I realize that I don’t write much about my “other” life: the hours of my life I spend as a public school teacher. I do my best to have healthy boundaries between work and play, and in the past year this need has become more pronounced. I use my commute and other teachers who are also family members or close friends to process quotidian joys and frustrations before walking in the door and stripping off the school ID and title of “Ms. W.”
This year is the year I’ve been teaching for twenty years, thirteen as a certified teacher. Did I think I’d still be here all this time later? I’m not sure. I have known that since I was young, I had the “thing” that you need to be a teacher. Maybe an attitude, maybe the “teacher look,” maybe a natural talent, maybe a bit of arrogance – and just maybe a mix of all of the above. Teaching is a career of compassion and understanding, but also it necessitates an attitude of confidence and competence, which for me can sometimes border on self-importance.
The pandemic has challenged me in ways I never anticipated. Throughout this season, though (and it is a season: nothing can last forever, not even a pandemic), I have been grateful that I have years of my career behind me; there are so many reasons to be grateful for those times spent overextended, upset, stressed, and inexperienced. I have a lot of tools in my arsenal these days, and memories of “normal school” have pulled me through. I feel for new teachers who have experienced the glut of frustrations, both technological and relational, that have plagued our profession throughout a global health crisis.
Over the past academic year, I’ve found a new stride after years of working different jobs in different fields and with different ages of students. You could say I’ve rediscovered my happy place: high school. I’m sure there are many personal reasons from my past that have impacted my decision to work here, walking the halls among angsty and hormonal teenagers. Junior high, or middle school as most places now call it, was a tough time for me. But in high school, I found my place… mostly. I found my “people,” and I used academic achievement as an escape. I confided in and trusted my teachers and counselors.
The tasks I’ve had on my plate for the past several months have sat well with me: conversing with students, making small talk with new-to-me students, planning lessons for classes, interfacing with staff from teachers to administrators to counselors, advocating for students’ specific linguistic needs and ensuring their education is equitable. Of course, I can’t always check these to-do’s off my list every day, and they’re not always done to perfection. I’m sure as well that I’ve committed my own fair share of social faux pas as I’ve met no fewer than 100 new staff this year.
But all it takes is one really good day and weeks sprinkled with dozens of positive student-to-teacher interactions to remind me that I’m in this for the long haul. And to be honest, I didn’t expect the pandemic to reveal this truth to me: I’m cut out for this.