For thirty-two years, I got up every day and got dressed to
go to either Pascagoula High School (1964–66) or Live Oak School (1966–67) or
Woodham High School 1968–96) to teach English. I’m a real roots person: almost twenty-eight
of those years were at Woodham, my true home away from home.
I loved teaching and considered it a real calling. In other
words, I always thought I was doing just what God intended me to do: educate
young people in the language arts, always having in mind making them lifelong
readers and writers. Leading teenagers in this direction wasn’t always easy, I
must admit; however, it was what I was meant to do.
For most of my thirty-two years, I taught twelfth-grade
English, British Literature. You can believe that I had to do lots of “songs
and dances” to get those kids to enjoy, no tolerate, the literature of Chaucer
and Shakespeare and Milton. We managed to get through, many times quite well,
and some of my students have even told me (via Facebook) about teaching their
children the classics as a result of seeds planted when they were in high
school. I hope so, anyway.
If we did a survey of language arts teachers and asked why
they became teachers, I imagine most of them would say because they loved to
read and wanted to teach literature. Not me! I loved literature, but really
grammar was my first love in the discipline. I know it sounds crazy, but I took
great delight in watching those cartoon light bulbs come on in a student’s head
when he or she finally understood a grammatical concept in the language. I
won’t try to convince you that I saw those light bulbs every day, but when I
did see them, “my heart leapt up” . . . to quote William Wordsworth.
I have about 150 former students as friends on Facebook, and
they still ask me questions about grammar. For some reason, they think that I
can answer any query that they have. If the answer doesn’t come to me
immediately, I do a little research before writing back. To prove how much I enjoyed
teaching grammar, I have an anecdote from many, many years back. One evening at
Open House, two parents finally worked their way up to me. After they
introduced themselves, they said, “We just had to come tonight to meet the lady
who gets so excited over gerunds!” The three of us had a good laugh.
Now it’s time for true confessions. I didn’t enjoy teaching
composition until seven years before I retired. I’m not a creative person, so I
never could think of fun, yet educational, ways to teach writing. All I knew to
do was teach the paragraph (essays in miniature), the five-paragraph essay.
Then one summer, three teachers from Fort Walton Beach, Florida, came to
Pensacola to lead us in a writing workshop that was very similar to the Bay
Area Writing Project in California, only on a much smaller scale. At the end of
two weeks, I loved writing and could hardly wait for school to start so that I
could share with my students what I had learned. It was at that time that I
became convinced that teachers who instruct their students in composition must
also be writers themselves. They needed to share their “art” (writing IS an
art, you know) with their pupils. I had great fun letting my seniors critique
my writing, and they loved doing that after they realized that I wasn’t going
to be offended by their comments. Granted, a teacher must have thick skin to do
this, but I found the exercise beneficial for both my students and for me.
Toward the end of my teaching career, I found several really good writing
projects that made collectibles for my students and very interesting reading
for me. In fact, my only really original writing assignment came to me during
this time. It was what I called The Alphabet Journal, exactly like the project
that we’re doing in the Blogging from A to Z April Challenge. Did someone get
wind of my project?
I loved teaching, period. I always thought that my
discipline, language arts, was the best because I was privileged to know my
students so well since they shared their innermost selves through their
writing. Sometimes I probably got to know them too well. They were able to get
to know me, too, and because they knew how much I cared for them . . . yes, even
loved them . . . they still feel comfortable with me today and share their
vocations and their families with me through Facebook.
Let me share one little tidbit with you before I close. It
will prove that they know me well. Last night, I had what I call a Sleepless in
Cerrillos (the village where I live) night. I awakened at 1:30 with a nagging
feeling. I needed to write a letter for a committee that I’m on. So, up I got
and wrote the letter. Still wasn’t sleepy, so I did what most of us do if we
like to keep up with people—I checked Facebook for messages. I had three. The
first one that I saw was from a former student. He was in my class in 1993.
That’s a long time ago, isn’t it? He wrote to tell me that he had gone to hear
a speech by a former United States poet laureate. Right in the middle of the
speech, he told me, he thought, “Mrs. Young would have given me extra credit
for doing this!” And he was right. I’d have given him a great big chunk of
extra credit. He knew me well . . . and he remembered me after twenty years.
Amazing and heart warming. Oh, my how I loved being responsible for those kids,
and even now sometimes I miss both the classroom and my students . . . always I
miss the students.