by Jane Morris
Thanks,
Ms. Morris
From: Mrs. Pitts
To: English Teacher
CC: Mr. Pitts, Ass. Principal
Subject: Re: Re: Concern about Student Breakfast
Dear Ms. Morris,
Our son has informed us that you often have a cup of coffee on your desk during class. Why can't our son have a drink and his breakfast at his desk? You aren't any more important than he is, and he needs a nourishing breakfast to get through the day like anyone else.
Sincerely,
Mrs. Pitts
From: Ass. Principal
To: English Teacher
CC: Murray’s Dad, Murray’s Mom
Subject: Re: Re: Re: Concern about Student Breakfast
Dear Ms. Morris,
As per his parents’ request, please allow Harry to eat breakfast in class from now on.
ECHOES DOWN THE CORRIDOR
Why do I continue to teach if it causes such misery? That is actually a very easy question to answer: I’m slightly insane. All joking aside, when you think of the best, most inspirational teachers you have ever had weren’t they all just a little bit nuts? We’re all a little insane, and we have to be to undergo the daily onslaught of stressful bullshit and keep showing up for more. (The “normal” ones must be part of the 50% who quit in the first five years.) But honestly, to me, there’s something addictive about the daily challenges, outrageous as they are. I would never want a predictable, normal job, even if it paid a lot more. I’d be bored.
Sometimes teaching is impossibly hard and heartbreaking and infuriating and sometimes (though much less often) it’s amazing, fun, and inspiring. But it is never boring or ordinary or reasonable. And it is always hilarious. And it is always important. When I look back on my career and life, I’ll be happy to know that I dedicated myself to this daily adventure/battle/crusade… perhaps the most important one there is. (I must admit that I am currently writing this in July, and it’s easy to be positive and sentimental during the summer. I haven’t seen a teenager in about three weeks.)
Somehow, in the end, the great and inspiring moments (though few and far between) outweigh the absurdity. Teaching is an incredible profession that can potentially give one’s life meaning. But if you’re going to be a teacher, you should know what you’re getting yourself in to. As you’ve read, it’s crazy out there, and the craziness never ends, but your ability to cope with it gets much better. You have to get just as crazy in return. Most importantly, you have to learn to laugh, or you might actually strangle someone, or develop a terrible stress-related disease, like many of my colleagues.
You also can’t expect much praise or recognition. Like my argument against students being mature enough to “rate” the performance of their teachers, students are often too immature to recognize effective teaching while it’s in progress. According to author Darren Shan, “Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.” It wasn’t until I began teaching that I fully appreciated the efforts of many of my college professors. I have also learned how critical it is to share the importance of what you have gained with those who have taught you. In recent years I have written many letters of gratitude to teachers I hadn’t spoken to in decades.
In the summer after my first year teaching, I received a letter of gratitude from an almost freakishly mature student. This kid was so mentally and emotionally developed that it almost felt like I had one ultra-perceptive and brilliant adult in the class, amongst the other teens. Whatever I said, she was right there with me. She got it. If you’re a teacher, you know the type. This is the rare kind of kid that seems to know more about life than even we do. To receive a letter from this student was beyond meaningful, especially because the letter came after she graduated when I could no longer do anything for her.
In the letter, the student said that she felt privileged to be in my class, she recognized how much energy I put into my lessons, and she will forever remember my non-judgmental and open atmosphere. A letter like this really does make a lot of the aggravation melt away. This one student was developed enough to express herself in an adult manner, and her words mean more than any insult or put down I have ever endured. Also, while not as articulate, many students are often able to express the effectiveness of the class if given the chance to do so.
At the end of the year, I give my students the opportunity to assess the class, and my teaching, anonymously. I explain to my students that most teachers do not feel that students are mature enough to evaluate the class and that responses that students give, unfortunately, reinforce that idea. I also tell them that this is something that is done in institutions of higher learning, and that I truly value their opinions as my students and I want to know how I can improve. While there are always one or two responses that tell me to go fuck myself or say that the class simply “sucks,” it is amazing how many students are able to communicate their feelings about the class in a helpful way.
One student expressed that many classes made him feel like a robot but that my class allowed him to think “deeply and insightfully.” Another student said that my positive attitude made her more eager to study English, which means a lot because it is hard to remain positive amongst such rampant negativity. Others have called my class “off the beaten path,” “engaging,” “interesting,” “mind-opening,” “refreshing,” “challenging,” “creative,” “thought provoking,” “beneficial,” and a class that made them want to learn. One student shared that he really came to appreciate me as a teacher. He even added, “That may sound superficial, but I say it with complete sincerity.” Another said that he “appreciated [my] efforts to make English an enjoyable experience.”
