town, I turned from the bar with no booze, put the cards away, and clocked out for the day.
My work here is done.