Good bye.

Good bye to those who have chosen to follow this blog.

I am signing off now.

I am no longer a teacher.  I am a retired teacher.

A has-been.  A once-was.

A dinosaur.

The powers who control public education have given my handshake, by euphemistic “gold watch” and a pat on the back.

I am out.

Good bye to the rage that has underlined my last three years of teaching.

Farewell to the belief that my voice might mean anything in the face of the tidal wave of “Education Reform.”

Adios to the rubrics, the testing, the test prep, the practice tests, the formative and summative assessments. Adieu to the reading levels.

I won’t be a teacher three short weeks from now.  I won’t be a voice of reason in the wilderness of Pearson inspired bullshit.

I will have corrected my last homework, conducted my last morning meeting, mediated my last fifth grade friendship drama.

I will have packed up the sad old remnant of my once – vibrant teacher life, and stored in the dusty attic.

In three short weeks, I will be gone.

Good bye, dear students.  Good bye, sweet colleagues.

Good bye, and good bye and good bye.

This blog is closing its doors tonight.  Farewell! Thank you for reading my thoughts. Thank you for following along.

I wish you all the very best.

Thank you!

Good bye.

Nonni

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No Fingerprints for Me

An amazing thing happened today.

I was given a “Get Out of Jail Free” card.  By my district.

This is a win-win-win.  It really is!

The District gets rid of an expensive older teacher who absolutely refuses to drink the Kool Aid and simply follow the nice shiny boxed kit.  They relieve themselves of the frustration of having to deal with an unhappy teacher who keeps pointing out that the Emperor is buck naked.

The Principal gets to stop living in fear of one crabby old lady.  He gets to carry on his campaign to insure that our school is staffed with the very youngest and least experienced candidates possible.  He gets rid of the thorn in his side that just won’t go stop sticking him.

And me?

I get to let go of the anger, the frustration, the fear.  I get to walk away from a place that gave me intense joy and a sense of accomplishment for 18 years, but now gives me only a sense  of sorrow and failure.

I get to give up the rubrics, the testing, the formative and summative assessments. I get to stop trying to choke down the Kool Aid.

I get my pension, far far less than what I’d once hoped for.  I get my sense of peace back. My sense of myself. My ability to once again love my days.

I get September days.  The beach when it is quiet.

I get peace at last.

And what is lost, in this oh-so-common maneuver where the old educators are pushed and prodded aside?

Well.  My District loses me.  And that is a lot.  They lose a smart, eager, dedicated, loving and very skilled teacher.

My school loses five years of classes that know how to work together. Five years of kids who can cooperate and share and show respect.

They lose the love and the laughter that fills my little room.  My school loses at least five years of having one strong teacher who can handle and support and encourage those angry/defiant/anxious kids who need a special hand.  My school loses me.

And me?

I lose the love of 125 kids who I will never know. I lose the chance to teach about the American Revolution.  I lose the laughter, the hugs, the smiles in the morning. I lose the birthday cards, “To an awesome teacher!” and the little gifts and the sweet emails that tell me “You were funny in math today.”

I lose Read Aloud.  And morning meeting.

I lose my identify as a teacher.

I lose the sense of worth that I got when I rode on the bus to a field trip, and the parents were awed by my gentle control of the crowd.

I lose years of learning and growing and improving my craft. I lose professional development.

I lose.

But the time has clearly come.

I can’t stay, and they can’t keep me.

I move toward my retirement from teaching with a sense of hope and relief.

Let the next adventure begin.

Keep Reading Aloud !!!!

My school is a “Teacher’s College Project School”, which means that we are all following the strict interpretations of Lucy Calkin’s reading and writing programs.

That wouldn’t be so bad, given that Ms. Calkins knows what she’s talking about, believes in the wonder and magic of the written word, and used to have great respect for actual teachers.

In the world of “TC”, though, we are reduced to such inanities as, “We teach reading strategies, we don’t teach BOOKS.”

Really.

As an old lady teacher and a long time speech/language specialist, I firmly believe that children learn to love great books when they hear them read aloud with passion and excitement.

