Showing posts with label teachers. Show all posts
Showing posts with label teachers. Show all posts

Friday, June 10, 2016

+1 Wherein I return without delay to my previous occupation after a thirty-year absence (of sorts)

I wasn't supposed to be a teacher. I knew from a young age that I had been gifted with the ability to write (a gift I do not take lightly), and I also knew that I was a damn fine horse trainer, patient as the day is long and able to get along better with most horses than I did with people. So my career goal in high school centered around those two endeavors. I thought if I could find the right partner in life, I could settle in to a routine which included working horses in the morning hours and writing in the afternoons. For a tiny space of time, I reached that goal—but then was thrust clean out of the end zone by life's capriciousness (if you'll forgive a football metaphor in a writer/horsewoman post).

When I found myself single at thirty with four kids and no child support from their daddy (the guy who said, "Let's have six!"), I knew I needed to do something quick, so I went back to school to get my teaching credential as teaching would afford me the most amount of time—winter break, spring break, summer break—with my children. When I took off my stay-at-home mom/writer hat and donned the mortarboard of academia, I'd already published one book (at the age of twenty-three) and was smack dab in the middle of writing a second. (That second book, which I abandoned during my divorce, would have been a good one... but was never finished.)

In all fairness, I can't say I haven't been writing in the past thirty years. I have. I've had three more books published, and I've seen my work in national periodicals such as The Writer and the Christian Science Monitor, in addition to the Los Angeles Times.  (Yay me!) But one of those books was written in the short span of a ten-week summer break. Another, the YA novel, was written in just thirty days during NaNoWriMo. So the writing has been on the back burner while teaching has been my day job.

Yesterday, I carefully removed all the remaining bobby pins from my mortarboard and wrapped it up in metaphorical plastic to be stored forever as a memento of the job I came to love so much it stopped being a "job" years ago.

And today I woke at 4:00 (old habits die hard), crawled out of bed (carefully, as Purrl will sink her claws into my leg to keep me in bed like a sleepy teen slamming the snooze button), pulled on a comfortable old pair of cargo pants and a t-shirt, and set my writer's hat jovially, insouciantly, enthusiastically and passionately upon my head. Hallelujah! It still fits!

Thursday, June 9, 2016

1. And Done.

I carried my cell phone in the back pocket of my jeans today--like the kids--in order to live tweet through my last day of work. Until I realized it wasn't. So I just used it to note all the things I'm not going to miss about teaching high school:

I'll never sit at the light at Euclid and 11th street--whether on my bike or in the truck--at 7:10a.m. watching mothers on their cell phones, waiting for the light to change, oblivious to the kids and skateboards and bikes around them, oblivious to the horrible example they're setting for the teen they're taking to school who will be driving soon.

I'll never endure another Back-to-School night.

I'll never again sit in my room alone after school grading essays during finals week while all my colleagues and friends in the art and voc ed department run off gleefully to have lunch together.

I'll never have to try to carefully compose a "professional" response to a parent's rude and accusatory email.

The list goes on.

People have been telling me for days that I can now "sleep in!" but the truth is, I'm an early riser and will continue to be so in retirement (just not at 4:00a.m., which has been the case for the past fifteen years).

I realized this morning that really, this isn't my last day of "work." That day happened a long, long time ago, and I'll never be able to put my finger on which one it was, but after years of teaching, it just ceased to feel like work. The campus was a place I went to every week day to hang out with teenagers, share some insights into literature, provide guidance and support where needed, and do some paperwork. In exchange for that, I received a paycheck once a month, and I never stopped being amazed and grateful when I did.

So there was no big sigh of relief when the final bell rang today, no celebratory shout of "Woo hooooo!" emanating from my portable classroom. In fact, my room was so instantly flooded with kids coming by to wish me well, it hardly seemed like an end to anything. Just more of the same good stuff I've been privileged to experience for the last twenty-seven years.

Wednesday, June 8, 2016

2

In the midst of giving a final, grading yesterday's finals, continuing to pack up my room and writing letters of recommendation for students applying to summer programs in advance of their senior year, I was visited today by several favorites--Nico (please vote for him for Upland school board and city council), Allison, Crissy (aka "Scottie" as she is also the school mascot in the giant scottie dog costume), Mariah (who brought me not one but two red velvet cupcakes, oh my buddha!) and most poignantly, Desiree Dragna, teacher of freshmen and my replacement for next year.

Desiree came looking for "wisdom," as she put it, and I had to laugh. My joke with the Honors kids is that they were unfortunate enough to get me and not a "real" teacher. As the year progresses, some of them come to appreciate the fact that I am unconventional in my teaching. Not all, of course.

As I'm sure I've mentioned, this is my 27th year of teaching. OK, full disclosure: It's actually going to be 26.5. My first paid teaching assignment began after winter break at a tiny middle school in San Bernardino called Richardson Prep High. (Yes, it is a middle school.) In all my years of teaching, I've never met anyone else who has taught there. Until today. And there was Desiree, young and thin and pretty with long, brown hair. Wow. Except for the "pretty," that was me a few decades ago. Best of all, she is down to earth, unpretentious, and the minute she begins to talk about teaching, it's clear that she loves her job, loves the kids and, as she put it, feels Upland High School is her "home." She is absolutely perfect to take up where I left off with the Honors program and with my sweathogs as well. I had a lot of happy moments today (especially when eating those cupcakes), but this just absolutely made me feel at peace in leaving.

