Teaching isn't just what I do, it's who I am.
I fought it for a long time. My dad said, "You should be a teacher." I rolled my eyes and changed the subject.
My teachers said, "You should be a teacher." I laughed and said Thank you, but no. I'll be a writer instead.
But the evidence piled up. Long childhood hours spent brandishing a piece of chalk in front of a captive audience of teddy bears, Barbie dolls, a reluctant brother. The managers in the department store in which I worked to put myself through college sending new hires directly to me so I could teach them what to do. The feeling of an essential element missing when that first September rolled around after college, and there was no school expecting me to be there bright and early on Tuesday morning.
I am a teacher.
A good one, I think. I understand that recording a fabulous lesson to play over and over to thousands of kids misses the point- that essential human energy that can fill a room with life necessary for real learning, the kind that takes root one day and grows vines every day after. Teaching is a unique science that cannot be done well without art. It's a bipolar life- full of frustration, laughter, sorrow, joy, irritation, fulfillment, and boredom. Often all in the same day.
But my classroom is my home, and I'm never more at peace than in those moments when a student who proclaims to hate reading admits that he "kinda" liked the book I suggested. Or a teenage girl, seething with all the angst her species is known for, apologizes for rolling her eyes at me four times yesterday and admits my class is her favorite part of her day. Teaching kids to love words, language, books is simply my calling.
Tomorrow, though, I will open my classroom door, make sure all desks are in even rows far enough apart that wandering eyes can find no answers, and proctor another standardized test. This is one of five such tests my students are required to take this year to measure their reading progress. The state of Minnesota could probably save all this time and trouble and ask me instead- I can tell you who is reading at grade level, who is so far behind we both fear her ability to catch up has passed her by, and who is so far ahead he could enroll in college and do just fine. But my opinion doesn't count- I guess it doesn't qualify as "data." Instead results will be tabulated, reports printed, and at some point in the not-so-distant future my students will be handed another envelope in which many of them learn that, yet again, Minnesota has labeled them failures. Maybe they'll have labeled me a failure too.
Tomorrow I'll have lost another day. A day we could have read an engaging poem and discussed what life events led to the author's cynical view of love. A day we could have written about the theme of the apocalypse novel we just read, and how it applies to their own lives. A day we could have laughed, talked, analyzed, predicted, read something.
Instead, 25 earnest faces will greet me at 8:30. (No more than 25, because state bureaucrats, in their infinite wisdom, have deemed that the maximum number for which teachers can adequately proctor the test. Apparently it's acceptable for me to pack 35-40 in my classroom when I actually attempt to teach them something, but let's hold the line at 25 for testing.) I'll hand out sharpened #2 pencils, read out loud the scripted directions, then watch as they lose another day of learning.