When my own kids were small, I remember reading “The Hobbit” out loud to them.  They loved it, and couldn’t seem to get enough.  When the book finished, we went on to “The Lord of the Rings”.  I remember, very clearly, closing the book so that I could make dinner.  When I came back into the living room a half hour later, my then 9 year old was reading the rest of the chapter out loud to her little brothers.  “We couldn’t wait”, they explained when I came in to ask what was going on.

I once had a student tell his mom that he wanted to improve his reading skills, “Because someday I want to do “read aloud”.

It’s the best part of the day.  The kids forget the class hierarchy of coolness for those twenty precious minutes. They forget that they are trying desperately to be mature.  Instead, they curl up like a pile of puppies on the rug at my feet.  They listen with such rapt attention that I can’t look away from their sweet faces. They lie still, so unlike their usual bouncing selves.  They plop down together, a head on a stomach, a leg stretched over a leg. They are a beautiful woven fabric of childhood imagination, and my voice is what animates them.

I am nearing the end of my teaching days.

I have only so many “read alouds” left in me.  I have begun to make a list of those books that I simply MUST read to my class.

“The Liberation of Gabriel King”

“Granny Torrelli Makes Soup”

“The One and Only Ivan”

“Heartbeat”

But what about “Tiger Rising”?  And “The Hobbit”?   What about the beauty of “Mr. Lincoln and His Boys”, such a poignant portrayal of war and power?

There are so many wonderful books.  The library is the same rich treasure chest that it was when I first discovered it at the age of 8 with my best friend, Sue.

There are so many beautiful, touching, moving, powerful books.

May every child hear at least one of them read aloud by a loving and attentive adult.

May every child find himself falling in love with the sound of the sounds of the language, and my ever one of them think, “I can write a story, too.”

My Letter to Senator Al Franken about the Every Child Achieves Act

Very thoughtful and very insightful letter here. Please read!

Searchingforagrainofsanity's Blog

I sent the letter below to Senator AL Franken today . . .

Dear Senator Franken,

I am writing to you today to express my thanks for your leadership and support in developing the new Every Child Achieves Act of 2015. I am particularly encouraged by the removal of federal authority regarding the uses of test scores in evaluation of teachers and the limitations placed on the Department of Education in pushing the Common Core and other such initiatives. I also appreciate your focus on STEM issues, Native American languages, and the need for counselors in schools.

In general, I believe the current senate bill is a huge improvement over No Child Left Behind. However, the current bill does contain several initiatives that I believe need further scrutiny and amendment. Specifically, I am extremely concerned about the support for charter schools and the continuation of mandatory testing in grades 3-8.

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Scenes From an Insane Asylum

If you are a parent with school aged children in the United States, you might want to proceed with caution.  I swear that I am making none of this up. None of it. Not one word.

I’m not even exaggerating.

The following description of test days in an upper middle class suburban school district may make you panic and hyperventilate about your children and those who are in charge of their welfare during the school day.

On the other hand, the following description might make you decide that you absolutely MUST opt your children out of any further standardized testing in the future. In that case, I salute you, I thank you, and I promise you that you are doing the right thing.

Scene 1.  Teachers have been trained in maintaining security during the standardized testing days. We have been told that once we receive our giant tupperware box of testing materials, and have signed our names on the papers, we must NOT leave the boxes unattended for any reason.   This means that if we have to go to the bathroom before the testing starts, but after we have received our tupperware boxes, we have to take the boxes with us.   Yep.  We pee with the tupperware box full of high security tests at our feet.

Scene 2.   All of the kids are seated and ready.  Each has been given an official #2 pencil.  They wait expectantly, and nervously, for the testing to begin.  I hand out all of the test booklets, all of the answer sheets, all of the bright pink Math Reference Sheets, all of the rulers.  Because this is the second day of the math tests, I expected every ruler to still be inside every test booklet.  I had carefully placed them there the day before, and then I’d sealed up the giant Tupperware Box and returned it to the office.  I forgot that when I got to the office, I had to recount every item, as did the school secretary, and we both signed a sheet with the numbers recorded.  I forgot that we both had to do the same procedure again this morning.