People have told me in recent weeks (when I've said I will miss the new crop of freshmen coming in) that it's ok; those kids don't know me, so they don't know what they're missing. I don't know about all that, but I have wondered who will be there to love them as I do. Desiree. Desiree already loves them and she hasn't even met them yet.

And we decided, Desiree and I, that while she may be the new kid now, she's going to hang in there and stay at Upland for a couple of decades, until everyone else with seniority over her retires or leaves the planet, at which point she'll be the one calling the shots. I wish her all the best. She's gonna be fantastic.

Tuesday, June 7, 2016

3


It was my intention to count down the last five days of work, a 5, 4, 3, 2, 1 celebration of all the good things that came along with teaching. But who had time to write? I've been busy teaching, creating finals, grading essays and make-up work, to say nothing of cleaning out my classroom. (Where do I put all this memorabilia? I want to keep forever the notes, cards, drawings and goofy things for my desk kids have made for me over the years. I still have the tiny clay giraffe Diego Salas made for me a dozen years ago.)

So the days have gotten away from me. But then this happened today, which really spurred me on to document some of the wonderfulness:


As part of our regular celebration of poets and poetry, my Honors classes and I watched Dead Poets Society whenever we had a spare twenty minutes here and there. It took the entire year to finish it, but we did.

So today, at the end of Period One, when I collected all their finals and told them they had completed all work for the class (except for those who will still turn in re-writes tomorrow or the next day), there elapsed a second or two of silence. Then Steve got out of his seat, stood upon his desk and said, "O captain, my captain." Another second clicked off, then other students slowly got out of their desks and stood upon them, saying the same thing. By the third "O captain, my captain," I was nearly overwhelmed with emotion.

Pretty sure they have no idea how much I love them. They are amazing and wonderful.

And on Saturday, we had the Journalism banquet. Every year, after we've distributed the final newspaper for the school year, we all gather at a restaurant and share a meal and laugh over the highlights (and lowlights) of the past ten months. We had a particularly wonderful staff this year, with some funny, quirky new kids and of course, the seasoned veterans who make the paper great. Often, I feel like I'm herding cats or standing in a circus ring with a whip and a chair, trying to get the wild beasts to get their stories done. I scolded them a lot this year.

And what did they do in return? They gave me gifts.

They gave me two beautiful bouquets of flowers and a box of chocolates and a Starbucks gift card and an adorable stuffed giraffe—and a picture of me with the entire class that they had just taken two days before. It was mounted in a frame and around the matting they had all written personal notes. The only reason I didn't break down crying was that they'd had me laughing all evening. These, too, are amazing and wonderful kids.

One of the chores I had to do today was to return 36 copies of the freshman literature textbook to the library. They've been in my classroom for a decade. Two of my freshman favorites, Rosa and Denny, just happened to stop by my room after school. When I asked Rosa to help, she and Denny took over the job, pushing a cart over from the library, loading it up, then navigating the unwieldy vessel all the way back to the library.

More amazing and wonderful kids.


What will tomorrow bring?


Sunday, October 18, 2015

What it's like teaching high school, Part 4



In a Facebook post in September, I mentioned that a very shy boy I'd taught as a freshman returned, now in his junior year, to say hello, and to tell me that life had gotten better, that he talks more now. In response, I received this comment from Donny Rios, a student from class of—2004, perhaps:

S. Kay Murphy, my fav teacher ever! The effect you had on me is everlasting. Because of you and your class my junior year I fell in love with writing. I write songs for a living because of you, my enormous interest in pursuing law school can be traced back to your class. To this day I still talk about the lessons you've taught me and also that damn red balloon movie lol. You have touched many lives and I have always promised myself that if I were ever to win some award or give a thank you speech somewhere I would include you. If that doesn't happen just know that you helped mold me into who I am today.

Are there words to express how deeply his heartfelt sentiment touched me?

For days afterward, Donny's comment floated before my teary eyes as I stood in front of this year's crop of potential poets, songwriters and attorneys. And then something even more miraculous happened.

In anticipation of retirement and downsizing, I have been slowly working through my files, discarding reams of unnecessary paper. A few days after Donny posted his comment, I began to sift through some poems I'd written years ago, evoking memories in the same way paging through a photo album might. And then, BAM. I pulled out a poem entitled "Reading Billy Collins," with a dedication to Donny Rios.

Oh my gosh, I remembered writing the poem but hadn't remembered who inspired it. The flood of memories became a torrent—days we spent in class, me ranting about the beauty of words, my students dutifully resisting anything that threatened a commitment to deep reading. For me, it is always akin to convincing a five-year-old that salad, with all its green foliage, is really tasty. I suggest, nudge, wheedle and plead until they just try a little of it, just to see if they might someday develop an appetite for it. At times—very, very rare times—they do.

Donny Rios did. How incredibly validating for me—especially in this final year of teaching. And then to find this poem, which not only mentions Donny but mentions retirement as well, written all those years ago... I can only say that this special blessing was brought to us today by the Universe. Oh, and thank you. I can certainly say thank you.

Now if you don't mind reading a little further, here is that poem:

Reading Billy Collins
S. Kay Murphy
for Donny Rios

I shake my head from side to side
Chuckling as I turn the page.

Occasionally I don't move on
To the next poem because
I want to savor the one on my tongue.

"How can you sit around and read books of poetry?" my students ask.
"Because he writes about what he is in love with," I tell them,
"and they are the same things that I am in love with."

