Not Good Enough

Okay, this is getting a little ridiculous.  Two more crying spells about 4 hours apart:  one from an English student whose computer wouldn't work (and she was tired, and she was trying to take an essay exam, and she had a fractured vertebra but had come to school anyway.)  And one from a piano student who was also tired and sick (bronchitis triggered by asthma) but also discouraged.  In the middle of his piece, as I tried to gently guide him into a staccato technique, his head sunk down to his chest and tears began to slide down his cheeks.

Part of me wanted to run to the mirror and check to see if I had a "CRY AT ME" sign taped to my backside.  Part of me wanted to lock myself in the bathroom with a bottle of L'Occitane and another of Firefly.  But that's not how it works.  I'm a teacher.  I put my hand on his arm and leaned a little closer.  "Brian, what's wrong?  Are you upset about piano, or about something else?"

It's an old psychologist's trick: if you put the answer you want at the end, the child will almost always take it.  I was looking to escape responsibility for this outburst.  But he sniffled and gulped and said, "Piano."  Surprised, I responded, "What's frustrating you about piano?"

His tears turned into genuine sobs, and he covered his face with both hands as he wailed, "I'm not good!  I'm just not good enough!"

Oh.  Oh.  And whatever resentment and frustration and cynicism were locked within me melted away.  This poor child, who was judging himself by an impossible standard at just six years of age.  I broke my own rule (No Touching During Tear Time) to rub his back gently as I asked what he meant.  He had apparently heard some of my other students playing and was overwhelmed by the distance he had to go.  "But Brian," I said, "Don't you realize how far you've come?  You know a whole piece.  You can play it with your right hand and with your left hand.  When you started last fall, you couldn't even find C, and now you know a whole piece!"

Slowly, he began to calm down.  I used it as a teachable moment to plug the Holy Trinity of my music program -- practice, recording, Music Mind Games -- and explained that all of those things would help him be a finer musician.  And then I thought of my mentor Carole Bigler and her definition of perfect.  "Really, Brian, you only have one job to do.  Know what it is?"  He shook his head.  "You have to let me teach you.  You have to come in here and let me help you learn.  If you do that, you're doing exactly what a student is supposed to do.  You're doing a perfect job."

At that superlative, he brightened a little, and we worked on the piece until full sun was restored on his countenance.  I earned my paycheck today.

Fakin' It

I had lunch today with a dear friend who is also a fairly new teacher.  Somehow the topic of conversation turned to school, as it often does, and at one point she asked shyly, "Do you ever tell your students something and then later wonder if you might have been wrong?"

I wish I could say "once or twice," but that would be dishonest.  It happens all the time.  In fact, there are plenty of times when I realize it as the words are leaving my mouth, and sometimes even then I don't correct myself or check to see if I've misled anyone.  Sometimes I adopt an air of condescension, implying that it's just too difficult to really explain to such as them.  Sometimes I plow on, rationalizing that no one was probably listening anyway.  But oh, how awful to behave that way toward vulnerable human beings who depend on me for their education!

Where does this come from, this facade of impenetrable knowledge?  I could never put my finger on it until I read the following from the late and gifted writer David Foster Wallace.  (Long quote, but hang in there.  Emphasis added.)

In the day-to day trenches of adult life, there is actually no such thing as atheism. There is no such thing as not worshiping. Everybody worships. The only choice we get is what to worship. And the compelling reason for maybe choosing some sort of god or spiritual-type thing to worship -- be it JC or Allah, be it YHWH or the Wiccan Mother Goddess, or the Four Noble Truths, or some inviolable set of ethical principles -- is that pretty much anything else you worship will eat you alive. If you worship money and things, if they are where you tap real meaning in life, then you will never have enough, never feel you have enough. It's the truth. Worship your body and beauty and sexual allure and you will always feel ugly. And when time and age start showing, you will die a million deaths before they finally grieve you . . . Worship power, you will end up feeling weak and afraid, and you will need ever more power over others to numb you to your own fear. Worship your intellect, being seen as smart --  you will end up feeling stupid, a fraud, always on the verge of being found out. But the insidious thing about these forms of worship is not that they're evil or sinful, it's that they're unconscious. They are default settings.  They're the kind of worship you just gradually slip into, day after day, getting more and more selective about what you see and how you measure value without ever being fully aware that that's what you're doing.



