College applications, rife with their convoluded secret codes of “EA” “ED” “Restricted EA” and so on have nothing on the real tension and drama of high school senior year: coming up with a cogent yearbook quote. After all, this mouthful of words is supposed to be not just the summation of who you are but a glimpse who you hope to be.
Here is mine:
“Men in history lose their centering in eternity when they grow anxious for the outcome of their deeds.” Huston Smith
Mmmm. But “anxious for the outcome” was exactly what I was. And so after a very interesting zig-zag through a number of years I became the very thing I never thought I’d be. I am a teacher. This was not a plan. Nor was it a calling, at least one I was aware of. But sometimes a path zigs in just the right direction, even if that isn’t the direction one was expecting. For someone who habitually kept eyes on the outcome, teaching anchors me firmly in the moment at hand.
I am witness to some remarkable things as the accidental teacher. Come with me and see some of what I see.
The kids are all together, waiting for the signal to send them shuffling off to class. They mostly roam as tiny, laughing packs, bouncing off each other like pinballs in an arcade game. But there are always one or two kids who stand apart and on their own, glued to the wall.
Finished with snacks and with nothing to do but circle the room, a group of cool boys lights upon one of these solitary kids. To grown up eyes they’re including him, how nice it is that they’re talking to him. But that’s not what’s happening at all. If you look closely you’ll see they’re not smiling but smirking. They’re not talking but taunting. You’ve got to admire their technique: it’s not what they’re saying but how they are saying it. It’s a lot of “heeeeyyyy great shirt with all those stripes” or “Have you ever actually counted the freckles on your face?” Or “What is that thing that you’re reading?” It’s clear too that the solitary kid doesn’t want to talk to them. He looks uncomfortable. Panicky. Almost desperate. He tries to move away but they keep moving with him. Then they are all called to class and it’s over. But it happens the next day. And the next. It’s a game without an ending.
Until one day it’s different. The solitary kid comes into the room and finds the pack of boys before they find him. He doesn’t look for a safe corner—he actually walks right up to them. They are not expecting that. But there’s no drama. He says hi and offers some of his bag of gummy sharks. They take a few and then he just walks away. Completely off guard, the pack leaves him alone that day.
The kid makes a point of saying hello to that group of boys every day before going off by himself. Sometimes he offers candy, sometimes not. But now they leave him alone. Game over.
They were a great class and they had a great plan. Annie, one of the quietest girls in our room was having a birthday. The others decided they would surprise her by shouting “Happy Birthday” when she came through the classroom door, sing to her, ask her what she was going to do after school, make her the star for the day. Just before class started one of the girls ran into the room in a near panic. “We can’t do this,” she said. “I just saw Annie in the hallway and said ‘Happy Birthday’ to her. She looked really terrified. She’s so shy that if we a big deal it will be too much for her.” Class went on as normal. Annie looked relieved.
He’s the kind of kid who walks into walls because he’s always so preoccupied about whatever it is he is thinking about. Even so he looks up and makes a point of saying hello to the same red-headed kid whenever he passes him in the hallway or sees him in the library. Never misses. One day, a guy grabs the kid and asks him why he bothers saying hello to this boy with the red hair. “You’re an idiot,” the guy says, “That red-headed kid won’t ever answer you. Don’t you know he’s autistic?” The kid responds, “Yeah, I know that. And I also know he’s a person.”
The classroom is not a fairyland and there are times when it’s hard for moments like these to rise above the chaos. But things like this do happen all the time. The other kids are watching. They’re learning.
People wonder how teachers can bear to teach the same lessons for so many years. The answer, of course, is that we never do. Lessons are like paintings. Paintings aren’t ever complete, are never static—they are always shifting with the responses of different people, creating and recreating something fascinating each time.
Teaching brings me right to the moment at hand. The kids I teach are not focusing on encapsulating their lives in a yearbook quote or contemplating their centering in eternity. They are just living and like so many of us,trying to do the right thing at the right time.