The hush that follows is familiar;
They are afraid that I will be swept
Over the edge once again with my ranting.

"Like what?" 

The lone voice in the crowd
Is the brown-eyed boy, Donny,
Who hated poetry in September but now in May
Has admitted openly that he loves Robert Frost.

(Can I retire now? Are there accolades that teachers earn for such an achievement as this? A Purple Heart from the President with his warm handshake and a salute, accompanied by an honorable discharge, a hard-earned respite at long last from gum on the desks, phone calls from D grade parents and the ten thousandth essay on Hamlet?)

I digress
As I am wont to do while teaching,
Often choosing to lead my students down
The other path in that yellow wood.

"Mice!" I proclaim, "Dead brown mice!
Dogs! Dreams! Words like they are people! And readers as if they are words!
John Keats! And tea! Billy Collins drinks tea!"

By now I am shouting in my jubilation,
And they are convinced of my lunacy at last.

Wednesday, October 7, 2015

What it's like teaching high school, Part 3


Today was one of those absolutely golden days of teaching wherein a band geek stepped up to be a hero, we caught a bad guy, and I made two proud mothers cry. Oh--and we spent some time with our favorite reptilian visitor, Houdini--but that part of the day is strictly off the record. Here's how it all went down in a nutshell:

Per. 1 & 2: My Honors freshmen read the short story, "The Interlopers," and carefully picked out the standard elements of short fiction--protagonist, conflict, climax, etc. Steve, who never volunteers to answer questions, raised his hand today--and BINGO!--gave a spot-on explanation of the conflict. (Two men who hate each other are trapped under a fallen tree on a winter night, side by side.) Nice. Rosa (who, by the way, was told by another teacher to leave the Honors program because if she didn't she'd "struggle all year," which prompted a great conversation with my students about grit) gave us the tiny detail that led us to the greatest irony in the story: the two protagonists each pray that harm will come to the other--and their prayers are answered. (**SPOILER ALERT** Both men die in the end.)

Per. 3: For the last ten minutes of class, the kids paired up to drill each other in preparation for tomorrow's quiz. After class, Very Sweet Band Geek Boy (hereinafter known as VSBGB) approached me privately to let me know another boy in class had been boasting about taking a smartphone that didn't belong to him. He didn't intend to return it (he explained to several students around him) and had already removed the SIM card. "It's making me feel bad," VSBGB said. "Like I'm alone in the world" (meaning no one else in the group of students cared about the person who would by now be terribly missing his or her phone). I told VSBGB I would take care of it, and I did, giving a proctor all the pertinent information, who promptly headed off to interrogate the culprit. I mean suspect. (Innocent until... yeah, right, we had him dead to rights, cell phone in hand.)

Per. 4 is my conference/lunch period. New Boy to College Prep earned an A+ on last week's quiz, answering every question flawlessly and with "Repeat after me!" precision, so I decided to call his mama and let her know that he was settling in nicely and that I'd like to recommend him for Honors next year. She promptly began to cry, explaining that she and her husband had just today returned home from an out-of-state trip because her husband's grandmother had died. The family was in mourning. "I have neglected him for three weeks," she said tearfully. "His older brother has been taking care of him. We were so worried about them...." It comforted her to know that her boy continued his life, status quo, in her absence. She planned to reward him upon his return from school. Nice. I also took a minute to leave a voicemail for the mother of VSBGB, thinking she would be proud of her boy, too. I didn't tell her why, but asked her to call me when she could.

Per. 5: Just as I began to teach my unruly fifth period, a teacher's aid from another classroom (an adult, not a student TA) rushed in to show me her iPhone--oh yes! the one the Naughty Boy had nabbed! It had been recovered! He had, in fact, removed the SIM card (which was recovered). He had also removed the case and thrown it in a dumpster. It was a wallet case--with all her credit cards and drivers license in it. That was recovered, too, and yes, the cards were all accounted for. She was over-the-moon happy and thanked me profusely. I explained it was VSBGB (and we agreed to keep his super-hero identity a secret, lest the Naughty Boy swear out a personal vendetta against him).

Per. 6: I suppose we always need balance in life--from heroes and villains to comic relief--so the Journalism class was pleased to see Katie show up with her bag full of tegu. (A tegu is a very large, very exotic lizard.) She's had Houdini since she was a freshman, and she has brought him to school nearly every day, at first hidden beneath her beanie (when he weighed a pound or two), then curled in the bottom of a cloth bag that looks like it would hold a bundle of PE clothes. Houdini is huge now--over three feet in length--and an absolutely beautiful mini-dinosaur. The young journalists gathered 'round, and Katie told them all about the care and feeding of a tegu. She's part of the Zoo-Bot club on campus, so sometimes it's actually legit for Houdini to be on campus. Today, though, she just came by so I could see how much he's grown. (NOTE: I'd appreciate it if you didn't mention this to my boss. He's a bit touchous about critters in the classroom. Ahem.)

After school, since I hadn't heard from the mother of VSBGB, I called his dad. Papa was very, very proud (and convinced, as I was, that Boy would come home from school and when asked about what transpired in his day would respond "not much" in typical teen fashion. "Did you call my wife?" Proud Papa asked. I let him know I hadn't received a return call. Just as I was getting in the truck to leave campus, my cell phone rang. When I told Mother of VSBGB that her boy had been quite the hero, she immediately began to cry. She was so choked up, she could hardly speak. "We've never had a teacher call to tell us something nice," she said, echoing what her husband had said. "We're just so proud of him and we love him  so much." How could you not? He's very sweet. AND a band geek. AND a young man with empathy who saw something and decided to say something. Super-hero.

