Tag Archives: poem inspired by someecard about teachers

#184: The American English Teacher Makes A To-Do List

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The number and the analogy may have been different,
but I swear I said to at least two of my colleagues today,
“Do you ever feel like a web browser with 2,879 tabs open?”
And both of these colleagues said the same thing:
“All. The. Time.”
If I could make a catalogue of all the issues
that seem pressing to me on a minute-by-minute
basis over the course of my teacher work day,
there may indeed be 2,879 items in that list.
To test the theory, I took 20 minutes of my prep
period, got out my notebook, and wrote at the top
of a blank page: To Do. When I was finished,
I had two pages and they looked (please excuse
my scrawl) like this:

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And I’m starting to realize of late, as if for the
first time in my career, not only is it true that
teachers (especially English teachers)
have 2,879 things to think about and do,
but that, finally, that’s not okay. It’s absurd, in fact.
The teaching gig has become a kind of a
mad juggling act, trying to keep in the air
and not drop a hundred different things at once
while trying to do a credible job,
while trying to meet expectations that seem
almost superhuman or messianic,
while trying to be all things to all people,
while coming to terms with the fact that
as the work gets harder, the expectations
become higher, and as teachers coming into
the field seem to me better prepared,
smarter, more progressive, more caring,
more effective than they have ever been,
the difficulty of the work they’re expected
to tackle has increased to a level that far surpasses
what their preparedness, their intelligence,
their pedagogical acumen, and their kindness
has equipped them to do.
And I fear this response even while
I know in my heart of hearts it’s not true:
Michael, you’re just getting old, tired, burning out;
it only seems twenty times more difficult
because you’re twenty times closer to
retirement than you used to be.
No, I say, hell no. It is not my imagination
and it is not my age and I am not burning
out. I only sometimes despair that I will
never see a day when education works
the way I know it could work, when
teaching and learning are at the core
and the system is built to support
this herculean humanitarian effort,
when theory and practice come together,
when the mantra transcends this line
from Beckett’s Worstward Ho: 

Ever tried. Ever failed. No matter.
Try again. Fail again. Fail better.

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