When I read those words, I was halted in my tracks.  I copied them onto a little index card that sits propped up in front of my computer, reminding me of how selfish an attitude that really is.  Did I become a teacher so everyone would think I was smart?  No; when I dig deeply and honestly, I know that I became a teacher so that I could help people.  But after six years of teaching privately and another four in the classroom, I am still waiting for someone to expose me as an impostor -- to stand up in the middle of the lesson or the lecture and say, index finger melodramatically flung in my direction, "You don't know anything!  What do you think you're doing up there?!"  And I will sit down, cheeks burning in shame, as another teacher -- a real teacher -- takes my place.  I am so sure this will happen someday.  And until I am able to shed my pridefully didactic shell, to admit my mistakes and shortcomings publicly, I will continue to anticipate it with dread.

Suzuki Sunday: Why I Love My Job

Once, as happens fairly frequently, I received an e-mail from a parent who was interested in piano lessons for her three-year-old son.  She wanted to know all the usual things: what the lessons entailed, how much they cost, and what she would need to provide.  She requested I call her, which I did, and left a message when she didn't answer.  Worried that she'd call me back and miss me again, because I had such a crazy day ahead of me, I decided to write her too.

I had listed my phone number and address, the lesson fees, necessary materials and the process for getting started (observation, orientation, etc.) when I realized with astonishment that I had left out my most important credential: I love children, and I love to teach them how to make music, one small step at a time.

In this I feel a great kinship with Dr. Suzuki, who once wrote, "I just liked children, that was all . . . I had learned to appreciate how precious [they] were, and wanted to become as one of them.  They have no thought of self-deception.  They trust people and do not doubt at all.  They know only how to love and know not how to hate.  They love justice and scrupulously keep the rules.  They seek joy, live cheerfully, and are full of life."

To this I would add that I am never bored while doing my job; children have the power to surprise and move you, on separate occasions or all at once.  They have unique and fresh perspectives on problems that seem intractable to us.  And working with them makes me strive to be a better teacher and a better person.  This is why I continue to teach and enjoy it, though I know well how many teachers are more qualified and wiser than I can ever hope to be.

So, in my letter, I added one more sentence that I can only hope summed it all up: "I love children and I love to teach."  Even on the most trying days, this continues to be true.

May your week be filled with childlike wonder and fun!

Tears and self-discovery

I wish I could say that today was the first time I'd made a student cry, but that would be far from the truth.  The truth is, I teach young kids and teenage girls -- and there's no telling what will set off the emotions of either demographic.  You learn to live with a fair amount of guilt.  Once, I was playing a game in which dynamic words are spoken at their intended volume -- "pianissimo" is whispered, while "fortissimo" is shouted loudly.  I got to "forte" and my student, a 4-year-old boy, burst into tears.  I think he'd never heard me raise my voice to that level before!  (His mom and I probably didn't help the situation by laughing, which we just couldn't help doing.)

Today, just as unintentionally, I made someone cry.  It started out as a great class: we finished up some letters we were sending out to potential donors (we're looking to publish the school's literary magazine in full color this year, and that's an expensive goal) and then, I told the students, "We're going to do something fun."  I explained the Roundtable Influences project to them, and I could see their brains leap into action almost before I had finished explaining the parameters.  I gave them a few minutes to brainstorm, and then they shared their ideas.

When I asked one student which family members she had listed, she said, "None of my family members have really influenced me."  I could have argued that point ("Really?!"), but I let it go and said instead, "Okay.  Who's on your list, then?"