I have fewer than 150 days left to teach. May each day hold such tiny golden gifts as these. I will treasure them forever.


Tuesday, September 29, 2015

An Open Letter to the School Board of Upland USD




I have been employed by Upland USD as a teacher of English for the past thirteen years. In this letter, I do not presume to speak for the other teachers in the district; my opinions are solely my own, though they may be shared.

Formerly I worked for the Jurupa Unified School District. I began my teaching career there, and I loved my job. I taught English, Journalism and Yearbook, and by the time I left I was making close to $90,000 a year. I took a $12,000 a year pay cut to come to teach in Upland. You may wonder why. (Certainly my friends and family members did.)

It would take far too much column space here to attempt to unravel all the turbulent events of the mid to late 1990's in that district. Suffice it to say, it all began over money. Teachers faced a situation similar to the impasse we have now in Upland. Attendance at school board meetings rose dramatically and tempers rose accordingly. Teachers rallied and carried signs, bought slogan-printed t-shirts, got the community involved. People took sides. Administrators who were sympathetic were transferred punitively, and that's when things really became an ugly mess of name-calling and shaming. (For all the gory details, look for stories archived in the Inland Valley Daily Bulletin and the Riverside Press Enterprise.)

Through all that mess, I continued to teach. I loved my students, and I loved my colleagues. I showed up for work every day ready to teach, to encourage, to support, and I waited for resolution, for the dust to settle. Sadly, it never did. Oh, eventually the district offered a salary increase that was acceptable and teachers ratified a contract. But the damage was done. Bitterness and resentment remained, permeating every classroom. It felt like a marriage that is irreparably damaged by anger and infidelity. And then the turnover of administrators began as the district hired principal after principal in a desperate attempt to find someone who could shore up sagging test scores (which had plunged right along with teacher morale). Nothing worked. The pervasive negative attitude coupled with a principal who felt no qualms in making profoundly hurtful and sexist statements caused me to look elsewhere for work.

I will never forget my first year working for Upland USD. I was welcomed repeatedly by everyone from administrators to the maintenance crew. New teachers were given constant support, and as I met my colleagues, I found people who still had that zeal to make a difference in the lives of the kids they taught. Everyone smiled. Not so now.

Do the teachers currently employed by Upland USD deserve a raise? Absolutely. I could go on and on about how hard we work and what we sacrifice; please don't think any of us have forgotten about buying our own copy paper and yes, buying our own toilet paper when we were asked to conserve a few brief years ago.

But there is now something at stake here that is greater than money, and that is virtue, specifically, the virtues of dignity and mutual respect. These were the virtues that were beaten down and destroyed by angry activists on both sides in Jurupa Valley. It took that district a decade to recover.

I did not come to Upland because of the salary schedule. I chose Upland because of the school district's reputation. Friends told me Upland was a district steeped in teacher support, professional regard and civility, and these are exactly the traits I found here. I would implore you not to allow these traits to be further eroded by the salary dispute. What we stand to lose in teacher morale and support for our students will be a very great sum to forfeit, I assure you, and, once lost, could take years to recover.


Sunday, August 16, 2015

Letter to Myself as a First Year Teacher


I posted this particular piece one year ago, but since so many of my friends will kick off the school year in new teaching positions, I'm tossing it up here again. Best wishes to those who have the courage to stand boldly before their students and endeavor to guide with patience and love.

There is a video online of teachers reading letters they wrote to themselves as first year teachers. I found their words touching, amusing, inspirational and powerful. So I decided to try to write my own. It has taken me all summer long to finish, but here it is:

