Last night I was searching through the depths of my school google drive for something and stumbled upon a mid-year self-evaluation I had completed during my first year of teaching. The young woman who was me almost three years ago came across as sweet and hopeful. She said that she was learning to teach and slowly getting better, that her students seemed to at least be learning something, that she was grateful for the support of the teachers around her, and that she loved her students. She italicized it. She loved them.
I’ve found myself able to be actively grateful for a couple things the last week or two. The first is that God is in control and I am not. I have been holding my hands open recently because if I tried to clamp them tight around my own plans and power, there would be nothing to grasp onto but air. I am reliant on the grace of God. The second thing I am grateful for is the manner in which God has shown me this grace: I’m grateful for my students.
They haven’t been perfect in the last few weeks, but they know that. I haven’t been perfect, and I know that too. Regardless, whenever they’ve walked into my classroom over the last few days, I’ve found it easier to breathe deep. I know that their coming will distract me and cheer me. They’re unwitting bearers of perspective and sometimes even joy. Also, I love them.
This afternoon in fourth period, after I passed out a reading from Frederick Douglass, the boy who sits directly in front of my desk looked up and asked, “Miss Hodgkins, are you going to light the turtle?” On my desk is a turtle candle holder, a gift from a student right around the same time the earlier Alice wrote that self-eval. I remember him telling me cheerfully that I could use it to help calm everybody down. It’s heavy polished stone, with a brightly painted back, and just enough room in the middle of his shell to hold a small tea light. The turtle is a familiar sight to all the souls who like to wander up to my desk between classes and fiddle with its contents. It’s a presence in my classroom, so I’ve been asked to light it many times before, but I’ve always said no. (I say no a lot.)
But today I said yes. Or rather, I looked back at the asking student for a moment, and then I dug into the glass jar on my desk, and pulled out the little blue Bic lighter that lives there. (Note that the lighter mysteriously appeared in my classroom a couple months ago. It’s not originally mine.) The kids cheered softly as I lit the dusty wick. I smiled. (I smile a lot too.)
The turtle burned for the rest of the afternoon. A few of the girls announced that it was the “eternal flame.” A student in fifth period magnanimously promised to buy me a lavender scented candle. At the beginning of sixth period several boys took turns trying to blow it out from a distance, until I stood a folder around it to protect it. After the final bell rang, I walked out into the hall and almost laughed, because the boy who’d originally given me the candle, long-graduated, was standing there with a friend, home from college. I was well-satisfied. I love them.
On Slow Learning
If you have ever owned
a tortoise, you already know
how difficult paper training can be
for some pets.
Even if you get so far
as to instill in your tortoise
the value of achieving the paper
there remains one obstacle—
your tortoise’s intrinsic sloth.
Even a well-intentioned tortoise
may find himself, in his journeys
to be painfully far from the mark.
Failing, your tortoise may shy away
for weeks within his shell,
utterly ashamed, or looking up with tiny,
wet eyes might offer an honest shrug.