She began talking about a friend of hers, a boy, who seemed to be a pretty negative person.  He read her blog from time to time, she said, and he would always criticize her writing.  The other students and I were surprised, as she is really a gifted and articulate writer -- she could churn out dactyllic hexameter in her sleep.  "He just tells me what he would have done differently, and he tells me when I write stuff that's dumb and doesn't matter."

Too late, I saw the telltale signs -- widening eyes and a shaky voice, and hair allowed to fall in front of her face as a protective shield.  The classmate sitting next to her put a hand on her arm.  "It's okay."

She shook her head.  "I'm not upset about this, I'm just tired and this is a really negative day.  I don't know why I'm crying."

I did what I always do when a student cries: I encourage them without gushing and move on, so they can have some time to recover.  It's very hard not to throw my arms around them in sympathy, but I've found that too much friendliness can embarass them, besides being professionally inappropriate -- not to mention that it usually results in even more tears.  So I told her simply that she was an amazing writer who did wonderful work, and that although some critique can be helpful, too much can be devastating.  I encouraged her to remember all the positive things said by her fellow students and me, and not to let one negative person shape her opinion of herself.  Then I got her some tissues and moved on to the next student.

Once everyone had shared, though, and the students had gone back to their computers to work, she was still crying at the conference table.  I excused myself and steered her across the hall to the library, where we could have a little more privacy.  "I'm so sorry for upsetting you with this writing assignment, " I said, "but I think something more is going on.  Can you tell me what's wrong?"

She looked up at me through her hair-curtain.  "I don't know."  Her voice broke.  "I really don't know why I'm so upset."

"Well, you're a woman," I said.  "You're allowed to say that."  This made her laugh, just a little.

"I don't know what to tell you," I said.  "I wish I could say that this will all straighten itself out.  But the truth is that you'll struggle with this for your whole life.  This assignment is pretty personal; it asks you to think about who you are and why you're that way, and those can be scary questions.  Don't feel too bad if sometimes they make you cry."

I told her she could sit there as long as she needed to; she crept back to class about fifteen minutes later and continued to write. I'd like to see what she has to say tomorrow.

UPDATE: Interesting article about crying and catharsis, and whether the two are related.  Check it out!

Cultivating Caring

You know what's hard about my job?  Making teenagers care.

Don't get me wrong; they care about plenty of things.  Like, American Idol. Oh, and that ONE point on that ONE homework assignment three weeks ago.  That matters a lot.

To be fair, many of them care a great deal about the important things: friends, family, faith and french fries (kidding.  I just needed another noun that started with f.)  But I want more.  It frustrates me, because sometimes I see this whole other side of my students -- they want to learn, they want to help, they

Last year I met with the principal of our school about planning an Environmental Action Week.  I was impressed that caring about the environment had attracted the attention of the Vatican, and I thought that might help my cause.

They were all for it, but one by one, my brilliant ideas were value-engineered out: first we discovered that Earth Day (the centerpiece of the week) fell three days after we returned from a long Easter break.  Oh, and at the end of that week there's this little tiny event called "PROM."  You know, no big deal.  That, plus all the days off we already have and the rapid approach of AP exams, meant we could only have one school-wide assembly with a speaker.  I suggested a local organic farmer, but that was shot down almost immediately.  (Okay, okay.  I get it.  Farmers aren't exactly interesting to this demographic.)  Finally we decided on an alumna who now works for the Chesapeake Bay Foundation.  We'd like to combine it with a presentation called Our Synthetic Sea (the link is just one portion) that calls attention to the evils of disposable plastic (even if you're responsible, people, a lot of it ends up in the ocean.)  But fitting a speaker, a screening and a discussion into an hour just doesn't seem feasible.

There's so much I want to say to these girls.  And I don't want to force them to accept it (although I would be tempted to settle for that!)  I want to inspire them -- I want them to start caring, too.