Dear thirty-five-year-old Kay,
On this first day, you're thinking you might be too old to begin teaching. I'm looking at you from this vantage point of sixty, and I'm laughing.
I also see that you are proud and thrilled to be teaching in this brand new classroom with white boards which you are thinking are so cool and high tech, but girl, just wait. Somebody out there is working on this thing called a Smart Board. You ain't seen nothin' yet.
You should know that your carefully crafted yet coded lecture on this first day of school about not allowing "hate speech" in your classroom will become far more bold as time goes on and far less necessary. The time will come—yes, within your lifetime—when your LGBT students will be safely out and no longer in need of your protection.
You do not know this yet, but the kids who are about to swagger through the door, looking at you sideways and pretending disinterest, are actually watching every move you make, hearing every word you utter and weighing it, making judgments from the first seconds in your room as to whether you are trustworthy and kind or someone to be feared. Yes, they will seem puffed up, but they are really just frightened little bear cubs, standing on their hind legs, trying to appear large and intimidating. Inside they fear being called out and embarrassed by you or their classmates. Your first duty always is to help them feel safe. But don't be afraid to look them in the eye; for good or for bad, there is power in every word you say to them.
This year, you will make friends with the school librarian who will later be the best teacher-bud you will ever have. Hold onto this friendship as if it were the holy grail. Donna will keep you sane through all the craziness, anger, laughter and tears that are heading your way like a speeding locomotive.
At the end of the school year, take a picture of each class and keep those photos in an album in your room. You'll want to pull them out and reminisce over them when your former students stop by. And they will stop by.
Warning: Next year you'll have a student named Tabitha J. You will ask Miss J. no less than fifty times in 180 days to "Please step outside" so you can reiterate a lecture you're sick of giving and she's sick of hearing about how to behave appropriately in a classroom. She will be the bane of your work time existence for the entire year. Just wait. Eight years later, on a quiet afternoon, the phone will ring, and it will be Miss J., calling to let you know she is now a college student working toward the goal of being a teacher "just like you" and to thank you for never giving up on her, thus beginning a legacy of naughty kids who will return, year after year, to thank you for caring about them as individuals despite their dismal grades in your class.
Your experience with Miss J. will also introduce you to one of the few aspects of your job you genuinely dislike, which is dealing with self-absorbed, unreasonable, ignorant parents. You should know now that throughout the whole of your career, you will be cussed out and threatened far more by parents than you will be by kids. When that happens, just let it go. Head for the gym or go for a run or walk the dogs, and as the sun goes down, let the conversation disappear into the wind.
Oh, and that advice your university professor gave you about never hugging the kids? Throw that out the window. When they need a hug, hug them. But be prepared; they will break your heart with stories of family tragedy. There will be a boy whose father shot his mother and then shot himself—in front of the boy. Don't worry about teaching him anything. Just love him. Seven years later you will hear your name called in a Petsmart parking lot and there he will be, this boy who battled all the demons a boy can face in high school, smiling and hugging you and telling you that he is in his third year of college now, looking forward to finishing his degree.
So don't worry. Your heart will be broken often and just as often it will be mended by the daily laughter and love that will fill your classroom from top to bottom, more so with every year that you teach. Because with every year, you will love them more. In fact, there will come a day—September 11, 2001, to be precise—when you will begin to tell all your students every day that you love them.
Be ready to learn. Because yes, going into this gig, you've already raised four kids of your own, and you've got heaps of fancy book smarts. But your students will teach you volumes every year in every subject from fairness to fashion, including which music you "should" listen to. And they'll be right.
Despite your best efforts, you're going to make mistakes, just as you did with your own kids. When you do, forgive yourself quickly. Self-evaluation is great. Self-criticism is toxic. Be a role model; apologize when necessary, then move on.
Don't forget what your mentor, Dr. Hubert, told you about teaching: Learn to pat yourself on the back, because administration will have no idea what a great job you're doing in your classroom. But don't worry; the kids know, and they will always make you feel appreciated.
Most important of all, never get swept up in the current tide of educational trend. Rather be guided in your teaching by the beacon of warmest light, which is the love in your heart.
Oh—remember what you're mama said, too: Stand up straight. And lose those girlie shoes with heels; you'll be walking miles every day just around your own classroom.







Friday, July 31, 2015

What it's like teaching high school: Part 3



This post is long overdue. I meant to write about this in June, but there was, you know, pneumonia... and C. Diff... and hives... but then Missouri to help me forget all of that (and now it occurs to me I should probably write something about this year's trip to my favorite place in the Universe).

Then today I was prompted by an email in my work inbox from one of my freshmen. (Yes, it's summer break, and no, I'm not currently teaching.) Why was she emailing her last year's English teacher mid-summer? To ask me what "scent" I would like because she's making "a homemade sugar scrub" and wanted to make some for me, too. Yeah, so, these situations always make me chuckle at the folks who remark that it must be "so hard" teaching high school. Why yes, yes it is. I had to sit there and think for several minutes about how this sixty-one-year-old tomboy was going to respond to a fifteen-year-old who clearly has the superior education when it comes to cosmetics.

[Oh time out right here; I have to go wash the chocolate off my fingers. More about that in a sec.]

Anyway, what I intended to write back in June was just this: I often get thank you gifts at the end of the school year, tokens of appreciation from moms who are grateful I never snapped and killed their rowdy boys or sassy girls. Usually it's something like a Starbucks gift card (thank you!) or a bar of dark chocolate (because I beat it into my students' heads all year long that I love dark chocolate). I did get some nice dark chocolate truffles this year from one of my Honors freshmen (thus the need to go wash my hands because of course thinking about them made me have to eat one). What made the gift lovely, though, was the note the student attached:

Ms. Murphy, I bought these because I love you, not for bribery. ["not for bribery" was very carefully lined through but still readable--the gift was delivered before final exam grades were posted.] Anyways you're a great teacher who made my freshman year enjoyable. Have an awesome summer. I'll miss your sarcasm. Love, Thu N. [heart icon]

Please note the correct use of "you're" in this brief missive. Also the correct placement of commas after "Murphy" and "you." It makes my heart burst with pride. (When I asked my Honors classes at the end of the year what most stood out to them as something they had learned in my class, several immediately and enthusiastically responded, "Learning where the commas go!") In all seriousness, Thu was an absolute joy to have in class, and not because she's a hard working Honors kid (though she is that). She came in smiling every day, and her delighted laughter when someone said or did something goofy was infectious.

Erica, on the newspaper staff, gave me a thank you note as well. In it, she says, "Thank you for "another great year of Journalism." She'll be the editor-in-chief next year, with all the stress and responsibility that will come along with the title, so maybe she won't thank me next June. But she'll be damn great as EIC.

In all, I received five personal notes at the end of the year, and that is the point of this post. Teenagers aren't always sitting around with their heads bent over their phones, their thumbs flying as they send text after text. It is not all that unusual for them to exhibit behavior that is both gracious and humbling. Sometimes they actually sit down with a jelly pen and a piece of paper (or a sticky note) and express their heartfelt appreciation for someone whom they feel has helped them a little along the way.

