My Evolution as a School Marm
When I was a little girl, I excelled in all aspects of school: academics, theatre, choir, recess (I was REALLY good at recess), sports and games (although not what you would describe as athletic, I was willing and adept at play). I showed early tendencies towards leadership, and was a confident public speaker. An imaginative child, I often partook in role play, including playin school with my easel chalkboard.

As a young teen I was big for my age, and that led me to feel awkward and less confident. The "mean girls," sensing my insecurities, circled like hungry sharks and tormented me with petty cruelties. This damaged my social status, but never interfered with my academics, where I continued to succeed. My greatest strengths quickly emerged as being in the Arts, for math and chemistry bored me to distraction. I have never been a person to do well at what I find tedious.

During my school years, the education system was very big on testing: IQ tests, DAT (Differential Aptitude Test), musical aptitude tests, etc. I scored well on all of them, which was actually to my detriment in high school....
On the basis of these tests, particularly the DAT test, students were called into the guidance office for individual career counselling. I waited anxiously for my turn, for I was in a quandary as to what I should be "when I grew up." When all the interviews were completed and I had not been called, I went into the counselling office to investigate. There I was told that, my scores were so consistently high, that I could be "whatever I wanted to be." Period. Thanks a lot.

Oh, not that I hadn't been given ad hoc advice throughout the years...When you were a smart little girl back in the day, you were always steered into one of two professions: nursing or teaching. I knew I didn't want to be a nurse; bedpans and festering wounds were not my cup of tea; besides, I knew I would get far too emotionally invested in patients and that would destroy me. As for teaching, I guess I just resisted the notion out of a kind of rebelliousness. Always respectful and obedient, there was a part of me that didn't want to be a teacher just because everyone said I should; and so I balked at the idea.
And so I floundered. After graduating from high school, I decided to just enjoy the heck out of my university experience. And I did: I selected Arts courses purely out of interest, which resulted in a double major in English and Philosophy/Religious Studies. I LOVED doing the research, the note-taking, the organizing and the drafting; HATED doing the final drafts, because by then, for me, the academic exercise was over. I made the Deans Honour List every year, and my English profs urged me to take Honours English. I was flattered, but realized it was time to take something more "bankable," a course of study that would actually get me a paying job....
In the meantime, I volunteered at Children's Hospital, at a facility for severely mentally challenged kids, at a day camp for the YWCA. I held numerous summertime and part-time jobs, almost all of them for the provincial and city parks and recreation departments. I taught arts and crafts to children and mentally challenged adults, I taught macrame to adults, I was a playground leader and camp counsellor, I ran teen drop-in centres, I was a community centre supervisor (the first female one in the city, as a matter of fact - don't doubt for a second that those rink rats made me run the gauntlet, whew). I babysat.

Then it occurred to me: DUH! Who was I kidding? What I did best, and what I loved most, was workin with kids. Teaching. And so I succumbed, overstepped my stubbornness, and picked up a minor in History so that I could pursue a Certificate in Secondary Education.
I loathed the babyish and laborious assignments we were given, but I adored student teaching. No longer was I a struggling outcast in school; I was at the helm, steering, conducting, setting the tone. I felt liberated, empowered. I loved the students, especially the shy, clumsy, uncertain ones. The classroom was where I belonged.
I quickly found employment and immersed myself in all aspects of student activity, carefully avoiding staff-centered committees and meetings (where I always tended to be a bit of a brat). It took me a while to adjust to the advent of computers; and even though I spent noon hours teachin kids with bag lunches how to use the PowerPoint program for presentations when it first came out, I never caught up to my students' computer skills, which far outstripped my own. Ah, the Smart Board! What an ingenious invention. Now I could show my kids three different interpretive readings of the same speech from
Othello, without having to wheel in and cable up three TV and VCR carts, side-by-side. Brilliant!

I embraced innovative learning tools like my last school's new computer lab. How else could I expand the universes of a roomful of teenagers within seconds, by showing them samples of Pop Art culture? Andy Warhol and Roy Lichtenstien were literally at their fingertips. Teaching was getting more and more exciting, and I was riding the crest of a technological wave. Who knew how far beyond the blackboard I would grow?
I miss it so. I miss it all. I ache for it, dream about it almost nightly. Twenty-five years just wasn't enough. I wanted more. Ah, well. Such is life.

Postscript: I'm reading Frank McCourt's
Teacher Man, an engaging narrative about his 30 years as a New York City high school English teacher. A must-read for anyone who has ever been, loved, or known a teacher. I adore Mr. McCourt, as a writer and as a teacher. Perhaps because he, like me, is a story-teller, who, against the advice of his older and more experienced colleagues, shared snippets of his life history with his students. I suppose we admire what resembles us, and so my ego is showing.