The Story of Stuff, for instance, will change the way you look at stuff in under an hour.  Meaning, where does all this stuff (take a look around you for a second) come from?  Where does it go when you're finished with it?  You probably don't want to know the answers, but you should know them.  Everyone should.  And there's so much more where that came from.  How can you change, you know, the world?

One step at a time, I guess.  Maybe we can start with just the Ecology Club.  One caring teenager is still a success.

Round Table

We're being pelted with blessings right and left -- two hours late this morning!  I wish I could save one of these unexpected days off for a really stressful period.

I'm fast discovering that having a blog means you can't be picky.  If I took the time to obsessively revise all of the "work" that's published online, I might lose my mind along with my afternoon.  Actually, the way I work best is to create a rough outline and sit on it for awhile -- in this case, a week.  Then just write it, and edit once or twice for clarity.  Then, gulp and hit "Print."  Done.

This is the second assignment for this week's class.  Similar to the stepping stone one, it requires you to think about influence and identity.  The assignment is to come up with a roundtable of influences.  Who sits there, and why?  It was a tough assignment; I arranged and rearranged several times.  There were many others I wanted to include, but there were only ten spots at the table (yes, I know it’s my imagination, but more than ten people and you can’t really hold a conversation.  Ask King Arthur how his 150-top worked out.)

Read the full list below . . .

My father sits on my right side.  When I moved to New York, the most momentous occasion of my life to date, he presented me with a copy of The Fountainhead.  He must have known how significant the character of Howard Roark would prove to be during architecture school, where everyone imagined himself a visionary; but he cut to the chase in his inscription, lamenting the lack of reference to “God, who created, and keeps on loving, this great world.”  This is my father: he inspires me by continually reminding me of what’s important.  He tends toward the prophetic, too; five years to the day after he inscribed that book and sent me away, I was married back at home.  And every roundtable should have at least one prophet, just for good luck.

My mother sits to my left.  I couldn’t decide which parent should sit on which side until I realized that their influence correllates almost completely with the two hemispheres of my brain.  And while my father inspires me, my mother helps me realize those goals one step at a time.  She is the only reason I’m still teaching; in the early days, when I was fighting with students who couldn’t sit still and parents who didn’t want to pay me, she helped me stick to my guns in diplomatic and professional language.  To this day, I continue to call her my mentor.  My father’s unbounding generosity may have made me more likely to host parties, but my mother was the one who showed me how to plan a great one, starting a week before with a menu and list of chores and ending with a husband up to his elbows in soapsuds who thinks he’s got the better end of a deal because he’s allowed, just this once, to smoke a cigar in the kitchen.  So whatever battles I need to fight, I need her, my Odysseus – her resourceful wisdom will help me conquer the city.

Beyond my mother is my priest, Father Gregory.  His gift for pastoral wisdom is unequalled. I have seen him resolve problems I thought were intractable – choosing out of the tangled web one single strand, pulling gently, and watching as it unraveled into a pile of harmless fluff on the ground.  He brought our family to Orthodoxy this way – with patience, humility and a lot of prayer.  He didn’t dismiss my thirteen-year-old arrogance and the barrages of questions I hurled, hoping to exhaust him; and once we were brought in, he continued to lead us gently in what we always found was the best way.  In my darkest days of college, he took me out to lunch just to talk, not to lecture.  In my most hopeful first moments of love, he encouraged me toward the marriage that would define the rest of my life.  I can’t imagine where my faith – or my life, for that matter – would be without his guidance.

On the other side of my father sits my priest’s wife, Frederica.  She has been influential in much the same way as father; inspiration, mainly taken from her career as a writer and journalist.  She is responsible for just about every professional writing job I’ve ever had; from the beginning, she’s been a nonstop advocate of my work and has told me that I should keep pursuing it, even when it seems frustrating and impossible.  Beyond that, I admire her for her open mind, her interest in and knowledge of almost everything, and her ability to articulate concepts and feelings the way no one else can.