Oops.

I was short two approved rulers. Now, I have to explain to you that the state of Massachusetts, in a fit of fiscal psychosis, buys and distributes hundreds of thousands of these EXACT same rulers every year.  My classroom is packed with them. However, the security rules of the test specify that we must use THIS year’s ruler.

I was faced with a dilemma.  I picked up one of this year’s rulers in my right hand, and one of last year’s in my left.  I frowned a bit.  Exactly, exactly the same clear plastic little ruler.  “I don’t think that inches have changed in a year”, quipped one of my boys.  I handed out two rule-breaking-but-indistinguishable last year’s rulers, and we began the test.

Scene 3.  The testing in the classroom is complete.  We have collected every test booklet, every answer booklet, every approved math reference sheet, every approved ruler.  We are supposed to pack up the giant tupperware box (can we just refer to it now as the GTB?) and carry it ourselves back to the school office, where it can be placed securely under lock and key.  However, one student is taking the test in a special education classroom, as specified in his IEP.  HIS official test administrator has his test booklet, his answer booklet, his approved reference sheet and his ruler.  She has to bring it back to the classroom (along with the student, but no one seems too concerned with that part).  Until we have this final test form, we can’t return the box to the office.  We wait.

Scene 4.  Given that the classroom full of antsy kids has now finished the testing, we’d like to go outside on this beautiful spring day.  But we are not allowed to remove any of the testing materials from the building. We are not allowed to leave the GTB unattended in the classroom.  We are not allowed to return it to the office without one of its tests.  We try to learn some science instead of going out to play.

Ha.

Scene 5.  I have a meeting to attend about one of my students.  They have all gone off to lunch, but my one student who is still testing with the special educator has not returned.  I cannot leave the GTB.  I hoist it up and haul it with me to my meeting, where it will sit on the floor for an extra hour.

In the meantime, of course, the special ed teacher has collected the finished test from her student, and is searching the building for me.  She can’t leave the test on my desk, nor can she return it to the office.  She MUST hand it to me. She goes to the office to find me, and has to interrupt my meeting in order to hand me the test, which I then insert into the TGB.

Scene 6.  Like any teaching in the world, I have become an expert at bladder control.  But the meeting finally ends, and I rush off to the ladies room.  Where I am confronted with the hilarious sight of three clear tupperware boxes filled with testing materials.  All in a row on the floor of the bathroom as their owners get some relief.

Please tell me, someone, anyone, how in hell this craziness is really going to “improve student outcomes”?

I feel like I spent a week in One Flew Over the Coocoo’s Nest.

So you think we’re exaggerating?

Dear Standardized Testing supporters,

I am writing this post after having spent the past two days administering the Massachusetts Comprehensive Assessment System- Math, Grade 5.

I have a few little anecdotes and insights for you folks, given that you believe all this testing is actually useful.

Let me give you a very brief description of the absurdities of the educational testing world.  If you still believe that High Stakes testing is good for anyone who spends his/her day in a school, then you are either delusion of on the Pearson Payroll.

Scene 1.   As a public school teacher in my state, I had to participate in an “MCAS Security Training Session.”  I had to watch a Powerpoint presentation, and then sign my name on a document swearing that I had watched the presentation.

Scene 2.  On Day 1 of the testing, every teacher who was giving the test was required to come to the school office to pick up our materials.  Materials were available for pickup from 8:45 to 9:00 AM.   All 18 of us showed up in the office right on time.

Scene 3: Before we were allowed to take our Boxes of Test Materials, every teacher had to count every test booklet, answer booklet, MCAS Approved Reference Sheet and “any additional materials”.  We then had to sign a document where we recorded our counts. Then an office staff member had to repeat the process and write the same numbers, and sign.    This took a long time. To say the least.

Scene 4: We read the directions.  We are instructed to tell the children that the test session is scheduled to last for two hours, but that they will be given as much time as they need, up until the end of the school day.

