Reflections
on 45 Years of Teaching
As I sit in my living room isolating because
of my fragile health status, I am protected from the outside world and the
Covid virus threat by my picture window and by my avoidance of public contact
with people. Through the window I view the passing parade on my personal stage,
Bonner Avenue. Often as I sit there waiting for the approach of spring and its
promise of warmer temperatures, and watching for new participants in the
parade, I reflect on the past.
At 78 years of age, I have
experienced a lot in my life. As I recall past events, I often stir up some
recollections which have been safely stored in some “dim” recesses of my mind.
Many are pleasant and happy reminders of my many experiences. Some are not so
happy, and some are recollections that I have tried to forget because they are
so sad or because they left me feeling frustrated because I could do little or
nothing to alleviate some situation.
In teaching as in any other professions
or jobs or workplace experiences, there are all kinds of people you interact
with. In my case it was mostly students and educators and support staff. I
categorized them in my mind by referring to an old Clint Eastwood movie – “The
Good, the Bad, and the Ugly!”
Good students could be said to be
those who wanted to learn, who were willing to learn new concepts, and who
helped their fellow students, and who as a rule, did not disrupt the classroom
protocols. Good teachers would have the attributes of liking their students, would
come up with suitable ways to help their students to achieve educational goals
in the class, solve problems fairly and without rancor, and who were people who
“liked” their “job, not for the money, but for the satisfaction of teaching
others.
Bad students? Other teachers might
say they were those students who resisted efforts to teach them, not because of
inability on their parts, but because they liked to be disruptive. I never
considered any students to be bad even though these so-named students were a
most often assigned to me because I “could handle them”! Principals most often did
this because they knew that I did not send students to the office to be
disciplined and thus these “bad students” would not be problems for
administration to deal with. Bad teachers? I considered them to be those who were in it
mainly for the money. On their part there was little thought put into fresh or
new lessons but more of a total reliance on past assignments from previous
years, and no inclination to make their daily lessons interesting or exciting.
“Very little bang for the buck!”
Support staff? These were the
custodial staff – the janitors, the cleaners, the techies, the cooks and the
secretaries - I loved them all and really appreciated what they did for me. All
you had to do was to treat them like equals, like real people who also had
dreams and aspirations, and they would often work miracles for you.
We come to the ugly. I truly only
encountered only one of these students. He was totally amoral. He lied, he
manipulated, he was very spiteful and hurtful and was a bully. Later I found
out his father was both very physically and mentally abusive to the boy. This
young man was cautioned not to talk to anyone about his treatment at home. I
dealt with him fairly but there were times when I really wanted to get him out
of my sight.
In my “books”, ugly teachers were
those who abused the fact that they were in charge and were mostly free to do
as they wished in their classrooms. Some of them treated some of their students
horribly. They heaped mental abuse on them with occasional physical abuse
thrown in. These teachers should have been run out of the teaching profession. Most
were not and many principals solved their problems with these teachers by
having them transferred to other schools. Out of sight, out of mind.
Often different memories come swirling
out of the mists of the past. One was of a student whose sixth-grade class had
been transferred to our school because their school was too small physically to
accommodate the large number of students from the surrounding neighborhood. These
students were distributed equally among our four sixth grade classes. One of these
students very seemed shy. But she always seemed to have a pleasant smile on her
face whenever we made eye contact. During one of our assignments, I discovered
that she had a wonderful gift for drawing and a remarkable eye for colors. I
made a fuss over her work and a few days later she brought in some other art
pieces she had worked on at home. They were astounding. As we got to know more
about each other through the course of the school year, she discovered that my
tastes in music were rather mundane. One day she brought in a cassette for me
to listen to. It was Bridge Over Troubled Waters by Simon and Garfunkel. Then
and there I was hooked. They became and still are two of my favorite recording
artists. I am happy to say that 50 some years later this student and I are
still good friends.
Another memory was from a time I was
teaching English in a Mexican school in Guadalajara. It was an American school,
the American School Foundation of Guadalajara. It had 1300 students and a staff
of roughly 50% Spanish speaking Mexican teachers, many of whom were bilingual,
and 50% imported teachers from countries where English was the main language.
In this latter group were two actual teachers who had trained to be teachers.
They vast majority of this group had no teaching expertise but could speak
English and were willing to teach the mostly Mexican kids despite the very low
salaries.
On opening day, the new students to
the school were assembled in the auditorium to be assigned to their new
classes. Most were American and Canadian and Japanese whose parents had been
deployed to work in the Mexican subsidiaries of businesses and diplomatic corps
of their respective countries.
I noticed one student who stood out
from the group. Her jeans were torn, her makeup was “interesting”, and she had
a sullen look on her face which to me cried out, “I don’t want to be here!” I
made a silent wager with myself that she would be assigned to one of my
classes.
Sure enough next day, there she was
in my class, which had a mixed array of Mexican and “foreign” students. I soon
found out again that I should not judge a person by his or her appearance. I
found her to be an avid reader and a writer and she became one of my best
students. We shared ideas for books and for writing and we developed a
friendship which has lasted to this day.
Then there was Miguel at the same
school but in a different class. He was part of a group of Mexican students who
were not as proficient in English as they should have been after being in the bilingual
stream for so many years in the school. This class was the most difficult to
handle at this school. Yet when I compared them to some of the classes I had
“worked’ with at home in Canada, they were pussycats. They tested me to see
what they could get away with. I kept my cool with them and then I started to
praise Miguel for his apparent ability in English. He admitted to me that he
had lived in Chicago for much of his life and had only returned to Mexico when
his mom remarried.
Now Miguel and I had a common bond as
I had spent much time getting to know Chicago when my brother-in-law lived
there. Soon we were discussing ball teams, restaurants, tourist spots, the El,
and a lot of things he and were aware of. I also noticed after about a week that
the class’s behavior now made them one of my easiest classes to teach. One of
the girls came up to me in the cafeteria after I had praised the class on their
self-discipline and how well they were doing. She said it was because Miguel, a
pretty tough character, had put the word out that anybody who messed with
“Meester Breeski” was going to have to deal with him after school was dismissed
for the day! I later learned Miguel lived in a shed apart from the house
because his stepdad would not tolerate his presence in the house. He was
subjected to verbal abuse from the stepdad. In me he found an accepting male
figure and he responded to my “kind” treatment of him.
These are the kinds of memories that
come back to me and make me realize how rich my working life had been and how
much I had enjoyed my 45 year journey in education. Each day new memories crop
up. The thousands of students I worked with have become somewhat dim in my
memory. Some of their names are lost to me. Some of the first students I first
taught are now grandparents. A few are
great-grandparents. But they were all precious to me and occasionally some of
them “visit” me as I reminisce.