Next to Frederica, sits my husband, Rob.  It’s difficult to describe the influence someone has on you when you share your lives; it begins in subtle ways, like tiptoeing out of bed so as not to wake him, knowing how long the day before him promises to be.  It changes your habit of leaving a plate with toast crumbs next to the computer keyboard; you know that grosses him out.  It keeps you from exploding when you see yet one more appliance unplugged – the mixer you thought was broken, the curling iron that wouldn’t come on.  You ignore many of his messes and foibles and oddities as you know he ignores yours; and in time, you even come to love those things, as they become part of the fabric of your life together.  But this influence is direct, too.  It helps that Rob chose teaching, too, but got there several years ahead of me; when a student challenges me, when an administrator makes it difficult to enjoy my job, I can’t just go home and complain – I can go home and find answers and support from someone who has been there, too.  And of course, the big questions – where am I going, and what have I been called to do? – will be addressed the best way.  Together.

On the other side of Father Gregory sits my closest friend and spiritual sister Zenaida.  Though more than three decades separate us, I can think of no one who understands me better.  She brought me through the darkest time of my life: when I had nothing in my life that mattered, she taught me how to sing the music of centuries and millenia past.  Through her patient teaching of Byzantine music, I found a way to ground myself in the life and teachings of the church, and so found my faith again.  She remains just about the only person I know I could say anything to, without fear of judgment or recrimination; she will listen calmly and then offer her undiluted opinion, with love.  We have shared much, and though we do not always agree (if my empire goes to war, I know she will be the first in line to protest) we can always be honest with each other, and that is a very great gift.

Next to Rob, fidgeting with her brown fedora and muttering to herself, is Sue Gussow.  I know she’ll be muttering to herself because she taught me that trick: talking to yourself is a great way to get people to leave you alone, whether you’re sketching monkeys at the zoo or required to attend a daydream meeting with a long-lost student.  Even in my fantasy world, I can’t make her happy to be there, or warm and loving towards me; she’ll probably shake her head at the way my drawing skills have backslid in the intervening years.  “You came so far in just a few semesters,” she’d say (that she won’t have forgotten me is due to her memory, not my talent.)  “Why did you leave?”  The last decade will melt away and I’ll be young and insecure again, trying to explain away something I’ve never fully understood.  I’ll try to tell her how unhappy I was there, how much I hated life and myself, how every lesson I learned came at the expense of my self-respect.  But you were there, too, I will say – your humor and accidental wisdom was a continual bright spot.  You taught me the value of a good struggle.  And at the word “struggle,” she’ll perk up.  “That’s what you need,” she’ll say.  “Life has been too easy for you since you left.”  She’ll grab one of the charred embers from last night’s fire and send me over to the wall, ignoring my protests about the conquests I have yet to make that day. “I’ll run this meeting,” she’ll say.  “You give me twelve five-minute drwaings of your feet by this afternoon.”

Now I’ve been kicked out of my own dream world, and the meeting is disintegrating further as Rob and his other neighbor, Carole Bigler, swap war stories and joke about my ability to cause chaos. Carole will ask if, at a scant five feet and ninety pounds, she can be the court jester.  She won’t have brought a costume, but she’ll gladly get up and do a dance if it keeps everyone there and on task.  This ability to improvise and motivate is what has made her my biggest teaching inspiration, beginning when I was a budding musician and continuing through to my first days as a teacher trainee.  She doesn’t use nearly as many “props” as most teachers do; with a pencil, a music book and maybe a deck of cards, she can captivate the mind and attention of just about any child.  She is her own prop; her expertise and deep love for the profession are all her students need.  Beyond that, she has a great respect for the human person.  She would never embarrass or humiliate a student, even if that student wanted to embarrass and humiliate her.  She personifies the love for mankind evident in the work of Dr. Suzuki, and before him by Christ Himself.