These artifacts will be treasured, of course, in my folder kept solely to hold such mementos. I suspect I will look at them often in my retirement and smile again at the wonder of great kids.

Thursday, May 7, 2015

What it's like to teach high school, Part 2


After a long, arduous day of working-while-sick, after scolding my Honors kids for not studying the handout I'd given them yesterday, after experiencing complete exasperation with a student I've had for TWO YEARS who simply won't learn to put the comma INSIDE the quotation mark, after that one beauty-queen freshman girl who has been told a thousand times "NO DRINKS IN HERE!" spilled some nasty sticky Starbucks liquid sugar on the carpet of my classroom, after all that, at the end of the day, when I was counting the minutes until the final bell, just trying to hold on by my fingernails, I checked my email. In my inbox was a note with the subject line: Teacher Appreciation Day. It was from one of my freshman Honors students, and it began, "I know this is a day late, but oh well"—classic attitude for this kid. But he went on to say:

On the first day of school when I walked into your classroom, I was a bit petrified, but at the same time I was looking forward to it. I had good English teachers prior to you, and I was hoping that streak wouldn't end any time soon. I was right, and I'm very happy that I was. I'm glad I had the opportunity to get a teacher who's doing her job, and ensures that her students have fun in the process of doing so. Also, I'm glad I had a teacher who isn't afraid to cuss. That's pretty bada--, you know what I mean. Unfortunately, I won't have you as a teacher again. That sucks, but I definitely won't forget you anytime soon. I appreciate everything you've taught me this year, and it's an added bonus that you rarely give out homework. So thanks for being an amazing teacher, and I hope you have a great day. 

Here's the thing: This boy has never given me any indication—not once all year—that he enjoyed my class. In fact, the opposite was true; given his saucy attitude in the few exchanges we had over the months, I was convinced he disliked me, my class and everything associated with it. That is, I was convinced until about a month ago. In a conversation with another student in which I was explaining to him how people who are hoping to fly under the radar, to go unnoticed because they are introverts or unhappy or afraid of having a secret about themselves found out, often lash out when approached. "It's a defense mechanism for self-preservation," I explained. And as soon as I said it, it brought to mind this student, this boy who had snarked back even in asking to use the restroom, and I definitely had a light bulb moment. I decided then and there to show him extra kindness but never to call on him in class again unless he volunteered. I can't emphasize this enough: We never know what people are going through. As Atticus told Scout, we need to climb inside the other guy's skin and walk around in it, something I've preached to my freshmen for a quarter of a century.

To say this note brought me to tears and turned my day around is an understatement. I've already printed out the email. It will go in my very special folder of very special student notes and cards. On those days in retirement when I question whether or not I really made a difference, I will pull it out and read it again.

One final note: I disavow any use of profane language in my classroom during the course of teaching a lesson. Ok, I might have said "badass" once or twice. That's not cussing, is it?

Tuesday, March 24, 2015

What it's like teaching high school Part I


This will be—What do they call them?—an "occasional series" recording some of the not-so-mundane aspects of my day job. When I established the blog, I did not do so with any intention of ever talking shop, but I realize now that with just a year and ten weeks (but who's counting?) left in my teaching career, I should document some of the good stuff.

The other day at lunch I was chatting with a couple of my seniors about the issues they need to address in order to change the world as soon as they've earned their college degrees. We do this often. Ricky, a young man of strong faith who has a very acute sense of morality, was explaining his idea for an internet search engine that would distinguish between moral and immoral search results. Our conversation was interrupted when Mirella, one of my freshmen, brought me a doughnut. This was a unique and happy occasion. I don't think Mirella has ever ventured into my classroom during lunch before, and I rarely eat doughnuts.

"I brought this for you," she said, "because you didn't get one of Myles' cupcakes. Remember?" Wow. How did she remember? The incident with Myles had occurred way back in early October, just a few weeks into the new school year. In class one day, Myles had mentioned something about being disappointed in not getting cupcakes for his birthday. (High school is quite a transition from elementary school and junior high. My freshmen are always devastated when they find out we take final exams on the last day of school—no party.) Myles sits in the front. At that time, Mirella occupied the last seat in his row. Hearing the note of sadness in his voice, she leaned way out in her seat and called up to the front, "I'll bring you cupcakes tomorrow, bro." She didn't know his name. They'd never had a conversation. She simply offered. He smiled, said "OK!" but none of us were really expecting her to bring cupcakes.

The next morning before school, my door opened and Mirella walked in holding a package of four gorgeous cupcakes.

"These are for—what's his name? Myles? I won't be at school today." Dang, right? A young woman of her word with a great follow-through ethic. I couldn't wait for 5th period.

When Myles came in I showed him the cupcakes—all four just for him—and his face lit up. Of course, I had to tease him and say I might swipe one.

"Oh, go ahead, Ms. Murphy," he said with sincere grace. "I'm sure I'm not going to eat all four of them!"

I thanked him profusely but declined, explaining that the cupcakes no doubt contained ingredients that a sixty-year-old woman with high cholesterol should not be ingesting.  "For example," I said, "these probably have... " and I held the package aloft carefully so I could read the ingredients listed on the bottom.

That's when I saw the warning label: "This product manufactured on equipment that processes products containing peanuts." My heart sank. Just that day I'd received a medical alert about Myles from the office. He has a peanut allergy. The cupcakes would not be safe for him.