Scene 5: We tell the children, our sweet, trusting eleven year old kids, that “cheating in any form is forbidden”.  We tell them that they are not allowed to use cell phones, game consoles, music players (?) or any other electronic devices.  We tell them that they can’t use scrap paper, but they can scribble all over their test booklets.

Scene 6: The test has begun.  A very bright, hardworking student raises her hand.  I signal for her to come to my desk.  She does not recognize one of the many words that mathematicians use for “number”.   I am forced to give the scripted and MCAS approved answer.  “I’m sorry. I can’t tell you what it means.  Use your best judgement.”

Scene 7: My wonderful, smart, exceptional Chinese student, who started the year with exactly one phrase of English is working very hard at her desk.  Uh, oh.  I notice that she is using her everyday Chinese-English dictionary, given to her by our ELE teacher.  She is supposed to be using the MCAS Chinese-English dictionary, given to her by our ELE teacher!  This could be a violation!  I hurry to her desk and crouch beside her.  Her beautiful dark eyes rise to meet mine. I can see by the flush in her cheeks that she is anxious.

“Honey,” I say, “I’m sorry, but you can’t use this dictionary.  You have to use THIS one.”   She frowned a bit.  “But this book doesn’t has the math words.  THIS book has.”                                                       “Yes, I know.” I say, “But you have to use this one.” I hold up the everyday dictionary.  The one with no academic vocabulary.

My student frowns harder.  She is a very diligent student.    She holds up the forbidden dictionary, given to her on the first day of school by her English Language teacher.

“This book has math words.  THIS book,” she holds up the official MCAS Approved dictionary, “THIS book no has this important words.”

My heart sinks.  “I know,” I say, as I take the forbidden dictionary away from her.

Scene 8: The room is silent.  22 kids have completed the test.   One is still working.  I have to keep the 22 silently in their seats, reading books.  No talking.  No walking around the room. No pulling out your unfinished work.  No writing in your journal. No drawing or sketching or painting.  Why not? No one can tell me.  This goes on for nearly an hour.

Scene 9:  My colleague and close friend texts me in the middle of the test.  Her husband has been taken to the hospital with chest pain!  She isn’t sure what to do!  The MCAS Security training has told her that she can’t leave the room while the kids are working.  But she wants to go to see her husband!! Luckily, our fifth grade assistant is in my room!  She has worked for this school for almost 25 years. She has subbed for us all, she has taught small groups, she has come on a hundred field trips.  She offers to stay in the classroom while the kids finish the test.  “Sorry”, she is told. “You haven’t taken the Security Training.  You haven’t signed the papers.”  She cannot monitor the test.  My friend and her husband must both wait.

Stay tuned for tomorrows set of “Scenes from an Insane Asylum”.  They are even crazier.

Why do people DO that?!

Get ready.

Rant alert.

Last night was the first night of school vacation.  The day before I had cleaned up my classroom and packed up the math book (to spend vacation on lesson plans), the Narrative Writing Rubrics (so I can score the 24 Mystery Stories that my class finally finished) and Book One of the Lucy Calkins Reading Program (so I can desperately try to figure out what I’m supposed to be teaching in my “mini lessons.”)

I had woken up yesterday and decided to try to just relax; it was a beautiful New England spring day, and I raked the garden, turned the compost, walked the dogs.  Aaaahhhhhh.  My knotted neck muscles began to relax.

My husband had gotten us tickets to a concert at one of our favorite venues, and we headed for dinner, drinks and great blues with some friends.  And my cousin, whom I’ve known my whole life, but have rarely seen socially.

We chatted about music, our kids, beer.  We had some apps.  We had a great time!  Then someone mentioned the teachers in Atlanta who will spend 7 years in jail for cheating on the State tests.

And we were off.

My cousin, who last set foot in a school in about 1980, launched into the usual attack on public schools and teachers.

You know what I mean, right?  People who haven’t ever, ever taught anyone anything are suddenly experts on curriculum.  It doesn’t matter that I’ve been teaching for 30 years, have a Master’s Degree and 25 years of graduate courses beyond it. Nope.  Everyone feels totally comfortable lecturing me about testing, discipline, teaching math, handwriting and the use of technology.