The last seat, all the way across the table, is empty; as we begin our business for the day, the door opens slowly and someone walks in to occupy it.  It may be my grandmother, my best friend from high school, or my first editor.  Sometimes Frederica or Rob sits there.  Once my blog gets going, it may even be someone I’ve never met before.  The only requirement for that seat is that its occupant has encouraged me to write – has told me that I have a gift, and that I shouldn’t give up.  I need them there.  I need them sitting at my table, reminding me why I called the meeting in the first place; and though they may be physically furthest from me, I put them there for a reason.  While I work and make decisions, I will rely on them for guidance.  I will look straight into their eyes.

Suzuki Sunday: Listen

In preparation for my piano lessons, which begin on Monday evenings, I thought a nice weekly feature might be to talk a little about the Suzuki method -- for any interested parents who are thinking of music lessons, and for and interested people who are thinking of how to approach any sort of learning.  The older I get, the more I am amazed at the way the Suzuki Method encapsulates (or maybe encapsulizes) everything that is important about life.

Dr. Shinichi Suzuki was a Japanese violinist who changed the world.  That's the short version.  The long version is that he lived through World War II and saw the destruction it wreaked on Japan -- not the just physical destruction of its cities and people, but the mental and emotional destruction of a defeated nation who had nothing to live for.  He determined that he wanted to do something about that.  How better to restore beauty than through music, he reasoned -- and how better to restore morale than through the education of children?  In the introduction to his manifesto Nurtured by Love, he wrote: "What is man’s ultimate direction in life?  It is to look for love, truth, virtue, and beauty.  That goes for you, for me, for everyone."

He began teaching children to play the violin (though, by his own admission and others, he was far from the best in his field.)  He accepted all students, even after they formed prodigiously long lines in his studio; some lessons lasted five minutes and some for forty-five, depending on the pace set by the child's own ability.  All of his students played with great proficiency and artistic sensibility, but they were also happier and more motivated than students studying under traditional methods.  This made great waves in the music community, as did the name of "Talent Education;" in established musical circles, it was (and still is) widely believed that some "have it" and most don't.  If you're born with talent, you're lucky; if you're not, you should find something else to do.  Suzuki fought against this untruth for most of his adult life.

Many people believe that the Suzuki method is simply a method of learning music without reading.  The truth is more complicated than that.  First, Suzuki begins with very young students -- most at around three to five years of age, and some even under a year old -- who are not reading at all, even in their native language.  Second, in Japan all school-aged children learn music theory and sight-reading quite thoroughly; it was out of the question that a student could graduate from high school not knowing the notes of the scale or marks of expression.  So the answer is that yes, at first children do not learn to read music, but they do learn to read music once they have achieved some proficiency in technical skills and expressiveness.

So, what's the philosophy?  It's simple: all Japanese children speak Japanese.  In other words, every child can learn to speak a perfect imitation of his parent's language by listening and imitating.  So if I play a simple melody for a child, he is able, after enough repetitions, to repeat that melody -- whether by singing it, or by playing it on just about any instrument.  The Suzuki method has streamlined this process by providing recordings and lists of repertoire, so that each student can learn the same carefully selected pieces in the most efficient order.  If they are taught to listen, children can learn a great deal about tone, rhythm and pitch -- making them great musicians.  They can also learn a great deal about patience, discipline and understanding -- making them great human beings.

Listening is a difficult thing to do.  There have always been distractions, but now multi-tasking is the norm, not the exception; it's difficult to concentrate on just one thing, especially if that one thing doesn't involve flashing lights or a catchy jingle.  But listening is so powerful.  How can you solve a disagreement between friends?  How can you fix the most dissonant chord in a vocal ensemble?  How can you do your best in any class you'll ever take?  In all three of these situations, listening is not just one solution -- it is the only solution.  It's the only way to really learn.  And the only way to teach, too.

On a mission from God

About a week ago, while dragging my feet on the way to writing my introduction, I decided to stall by reading the Scriptures for the day. Given these circumstances, I actually laughed out loud during both.  First, the Epistle, Hebrews 11:8:

By faith Abraham obeyed when he was called to go out to a place which he was to receive as an inheritance; and he went out, not knowing where he was to go.