"Myles," I said slowly, "I'm going to save your life here. You can't have these cupcakes." I explained why, but he wasn't upset (though a little disappointed; they did look tantalizing). "That's OK," he said, "it's the thought that counts. It just makes me happy that Mirella did such a nice thing." He handed the cupcakes off to some friends who eagerly offered to eat them for him.

Mirella heard about it the next day when she returned to school. And here she was, six months later, bakery bag in hand. "You didn't get a cupcake," she said, "so I brought you a doughnut." I opened the bag, extracted a beautifully crafted chocolate doughnut with sprinkles, turned a deaf ear to the screaming sirens of the diet police in my head, and took a bite. It was heaven. Mirella waved a hand over her shoulder as she went out the door.

I continued my conversation with the seniors, chewing slowly, savoring every bite (and silently recalculating what I would eat for dinner). The bell rang, the kids picked up their mess, and as she was about to leave, Katelynn pulled a cookie from her lunch bag and plunked it down in front of me.

"Peanut butter," she said, "with Nutella in the center. I made them last night. See ya later, Murphy."

If you think for one minute I saved that homemade peanut butter cookie with—bonus points!!!—Nutella inside for later, you don't know me well enough to know my weakness for cookies.

And if you think that all the teenagers of this generation are self-absorbed, amoral zombies who are devoid of human emotion, you should come on down at lunchtime and meet my kid crew. They're pretty special.


Sunday, August 17, 2014

Letter to Myself as a First Year Teacher



There is a video online of teachers reading letters they've written to themselves as first year teachers. I found their words touching, amusing, inspirational and powerful. So I decided to try to write my own. It has taken me all summer long to finish, but here it is:

Dear thirty-five-year-old Kay,
On this first day, you're thinking you might be too old to begin teaching. I'm looking at you from this vantage point of sixty, and I'm laughing.
I also see that you are proud and thrilled to be teaching in this brand new classroom with white boards which you are thinking are so cool and high tech, but girl, just wait. Somebody out there is working on this thing called a Smart Board. You ain't seen nothin' yet.
You should know that your carefully crafted yet coded lecture on this first day of school about not allowing "hate speech" in your classroom will become far more bold as time goes on and far less necessary. The time will come—yes, within your lifetime—when your LGBT students will be safely out and no longer in need of your protection.
You do not know this yet, but the kids who are about to swagger through the door, looking at you sideways and pretending disinterest, are actually watching every move you make, hearing every word you utter and weighing it, making judgments from the first seconds in your room as to whether you are trustworthy and kind or someone to be feared. Yes, they will seem puffed up, but they are really just frightened little bear cubs, standing on their hind legs, trying to appear large and intimidating. Inside they fear being called out and embarrassed by you or their classmates. Your first duty always is to help them feel safe. But don't be afraid to look them in the eye; for good or for bad, there is power in every word you say to them.
This year, you will make friends with the school librarian who will later be the best teacher-bud you will ever have. Hold onto this friendship as if it were the holy grail. Donna will keep you sane through all the craziness, anger, laughter and tears that is heading your way like a speeding locomotive.
At the end of the school year, take a picture of each class and keep those photos in an album in your room. You'll want to pull them out and reminisce over them when your former students stop by. And they will stop by.
Warning: Next year you'll have a student named Tabitha J. You will ask Miss J. no less than fifty times in 180 days to "Please step outside" so you can reiterate a lecture you're sick of giving and she's sick of hearing about how to behave appropriately in a classroom. She will be the bane of your work time existence for the entire year. Just wait. Eight years later, on a quiet afternoon, the phone will ring in your classroom, and it will be Miss J., calling to let you know she is now a college student working toward the goal of being a teacher "just like you" and to thank you for never giving up on her, thus beginning a legacy of naughty kids who will return, year after year, to thank you for caring about them as individuals despite their dismal grades in your class.
Your experience with Miss J. will also introduce you to one of the few aspects of your job you genuinely dislike, which is dealing with self-absorbed, unreasonable, ignorant parents. You should know now that throughout the whole of your career, you will be cussed out and threatened far more by parents than you will be by kids. When that happens, just let it go. Head for the gym or go for a run or walk the dogs, and as the sun goes down, let the conversation disappear into the wind.
Oh, and that advice your university professor gave you about never hugging the kids? Throw that out the window. When they need a hug, hug them. But be prepared; they will break your heart with stories of family tragedy. There will be a boy whose father shot his mother and then shot himself—in front of the boy. Don't worry about teaching him anything. Just love him. Seven years later you will hear your name called in a parking lot and there he will be, this boy who battled all the demons a boy can face in high school, smiling and hugging you and telling you that he is in his third year of college now, looking forward to finishing his degree.
So don't worry. Your heart will be broken often and just as often it will be mended by the daily laughter and love that will fill your classroom from top to bottom, more so with every year that you teach. Because with every year, you will love them more. In fact, there will come a day—September 11, 2001, to be precise—when you will begin to tell all your students every day that you love them.
Be ready to learn. Because yes, going into this gig, you've already raised four kids of your own, and you've got heaps of fancy book smarts. But your students will teach you volumes every year in every subject from fairness to fashion, including which music you "should" listen to. And they'll be right.
Despite your best efforts, you're going to make mistakes, just as you did with your own kids. When you do, forgive yourself quickly. Self-evaluation is great. Self-criticism is toxic. Be a role model; apologize when necessary, then move on.
Don't forget what your mentor, Dr. Hubert, told you about teaching: Learn to pat yourself on the back, because administration will have no idea what a great job you're doing in your classroom. But don't worry; the kids know, and they will always make you feel appreciated.
Most important of all, never get swept up in the current tide of educational trend. Rather be guided in your teaching by the beacon of warmest light, which is the love in your heart.
Oh—remember what you're mama said, too: Stand up straight. And lose those girlie shoes with heels; you'll be walking miles every day just around your own classroom.

