Teacher talk: She has a good reason to teach
I often ponder why I write this column. It is a lot of work, even though I consider writing a recreational pastime. For that matter, so is hockey. Like many teachers, I often wonder why I teach. I had many great reasons on the first day of the Master of Arts in Teaching (MAT) program, but I have even more tangible reasons now. I haven't yet completely settled on just one reason to write or just one reason to teach, because I find both activities so dynamic that it is impossible to boil it all down to one reason that will withstand the test of time.
My anonymous caller called me back this week and asked me both of the questions I have been pondering. She identified herself, apologized and clarified her original points. I am thankful that I got the chance to finally talk to her. Getting a chance to communicate to others why I think teaching is important is certainly a good reason to write about it, but I'm not sure if it sums up my motivation quite adequately.
I met my third period class at 8 a.m. this past Tuesday, and they were not ready to work. I could tell immediately. I thought to myself, "Oh boy, fasten your seat belt Gervais, because this is going to be a heck of a day." For eight years running, Tuesdays have been my hardest days. On Tuesdays, teachers with a first hour prep go the day without a break because of our flex schedule. This semester, every day is a Tuesday because I chose to swap my prep period for an extra class and a little extra money, so a rowdy 8 a.m. start doesn't throw me like it once did.
When my students come to class with their homework undone or their minds on something other than math, they target my weaknesses and bombard me with questions. On Tuesday morning, they dug deeper than commenting on my imaginary new haircut or pretending that it is my birthday and we should all sing. This past Tuesday, they went for the jugular. "Ms Gervais, why are you a teacher?" "Because I care," I reply and move on. My response is apparently not good enough. "Ms Gervais, did you plan on being a teacher when you went to college?" "Not in a million years," I reply, while writing important items on the board. I work hard to keep their focus on the work at hand and off of my personal choices, but they are relentless. "Come on Gervais, tell us why you are a teacher."
I know from experience, that before they are going to let me teach them anything, I need to come up with a short zinger and fast. I tell them, "I was meant to be a teacher," and qualify my statement of fact with "when I was a little girl I wanted to have ten children, but it wasn't in the cards." We all laugh together as we speculate what my life would look like had I actually met that goal. Ten kids all carrying around some of my genes, would be enough to send any strong woman to her grave a little too early. Before I get back to the lesson, I say something like, "Can't you just imagine how much fun I would have with ten 'mini-mes' all carrying the math gene? It would be origami heaven." In reality, I know that if I had even just one kid of my own, the statistics of my life would make him or her a rebellious, wild child. The promise of my own genetic code, makes teaching the thirty inquisitive teens before me seem like a stroll through the cemetery. I wonder how teachers who have kids at home find the energy for anything.
I'll keep pondering why I teach and why I write. Thanks for asking caller. My reasons change every day. But, I know I have crossed an imaginary line with my students when the first innocent freshman lets slip, "Mom, why do we have to ...? Oops!" I turn slowly and ask, "Did you just call me mom?" I smile and chuckle to myself and think "that moment alone is reason enough to teach." And later I think "having you laugh along with me is reason enough to write." That is good enough for now.
• Mary-Lou Gervais is a math teacher at Juneau-Douglas High School.