My last teaching job almost killed me. In the first spring of my of four and a half years at PS1 Charter School, I had a routine doctor’s appointment. My doctor announced that they couldn’t let me leave the office until my blood pressure went down. “What?” I asked incredulously. “I don’t feel a thing.”
“It’s the silent killer,” she explained. Blood pressure? There was something that had never entered my reality. Maybe it was the move from Houston’s sea level to Denver’s mile high. I reached for my grade book, stuffed full with a pile of papers to grade.
“No,” the doc said seeing my intentions. “You need to sit quietly and rest. Perhaps even close your eyes for a while. If your blood pressure doesn’t go down, it means a trip to the emergency room.”
Good God, I thought. How did I get here? This wasn’t a mountain worth dying on.
Within a week I had a new routine. Instead of jumping up at 5AM to grade papers, I pulled out my journal instead. Before getting dressed, I took 15 minutes to meditate. I made extra trips to the grocery store to insure a stash of healthy foods available for school and home. I gave in more often to my old yellow lab, for long, lingering evening walks. I began BP medication. I learned to live comfortably with the idea that I would never get everything done that felt necessary for my work.
A teacher’s job begins before the crack of dawn and ends well past dark. There are always piles of papers to grade. Sunday evenings our guts churn if we haven’t planned the week ahead. The “Bonanza Blues” those older among us used to call it. As soon as the theme song from the old western “Bonanza” came on, we knew the weekend was over and it was already past time to sufficiently plan out the week. Oh, Lord.
There’s nothing like standing in front of a class of 25 plus students without a workable plan of what you want to teach them. They may not choose to read what’s assigned, but they will read us like a book, and if we are wasting their time, they won’t hesitate to rip out the pages and flip every vague intention we had in the trash. Pronto.
I had been hired in May of the previous year by the outgoing principal at
PS1 Charter School . I visited the school several times, taught a sample lesson, and met with other administrators and teachers. At one point in the final meeting with the principal, he left the office abruptly for something. Gone for almost 30 minutes, he seemed genuinely surprised to see me sitting in his office on his return, as if he had forgotten our meeting was still in progress. After a few moments of thought, he fumbled around in a drawer for a contract, grabbed a pencil, and filled in the details of my hire, perhaps as an apology for keeping me waiting, or simply as a reward for my tenacity. As I signed it, in pen, he commented how the school needed people “exactly like me.” I wasn’t sure what he meant, but I was banking on a friend of mine, Karla, getting his job for the following year, and I was willing to gamble.
I had met Karla in the previous fall while traveling during a sabbatical year. “You’ve got to meet this woman,” one of my closest friends persisted. “You two think in similar ways about education.” Karla had been the principal of a charter school in Durango where Nancy’s children attended and where Nancy had been a board member.
On my last fall evening in Denver, Karla and I hastily arranged a meeting time and place. Although I expected to be there only 30 minutes or so, late afternoon soon led into early evening and then later. Lisa, another educator, had also come and the three of us happily discussed our work experiences, philosophies, struggles, and dreams. I mentioned then that I was considering Denver as my next home, but still had eight months of sabbatical to ponder that move. Whatever I decided, these were two women with whom I definitely wanted to stay in touch.
The end of that sabbatical year arrived much too quickly. Having been selected as one of three finalists for a fellowship year of research and teaching with the Southern Poverty Law Center/Teaching Tolerance organization (
http://www.splcenter.org/center/tt/teach.jsp), I had placed way too much hope in soon moving to Montgomery, AL. After an intensive interview and long wait, my hopes plummeted when I was not chosen. It took a call from a close friend in Denver to get me up and going again. Carolyn, knowing me well since the ninth grade, wasn’t afraid to give me a hard push. “Get up here and interview, NOW.” I immediately began setting up interviews on the way to, and in and around Denver, with public schools, private schools, and upon Karla’s encouragement, with the charter school where she was presently teaching, PS1.
Within days my truck rolled out of north Texas, bound for Colorado. First a stop in Taos to visit Mary, another close friend and soccer crony from college days. Might as well interview on the way I had thought, so I talked to the high school principal there, finding myself unexpectedly walking out of the school in the midst of my interview while on my way to the department chair’s room. It clearly wasn’t the right place for me. Nancy wanted me to interview in Durango, so I did, but an instant migraine in the high school there propelled me on to Denver.