A student who was particularly quiet and withdrawn wrote, “It’s been a while since I have gotten to have a teacher who is energetic and fun, someone who made me want to learn. In the last couple of years, I’ve had horrible and boring teachers, teachers that I despise, and I guess I lost sight of how much I enjoyed actual learning,” which shows that you never really know who you’re impacting. A student also reported that my class “made me wonder a lot about what I believe in, which is really good.” I agree. I aim to have students question their beliefs and assumptions and the fact that one of them realized this is remarkable.
While these are only a few students out of hundreds who were able to express themselves in a positive way, it is unbelievably significant. I try not to lose sight of the fact that you cannot always tell when you are making an impact.
Each year when I prepare to teach Night by Elie Wiesel I have a hard time with the amount of responsibility a Holocaust text seems to carry. I want the text to affect them, make them think deeply and question our world. I want it to build compassion and a sense of duty to improve society. I don’t, however, want to give them nightmares, scare them or make them loathe the human race. I often wonder if it is worth the amount of emotional energy it takes to teach this material.
The feelings of apprehension become stronger when I first introduce the text and several students get angry. They question why they have to read about the Holocaust again. They are sick of it being, “shoved down their throats.” They want to read something cheerful, lighthearted and maybe even funny. They want to read something they might enjoy.
One student, in particular, was furious. I listened to his concerns and I genuinely shared mine. At the end of the semester, he stood up and asked to read a statement to the class. I cringed when I heard the first few lines, but was genuinely shocked as he continued.
“When teachers talk about the Holocaust, what are they trying to get us to understand? Obviously it was terrible, there is no denying that. But how is instilling graphic and gory images into the minds of young children progressing the world? How does reading about how life an
d joy were permanently drained out of prisoners make me a better person? It wasn’t until recently that I discovered that remembering the Holocaust isn’t about scaring you or making you feel terrible or mortified by the images and stories you are forced to learn about. It is about questioning your ideals about humanity. The Holocaust makes you look at the world in a new light. It makes you question evil and the capacity of evil. It makes you ask yourself what the boundary is between your well-being and someone else’s devastation. The Holocaust puts you in the darkest places of your mind when you imagine the horrors that have been shared with you. It makes you question the strength of your faith, your will and your beliefs. The Holocaust is important to teach and to learn because it makes you ask the tough questions and explore the darkest corners of your mind.”
This is exactly what I wanted them to get, and not only did this student get it, he was able to express it on paper as well. You can’t always expect this type of reaction. You have to keep a little nugget of faith inside, cheesy as that may sound, and hope that you aren’t wasting your time, energy, youth and ultimately, your life.
It is also the idea that whatever you feel like discussing, whatever feels important to you (within reason) you can present to your class. You have your own built-in audience who has no choice but to sit in your little world for a few hours each week and experience the atmosphere of you. I love that this group of teens has to look at the quotes that I feel are inspiring, and hopefully read books that I have chosen and ponder ideas of my choosing. It is a very powerful feeling and, although the negativity is often too dominant, the endless possibilities of the classroom keep calling me back each day, each year. I’m not done yet.
ABOUT THE AUTHOR
Jane Morris is the pen name of a teacher who would really like to tell you more about herself, but she is afraid she’ll lose her job. She has taught English for over 10 years in a major American city. She received her B.A. in English and Secondary Education from a well-known university. She earned her M.A. in writing from an even fancier (more expensive) university. She loves dogs and trees and other things that can’t talk. She has a loving family and cares about making people laugh more than anything else. Follow Teacher Misery on Instagram, twitter, and tumblr and visit TeacherMisery.com to learn about ways that teachers can vent their misery without fear of reprisal.
Appendix A. Artifacts from Students in their Natural Habitat
This appendix provides examples of the array of inappropriate and uncivilized material that teachers encounter on a regular basis. These documents serve as a record of the cultural beliefs and behaviors of adolescents in the early 21st century.
1. Middle school break-up letter
2. Students often include inappropriate drawings on papers they turn in to the teacher.
3. I intercepted this “Bae Application” in my eleventh grade class.
4. A fifth grade teacher asked her students to comment on the idea of karma.
5. This question was asked in a middle school health class. Other questions included, “If you poke a hole in a condom, will it protect against STDs and diseases?” and “Do three heads come out the vagina?”
6. Students have no filter, and do not know how to hold back awkward questions and comments about a teacher’s personal life.
7. A first grade teacher asked her students to write the lyrics to their favorite song.
8. This anonymous letter was left on a teacher’s desk.
9. This was the title of a formal essay I received in my eleventh grade class.
10. A high school teacher asked his students to list their goals for the New Year.
11. This illustration shows how children can be brutally honest.
Citations
[1] Marsh, Sarah. "Should Schools Do More to Protect Teachers from Cyberbulling?" The Guardian. n.p., 24 May 2014. Web.