Sunday, May 18, 2014

I Know Who I Am (Part I)



Recently I mentioned something on Facebook that celebrated my role as high school English teacher. Eighty of my friends and acquaintances 'liked' it. A few days later, I posted a reminder about an event I would be attending in my role as writer.  Eleven people liked it. A day or so later, I posted an update on the success of that event. Seventeen people liked it.

I want to say I've gotten used to this, the discrepancy between how I see myself (writer) and how others see me (teacher), but the truth is, it takes me up short every time. I've been thinking about it a lot (or, more precisely, while mowing and edging the front lawn today, then weeding until it was too hot to continue). So I hope, dear reader, you will indulge me as I ruminate publicly about it in the next few blog posts. And I hope you will forgive me if, as I knead down to the deep tissue of this subject, a tiny bit of discomfort is experienced. I am not trying to call anyone out. I'm just trying to, well, be true to the above posted motto regarding "being simply true."

Because I do understand the dynamic of it. Since teaching is my career choice (oh, if you only knew how I came to choose it!), my identity, to most folks, is that of teacher. In fact, most of the teachers and educational staff I work with now have no idea that, in a past life, I was an established professional writer—before I became a teacher. My first book—published by a national publishing company and a bestseller for that company, netting me thousands of dollars in royalties—was written (dare I say it?) before I'd even attended college.

Since most folks (not all) see me as a teacher, this writing gig creates a tiny bit of cognitive dissonance because it doesn't ring true with how they perceive me. The Kay Murphy they know is the far-too-casual, far-too-sarcastic, somewhat cynical, always-resistant-to-change teacher who never contributes to any conversation in English department meetings. For some of them, this idea that I have published a few books is somewhat of a sideline hobby, a sweet notion I had about my dogs or my beloved great-grandmum that I decided to 'get published.' Of course, this is hardly the true picture. But how do I disabuse them of this mythology? After all, I've been misread, misidentified and misinterpreted all my life, and when I reflect upon it, I'm downright amazed at some of the things people have said to me.

The first in this long, tragic series of you-don't-belong-here episodes occurred with our elementary school librarian, Miss Madden. (I could be remembering her name wrong; after all, it's been fifty years or so. But I'm pretty sure it's Miss Madden.) In those blissful, post-WWII days after Johnny had marched home from the war and before anyone began to pay attention to the Civil Rights Movement or the USA's involvement with the politics of a small country called Vietnam, grown-ups were putting a renewed emphasis on the education of their children. Several innovative approaches to education had arisen, and teachers were beginning to implement such tools as standardized testing, I.Q. testing and tracking.

So there I was one day in the library of Grover Cleveland Elementary School along with all my peers in Mrs. Walton's fourth grade class. We went to the library regularly as a class so that we each had the opportunity to check out whatever books we wanted to read on our own. Well, that was the basic idea, anyway. And that suited me just fine. Libraries were magic castles packed with treasure, as far as I was concerned. I loved to lose myself in reading a good story. But in those days, we didn't have a Barnes & Noble at the local shopping center. Mom and Dad had a big bookcase in their bedroom which contained: A set of Encyclopedia Britannica (good job, Mom & Dad!), some Reader's Digest "condensed" books, and my father's law books. (No, he wasn't an attorney. He was a cop, then a night watchman, and he hacked his way through law school working the graveyard shift so he could attend law classes during the day. Then he contracted a terminal illness and died.) We never had money to buy books. The fact that libraries let you borrow them for free still thrills me.

Back in those days, one of those new-fangled teaching methods involved identifying the ability level of students and teaching to that level. To guide and direct us in our reading, our helpful librarian had labeled all the books in our requisite section with colored dots. (For some of you, this will begin to sound familiar. In fact, a color-coded system is still used in today's Accelerated Reader program.) Red dots indicated an easy-to-read book. Blue dots meant the reading level would be a bit higher. More difficult reads with advanced vocabulary were designated with a green dot.

By the fourth grade, I was proud of my ability to read and spell, and as I said, I loved getting lost in a book, so I looked for those that were longer, and I had no trouble reading them; I'd been dipping into our Reader's Digest Condensed Books at home for lack of anything better to read.

On the day in question, I advanced to the check-out counter, green dot book in hand. I wish to heavens I could remember what it was I had. No chance of that now. I never did get to read it. The librarian made me return it to the shelf with the terse, "That's a green dot book. It's above your level. Pick something else."

Wait. What? Did a librarian tell me I wasn't capable of reading green dot books? Why? The only interactions I ever had with Miss Madden in the past had involved bringing a book to the counter and presenting the check-out card. Why did she think I couldn't read this one? Upon what did she base her judgment? My slack-jawed, already-far-too-pensive expression? My clothing? My perpetually snotty nose? My scuffed up saddle shoes? What?

I never learned. Burning with humiliation (especially as I passed some of my peers who were heading for the check-out counter, their own green dot selections in hand) I returned my treasure and chose a blue dot book of lesser value, though I never believed Miss Madden's mystical assessment of my reading level.

Later that same year, Mrs. Walton would tell me, after reading a short story I wrote, "You could be a writer," and I would believe her, choosing, at age nine, my future career.