PS1 kept calling, for no apparent reason that I could fathom. Other more logical choices presented themselves in Denver, but the creative yet crazy environment of PS1 kept my interest. A charter school – I hadn’t yet done that. The students and staff there piqued my curiosity. Karla was interviewing for the principal position, and I held out hope of working with her. I knew from experience that working with a strong, visionary principal offered an experience like no other. I was bumping 50 at the end of an amazing sabbatical year and it was time for something different.
Soon after the penciled contract, I attended the end-of-the-year PS1 staff party. I was the only new hire for the following school year at the party, and over half of the school’s teachers from previous years were leaving, and celebrating heartily. During some formal announcements, the advisor/teacher that I would soon be replacing stood when his name was announced, walked intentionally into the pool, crossed its width, got out dripping wet, and gave a full body hug to the person handing him some award for his years of teaching performance, never blinking an eye. Performance is the key word here; this guy was a regular Robin Williams, and I was going to be taking his place.
I was going to be taking his place? I sat beside the pool in the intense mile high sun, watched, wondered, and hoped against all hope that I would survive the coming year.
By September my new advisees were revolting. Who was this Texas talkin', due-date-settin' English teacher that wouldn’t let them take smoking breaks like their previous advisor, and who certainly didn’t make them laugh like he had? They were crazy mad, and I came home daily feeling like a worn-out punching bag that had been swinging from the ridiculously high ceilings in the old warehouse environment that was PS1. Karla, indeed the principal, encouraged me to hold steady, saying the tide would soon turn.
We made it through that fall with the devastating experience of 9/11, students learning to actually edit their final pieces and turn in work closer to due dates, and parent/student/teacher conferences where I sat speechless as a few parents and their student/teen complained loudly and bitterly about my style and expectations. I carefully listened, patiently stood my ground in some areas, and made some critical changes in others.
By winter break I was breathing more deeply, but late January changed that. One of my biggest resisters/turned ally committed suicide several days after storming out of the school during an attempted mediation between her and a friend. Although I frantically searched the streets and alleys for her that evening, she remained out of sight by all until slipping home several days later, carefully arranging the scene of her death, then consuming more cocaine in her small body than Chris Farley did with his suicide.
Rarely do people realize upon entering into the teaching profession how often they will need to handle intense, overwhelming grief that arises from the loss and absence of students they have come to care for deeply and sometimes love. I wept for Marna in classes, in the assembly held for her, at her memorial service, later at a park bench dedication, and alone at home for many a night. What, if anything, could I have done differently? Marna, who once walked straight into our advisement and stood on her head in the middle of the room. Yes, she got my attention. On Halloween, she dressed like an angel, complete with a halo and wings, but without a slip under her white gown. Someone pointed this out to her and she was mortified, until she slipped into the janitor’s closet, closed the door, and donned a long white plastic garbage bag as an undergarment. She emerged, always beautiful, and now confident and indeed looking very angelic. Hers was a strong and willful energy, who could replace bitter resistance and complaint with a tender acceptance and the sweetest of words. We felt a big, gaping hole in our advisement, our small school, and our hearts with her absence.
Goodness gracious, I recall hearing my southern granny say when terribly upset, just surprised, or simply frustrated. It could be that something awful happened, or that she burned a pan of biscuits. It didn’t matter. Goodness gracious! They always seemed like an odd couple to me, goodness and gracious, but over time have come to make complete sense. Oh, that goodness will hopefully come out of whatever present experience elicits the exclamation. And gracious, if only one can be just that for whatever might be there to learn during the most challenging times.
About a month after Marna’s death is when I went to visit my doctor. In retrospect, I understand how my body had handled all it was able to, and a valve was about to blow. Even the previous year of rest and sabbatical musings weren’t enough to prepare me for the intense experience of the ensuing year at PS1. I had no regrets, my choices had been clear. With intention I had opened myself up to a journey of exploration and growth, and life was now tossing me the strongest of warnings to slow down once again, and live carefully. “Move at the pace of guidance,” as one of my mentors counsels. Goodness gracious, I found myself saying, over and over, like a welcome prayer that helped me to keep my head and my heart intact, and allowed life, and my teaching, to stay on course.