“Teachers should” are my two least favorite words.

Last night’s diatribe started when my friend asked if I had heard about the teachers in Atlanta. I expressed my shock and outrage at the sentence, commenting that it wasn’t surprising  to find people cheating when they’ve made passing the tests the most important part of teaching.

In the next ten minutes, my cousin, the guy who doesn’t teach, made these brilliant comments as I talked about my objections to the standardized tests.

“They should throw out the tests of the kids with disabilities.”

“They shouldn’t count tests for any kid who has been in your class less than half a year.”

“They shouldn’t depend on one test a year; they should give a standardized test every 30 days.”

“If teachers don’t like the tests, they should say something.”

That last one was the one that did it.  I slammed my fist on the table, shocking the hell out of everyone sitting there, then I jumped up, said, “You don’t know that the fuck you’re talking about!” and ran out of the room.

Seriously?   SERIOUSLY, folks????  WHY does every asshole on earth feel like its OK to lecture teachers about teaching? They don’t try to lecture doctors about medicine, or engineers about bridge building, or baseball players about hitting.  So why the HELL do I always end up being talked down to by people who know literally nothing about what I do every day?

WHY???

And how can I avoid them the next time I decide to give myself a tiny break from the pressures of teaching?

Lemme get this straight……

Ok.  Let me just get this straight.

If I want to be a classroom teacher in the United States today, I have do do a few things, and I have to accept a few realities.

If I want to spend my life teaching children to read, to write, to understand math, to become educated voters, I have to go to college.  OK.  Then I have to get a Master’s Degree. Oh..Kay….(lots more cost, lots more debt, but I get it.  They want me to be well educated.)

After I finally get my Master’s Degree, I have to take and pass several exams that theoretically qualify me for the job.  I have to pay for these exams myself.

If I pass, I get to apply for teaching jobs.  Fun!

And once I get a job, I have to submit to a CORI check (just to make sure that I am not a pedophile or anything.)  AND I have to be fingerprinted.  In case I passed my CORI check but somewhere in my past I committed a crime.  I have to get in line, pay out of my own pocket, and go through the very same process that purse snatchers, rapists, drug runners and murderers go through.  I have to swallow my embarrassment,  push down my discomfort and submit my fingerprints to the local police.

Even if I’ve been teaching for 25 years already and this is coming far too late to do anyone any good.

After all that, when I have finally achieved my dream and gotten a teaching job, I have to accept the fact that people who have never, ever , ever taught one single child one single skill will be the ones who pass laws that define my job.

I will have to come to terms with the fact that giant corporations intend to make millions of dollars off of my students, my classroom and my school.

Once I have become an actual, real life elementary school teacher, I will have to find a way to work 22 hours a day, 7 days a week in order to score every rubric, plan every lesson, follow every teaching guide, gather every bit of data and make sure that every student meets every standard.

I will have to accept the fact that if I actually follow the “Teacher’s College” reading and writing program, I will be losing all of my language impaired, learning disabled, hearing impaired, emotionally impaired students.

And I will have to grin and bear it when my administrators follow the state guidelines on teacher evaluation and pop into my classroom for ten minutes at the very end of a Friday afternoon and then write up a scathing report on how our students are “failing to work toward a uniform goal.”

All of this for the chance to earn an average salary with average benefits.  All of this so that you can check the news every day and see some airheaded politician referring to “our failing schools.”

So I have to ask:

How stupid do you have to be to want to be a teacher today?

It was the bed head.

I don’t always feel like I am doing this the right way.

I have the big boxed sets of Lucy Calkins reading and writing lessons, but I haven’t actually been able to make sense of them yet.

Our school is a “Teacher’s College” pilot school, or lab school, or something. I’ve watched the TC lady teach two “mini lessons” but I still don’t know what exactly it is that I’m supposed to teach them.

I have my big binder of rubrics, but I don’t use them very effectively. Or very often.  Truthfully? I’m still not sure what is means by “The student develops character, plot and setting through out the story, especially at the heart of the story.”

Um.

“Heart of the story”?

Ah…..they’re ten.

Yeah.