Well, that's faith, all right -- and it pretty well describes me, on this new venture.  And in the Gospel, Mark 8:12, Christ says:

Why does this generation seek a sign? Truly, I say to you, no sign shall be given to this generation.

Can you get a sign without actually getting a sign?  I think I might be the first.

Why I'm Here

Welcome to Teacher | Children | Well!

They say the first page of any book is the hardest, and that must apply to a blog, too.  I’ve been trying to write an introduction for weeks, and I’m just stuck.

What makes the first page so hard?  For me, it’s that it becomes real.  It goes from a perfect idea inside your brain to a flawed manifestation of that idea.  When it’s just an idea, it’s yours; you can hug it to yourself, refine it lazily while you’re doing the dishes, luxuriate in its beauty all alone.  But as soon as you’ve shared it, especially in a forum like this – yikes!  Everyone knows.  They know your quirks, your foibles, your absurd tendency to overuse asyndeton.  So it’s safer, and far easier, to let it remain yours alone.  Hence the stalling tactics.

While inconvenient, this paralysis of indecision is a fitting metaphor for my entrance into the world of teaching.  I never wanted to be a teacher.  In fact, I resisted every step of the way.  In college, I was happy working at an antiques store, but an old acquaintance called one day to ask if I’d be willing to teach her piano studio (about 15 students) while she went abroad for a semester.

I said, “I have no idea how to teach piano.”  (True.)

She said, “It’s easy.”  (Also true in some ways, and completely false in others.)

I said I would come along and watch her for an evening so I could meet her students.  I did, and it did seem easy, and my inflated sense of self-confidence won out in the end.  By the time she returned, I had a studio of my own, about the same size as hers, which has ebbed and flowed over the years but remains about that size today.

A couple of years later, my father called me up to tell me a colleague of his was starting up a tutoring center in the area.  “You should go meet her.  I’m sure she could use someone like you.”

Again, Moses: “I’m not a tutor!”

“Just go meet her.  I think you guys will get along great.”  We did, and she hired me on the spot.  I worked for her for awhile, teaching phonics and math to children and one incredible woman about  my mom’s age who had just never learned to read.

One day, my boss called me in and asked me to close the door.  Oh no, I thought.  Here it comes.

“I got a call from a private school today.  They’re looking for someone to teach three classes.  I’d hate to lose you here, but I think you’d be great at classroom teaching.”  I went to the interview, and they hired me with no degree or experience teaching the subject.

On my first day there, the music teacher told me she was pregnant, and did I want to take her class when she left?  Rob just shook his head when I told him.  “You’re the only person I know who can walk down the hall and have a job fall right on top of you.”

A few months later, I had some requests for a tutor, and I started taking them, too.  Other classes followed – always someone who thought I “would be great at” something I had never done before.  And there are still more stories, more incredible opportunities that I never deserved and probably still don’t appreciate enough.

The point is – I didn’t choose teaching; teaching chose me.  I struggle every day with feelings of insecurity and inadequacy, but in the end, there is no doubt that I am supposed to be here.

So, why am I writing?  Well, I guess because I have something to say that no one else is saying.  Blogs abound about parenting and cooking and design and many other absurdities, but I haven’t seen many about teaching, and that strikes me as 1) a sign that if I’m the only one who has time to blog, maybe I’m not working hard enough on my lesson plans, and 2) a real shame.  Not many days pass for any of us when we don’t take on the role of teacher or student in some form.  The way we teach and learn, and what we choose to teach and learn, are closely tied to the way we live and what we value.  And what could be more important than that?

I look forward to hearing from you in this new forum, where there’s sure to be plenty of fodder for discussion, name-calling and flame wars – so those of you who love a good cyber-fight can settle in with some Raisinets to watch the fun.

Cheers!