[2] "A Silent National Crisis: Violence Against Teachers." www.apa.org. n.p., n.d. Web. 3
[3] Kravets, David. "Student Who Created Facebook Group Critical of Teacher Sues High School Over Suspension." Wired.com. Conde Nast Digital, Dec. 2008. Web.
[4] Ward, Paula. Punished for parody, student sues school. Pittsburgh Post-Gazette. January 2006.
[5] J.S. v Bethlehem Area School District, Commonwealth Court of Pennsylvania, 18 February 2002.
[6] 'At the End of the Year, I'm Setting Her on Fire': How Pupils Posted Death Threats on Rate My Teacher Website." Mail Online. Associated Newspapers, Nov. 2010.
[7] Goss, Patrick. "French Courts Say 'non' to 'Rate My Teacher'" TechRadar. N.p., 8 Mar. 2008. Web.
[8] Ibid.
[9] Moreno, Feliz. Ratemyprofessors.com: Take the reviews with a grain of salt. The Santa Clara, May 2011.
[10] Koenig, Rebecca. "What You Need to Know About Yik Yak, an App Causing Trouble on Campuses." The Chronicle of Higher Education. 26 Sept. 2014.
[11] Ibid.
[12] Morris, John-John. Hovering Parents Bully Teachers. The Baltimore Sun, March, 2008.
[13] www.commonapp.org
[14] Ludden, Jennifer. Helicopter Parents Hover in the Workplace. NPR. February, 2012. 15
[15] NIH Publication No. 11-4929, 2011.
[16] Ibid.
[17] “Frequently Asked Questions.” Common Core State Standards Initiative. Retrieved March 13, 2015.
[18] “President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform.” U.S. Department of Education. July 2009.
[19] Fletcher, G. H. “Race to the Top: No District Left Behind.” T. H. E. Journal, 2010.
[20] Ravitch, Diane. "The Biggest Fallacy of the Common Core Standards." The Huffington Post. TheHuffingtonPost.com, n.d. Web. 13 Mar. 2015.
[21] Ibid.
[22] "Comments Pouring in on Common Standards, But You Won't See Them." Education Week. n.p., n.d. Web. 13 Mar. 2015.
[23] www.corestandards.org/assets/CCSSI_K-12_dev-team.pdf.
[24] "What the New Common Core Tests Are — and Aren’t." Washington Post. The Washington Post, n.d. Web. 13 Mar. 2015.
[25] Figueroa, Alyssa. "8 Things You Should Know About Corporations Like Pearson That Make Huge Profits from Standardized Tests."www.alternet.org. Aug. 2013.
[26] Anderson, Nick. "Common Set of School Standards to Be Proposed". The Washington Post: A1. 10 March 2010.
[27] Strauss, Valerie. "Eighth Grader: What Bothered Me Most about New Common Core Test." Washington Post. The Washington Post, 8 May 2013. Web.
[28] Ibid.
[29] http://labs.pearson.com/perc_55316/
[30] www.pacificmetrics.com/press_release/pacific-metrics-and-ibm-to-develop-technology-architecture-for-the-partnership-for-assessment-of-readiness-for-college- and-careers/
[31] "Common Core Talking Points - UNITED OPT OUT: The Movement to End Corporate Education Reform." UNITED OPT OUT The Movement to End Corporate Education Reform. n.p., n.d. Web. 13 Mar. 2015.
[32] Carnoy & Rothstein, "International Tests Show Achievement Gaps in All Countries", Economic Policy Institute. 15 January 2013.
[33] McGroarty, Emmett, and Jane Robbins. "Controlling Education From the Top: Why Common Core Is Bad for America." Pioneer Institute and American Principles Project (2012).
[34] Cody, Anthony. "Children Need Food, Health Care, and Books. Not New Standards and Tests." Education Week (2010). Web.
[35] Ravitch, Diane. "The Biggest Fallacy of the Common Core Standards." The Huffington Post. TheHuffingtonPost.com, n.d. Web. 13 Mar. 2015.
[36] Hagopian, Jesse. "New Seattle Test Boycott Erupts: Nathan Hale High School Votes to Refuse to Administer a Common Core Test." I AM AN EDUCATOR. N.p., 25 Feb. 2015. Web.
[37] Walsh, Russ. “PARCC Tests and Readability: A Close Look. Rider University, 2015. 38
[38] Ibid.
[39] Hill, Peter, and Michael Barber. "Preparing for a Renaissance in Assessment." Research.pearson.com. Dec. 2014. Web.
[40] Ibid.
[41] Ibid.
[42] Gregory J. Cizek
, "Unintended Consequences of High Stakes Testing - P-12,” Educational Measurement: Issues and Practice, Sep. 2001.
[43] Susan Ohanian, "Collateral Vomitage.” www.susanohanian.org. 14 Mar. 2002.