I mean, I sort of feel like I know how to help kids develop a sense of themselves as writers. I feel like I know how to help them think about the plot and all that.  But…..see……I look at them, and I see little ones. Kids.  Wicked young kids.  I don’t expect them to produce more nuance in their writing that I can manage in mine.

So last week, when my “evaluator/administrator” popped into my classroom for the first time in ten weeks, my heart sank.  We were in the middle of “writers’s workshop”, where kids were working on various pieces of writing, depending on what they had already completed.

It didn’t fit the kit.

Gulp.

I pretended to be calm, but I hated watching that man talk to my kids, asking them about their work.  I hated watching him take notes on his stupid iPad.

See, the problem is that when your “evaluator” doesn’t like you, its kind of depressing to know that he is popping in at a time when you have already set everything up, and have already done your lesson, and the kids have already gone on to work independently.  You know his view will be sort of skewed. He won’t get it.

How could he?

He hasn’t been here in WEEKS. Now he expects to evaluate my teaching in ten minutes.

I wasn’t feeling very happy or very confident when he asked me to meet with him the next day to go over his observations.

Gah.

So stupid.

He had talked to two of my students, and had a lot of concerns about their writing skills.

Really.

One of these boys goes to the Learning Center 7 times a week to address his learning disability in writing and math.  The other sees the ELA specialist twice a week because of his low reading/writing scores.  My boss didn’t bother to check in with the kids who have above grade level kills, of course. He only checked with my strugglers.

Gag.

So the day after I had my “evaluation/observation” meeting, I sat down with my struggling writers.  I sighed, feeling defeated because I had obviously failed these kids.

The first little guy sat beside me, chewing his lip as we looked at his “Mystery Story”.
“OK,” I began, “how are you feeling about your story?”    He shrugged.  I turned my eyes to his computer screen and began to read.

Wow!  Punctuation, capitals, dialogue marked by quotation marks.  I read about the crime in his story, saw how he described his detective and his criminal.  I thought about the first piece of writing he did for me in September. The one with no punctuation, no breaks in paragraphs and no actual logic to make it understandable.

I was thrilled with his progress!  Wow!    I thought it was probably the work of the learning center, but I didn’t care. Good boy!  Good work!

And I kept going. I reviewed story after story, comparing progress from September in one child after another. And I saw improved syntax, improved mechanics, improved story line, improved word choice.

I wasn’t sure what to think, but it certainly seemed to me that these kids were learning to write, in spite of my inability to figure out the boxed kits.

Finally, I called up a sweet little boy who is one of my favorites. He is gentle, funny, smart but not a scholar. He is good at math, but makes those tiny mistakes. He reads a lot, but doesn’t always think hard about the themes or messages of the books. As a writer, he is what we call “a minimalist”.  Why use a complete sentence when one word will do?  His writing thus far had lacked organization, clarity, sequence. It was rudimentary at best.

I called up his story, with a little sigh.  And began to read.  And my mouth fell open.

“No I won’t!”             

“Why won’t you, we could strike it rich?”

“I already told you, we’d get caught.”

“We won’t get caught.”

“You are planning to kidnap Liam Smeel, lead singer of ‘The Kings’ right before his performance. Do you think you’re not going to get busted?”

“Are you questioning my magnificent plans?”

“Yes, as a matter of fact I am. If you think I’m going to help you with your stupid plan, I’m not. Count me out.”

What???  My little guy had written this introduction to his mystery? Seriously?   I read on, following the events of the story, recognizing the “red herring”, wondering myself who did it. I got to the end, the logical, interesting, funny conclusion to the 5 page mystery story.  I looked at my little student, and I was speechless.

“I….wow…..I…..”  I took a deep breath. “Honey, this is fantastic!  Your introduction is amazing!”

He looked up at me with his gentle sky-blue eyes.  He was twisting his fingers with nerves.

“What do you think of this?”, I asked him, curious to see if he was aware of just how far he’d come in these few months.

He shrugged, his thin shoulders looking fragile as birds’ wings in his blue T shirt.  I wasn’t sure what to say to him.  I looked at his face, his elfin features and nervous smile.  I looked at his head, so close to my shoulder as we both peered at the computer screen.

It was his head that got me.  The swirls and tufts of little boy bed head that formed the delicate halo around his face. My eyes filled with tears as I realized just how young, and how tender, and how fragile he is.  I put my arm around him, at a loss for words. I gave him a gentle hug, my eyes still resting on the golden crown of his head.

“I’m so incredibly proud of all of you guys today!”, I said to my class as I struggled to control my voice.  They looked up in some surprise as they did their everyday work.

“You are my heroes”.  My voice was a little bit thick, so I took a drink of water.  I checked off the boxes in the rubric, and got ready to meet with the next little tiny literary hero.

They’re only little kids

I had an amazing and unexpected surprise yesterday.

I was cleaning up my classroom, after the kids had gone. I had turned the compost, recycled the history notes, written the next day’s schedule on the board. I was about to wash out a bunch of paintbrushes when I heard a tentative voice calling me,  softly saying both my first and my last names, with the gently rising intonation that indicates uncertainty and nerves.

I turned around, not sure of who to expect. Standing before me was a tall, beautiful young woman with a familiar shy smile. “Do you remember me?”, she asked.

And it hit me like a wave of sunshine.  I knew her! I knew those pretty blue eyes and that sweet smile!  But the last time I had seen them, they had been on the face of a fluffy haired, disorganized, learning disabled little girl with a serious speech disorder. Could this lovely, articulate young woman really be my former student, all grown up and all smoothed out?

I said her name, the name that I thought might belong to her. “Cara?”  Now it was my voice that was tentative and unsure.  Her face lit up, and she reached toward me.

We hugged, and I was swept with memories. I had known this girl when she was only 5, a tiny, cheerful sprite in kindergarten, needing my speech therapy services five days a week.  I remembered her in first grade, and in second, struggling to read, struggling to hold a pencil.  I remembered her in third grade and in fourth, working on improving her pronunciation, working on her writing, her organizational skills.  Working on how to be a student.

Mostly, though, I remembered her as a fifth grader in my classroom. I remembered how I needed to chase her every day for homework. I remembered how she struggled to express herself in speech or on writing.  I looked at her gently smiling face and I thought about how gently I had teased her, trying to find a way to get her to remember her homework every morning.

We chatted for a bit, and I learned that she is now a Junior in our very competitive, driven High School. I learned that she was “shadowing” my colleague in special education, because she herself would like to be a sped teacher one day.

She had come to say hello, and to thank me for our time together. I was incredibly touched and so pleased with her visit!  What a perfect and wonderful gift for a teacher! At a time when we are being asked to constantly prove that we are doing our job, that we are helping children to grow and learn, here was a living, breathing, beautiful example of what “success” means in the eyes of a teacher. We hugged, we smiled at each other, we hugged again.

It was only after she left that I thought about the real gift that I’d been given with her visit.

It is sweet that she thanks me for helping her, but that isn’t the most important lesson to be taken from our visit.

What really matters is this:

My beautiful young friend had been a disheveled, disorganized fifth grader who could barely write a single sentence. She struggled to spell, to capitalize, to understand what a sentence was.  She wasn’t able to remember the steps for long division or the way to find a common denominator.  She regularly worked with the Learning Center, the Speech/language team, the OT and the PT.

I know that she didn’t do well on her state testing that year.

And yet.

A mere 6 years later, she is polished, articulate, ambitious, successful in school.  She is lovely and she is mature.

And she has reminded me of two key points that I wish every public school educator could grasp.

1) Children are only children. They think like kids, they write like kids, they feel like kids.  No matter how hard we push them, how “rigorous” our instruction may be, they can’t write or learn or speak or do math like adults.

And that’s because they are kids.

2) They will come back to thank us and to hug us, not because we gave them the rubric for informational writing, but because we made them feel loved and supported.  Because we believed in them.

My lovely young friend told me, after she hugged me for the third time, “You always made me think I could do it.”

Thank you, dear Cara!  You’ve reminded me of exactly why I’m here every day.