Jesus leads a field trip

"So, Jesus, I understand you want to take your class skating.  Correct?"

"Yes sir, just up the street to the outdoor rink.  A little time outside I think would do them a world of good."

"And your assistant?  Who's going to lead this trip with you Jesus?"

"Well, ah, I was going to take Peter, sir".

"Peter?  Peter?  You know you can't rely on him, Jesus.  Remember the last trip?  He left you alone before noon.  I don't know about your judgement sometimes, Jesus."

"Yes, sir.  I just want to take the kids skating sir."

"Look Jesus, you probably think I am a bit of jerk, but Jesus, I have to take into consideration the risks to the kids, the risks to the Board and of course, I mean, have you thought of the risk to me?  Ok, Jesus, let's review the documentation for this skating trip.  Did you get my email?"

"Yes sir, I filled it out the best I could. It's six pages long.  I don't know if this is a level II or level IIa excursion"

"Jesus, everyone knows it's a level II.  Come on Jesus.  IIa's are trips to animal viewings and fire stations.  Now, let's see.  Things seem to be in order here.  Wait, wait a minute.  Jesus, you don't have any first aid qualifications.  What if someone got hurt?  What if a kid got his ear cut off?  Come on Jesus.  You have to have first aid."

"But sir..."

"And Jesus, are you a certified skating coach or have any of your skating or skate excursion levels?"

"No sir...I have some experience taking people on trips on water."

"Jesus, that doesn't count.  Jesus, what will you do about hydrating the children?  You didn't fill in bullet point 38 on hydration.  See, it says right here:  provide detailed hydration plan for students."

"Sir, we're going for an hour.  I don't see how hydration is relevant."

"Are you getting sassy Jesus?  Eh, Jesus?"

"No sir.  I will fill out bullet point 38, sir.  Does everything look good to go sir?

"Ok Jesus, I am going to send this off to the Superintendent of Education for his approval and we will get back to you.  Give it six weeks, Jesus."

"Ah, sir.  It's end of March, the ice will be melted by then.  Is there any way we could speed this up? The kids really want to go skating."

"Forgive me Jesus, but poor planning on your part...."

"Does not constitute an emergency on my part, yes sir, I've heard that one."

"Jesus, I'm not a miracle worker."

"Thank you sir.  I've changed my mind.  I think we'll just watch a movie on skating.  Happy Easter, sir."

Thomas

To the untrained eye the scene looks like teenage boys playing soccer on the first spring day of the year.  It is warm and the sun bathes them in a light on the tarmac of our parking lot like something out of a romantic painting.  The sun places the boys in relief.  I can see the details of each.  I can see glasses and unkempt hair and that sheen of sweat that develops as they play an organized unorganized game of soccer on their lunch in the spring before classes resume.

He is standing in goal, yelling at his "teammates" to get the ball.  You think he is no different than the other boys but I see what you cannot see.  I see what you have done.

He arrives with no credits even though he should be halfway through his high school career.  A family friend has taken him in and serves as his guardian.  I imagine that guardian is not very much different from you.   The guardian clothes him, feeds him, shelters him.  You would do the same, as a matter of fact, many times you have done the same through your generosity to charities. Most importantly and stunning to me, is when the boy gets his first report card, the guardian writes a note back to me,  outlining the goals for the boy in the next few weeks.

He barely speaks as he enters the classroom, barely looks at me.  Over the semester he improves.  He never misses a day; keeps his head down and works.  Towards the end of our time together, he writes an essay about his former life.  It is everything I can do to not put my arm around him.  You gave me a chance to teach him in a small class.  You provided a place for him to recover some of the things he lost.

He takes steps forward, he moves some steps back.  I see the boy over the next year and half in the hallways.  He is sometimes by himself but we make sure he is never alone.  He fails some courses but seems to dust himself off each time.  He keeps at it, keeps working.  His guardian keeps an eye.  His teachers take special care to build him up.  You funded his counselor and his special classes and you allowed the system time to do its work.

I see him on this beautiful spring day playing soccer with a group of friends.  He will leave us soon, graduating and moving on to challenges, to a world of growing opportunity.  All of us should be proud of his accomplishments.  You should be so pleased about your support. You, as a citizen, have saved this young man and you did it because you believe that everyone plays a role in supporting public education.  You will be rewarded with an educated young man who will one day be your neighbour, your friend.

And I, I will miss a spring soccer game in the sunshine.

If every kid had a Suzanne

If everyone had a Suzanne Kelley in their corner things would be better.

Every kid would feel they could do it.  Oh, sure, some doubt would enter their heads but they'd have Suzanne there telling them "you can do that."  There'd be a caveat or two.  She won't back the plan to play for the Harlem Globetrotters.  It may be harsh but it will remain sage advice.

If every kid had a Suzanne Kelley, they'd know what it is to be thoughtful and progressive.  They'd be exposed to the conservative idea that you better work hard for what you want but they'd see that many need help. The kid would learn how important it is to help others and would also carry the expectation that you can do it yourself.

If everyone had a Suzanne, they'd see the merit in decriminalizing marijuana (she's held this view for awhile, at least since her 90th birthday) and they would see how important it is that all of us live, work and learn with people with special needs since she worked with these people early in her career as a physiotherapist.

If every kid had a Suzanne they'd learn to be patriotic but not nationalistic.  They'd have that quiet pride in their country, particularly after seeing that Suzanne served as an officer in the RAF during WWII.  The kid would learn from Suzanne not to brag about stuff like that because others sacrificed a great deal more than her.  They'd learn it's better to do something than talk about it.  They'd learn to be Canadian.

They'd admire Americans too.  Perhaps not the current administration but they'd know that Americans have come to the rescue of the world a couple of times and that, despite their failings, they are an incredibly resilient people.  They'd be able to see beyond the current state of affairs in all things.

If everyone had a Suzanne in their corner, they'd be resilient too.  Suzanne would not allow them to quit.  If they started something, Suzanne would make them finish it.  There's no quitting.  They'd be encouraged to keep going and they wouldn't be allowed to blame someone else if things weren't going their way.  They'd have a sympathetic ear, they could cry, but after that was done, they'd get back up and try again because Suzanne would expect it.  They'd be resilient because she is.

If every kid had a Suzanne they'd learn they're important but not the center.   She wouldn't brag about them. Suzanne would be proud of them and tell them so but she'd largely keep her mouth shut around other people.  She'd never tell the kid how smart he or she was but they'd know she thought they were pretty smart. She'd also tell them that being smart is not really that big of a deal.

If everyone had a Suzanne in their lives, they'd know that not everyone has a Suzanne and they'd approach the world that way.

If everyone had a Suzanne, they'd have a stable base to launch their own lives.  They'd have dinner with their family every night and they'd be able to count on her for a long, long time. They'd have a home where, while the place might be a little messy, it'd be full of love and ideas and conversation and laughter.

I hope you get to spend today with your Suzanne.

Happy Mother's Day.

The Rule Followers

The boots are always in line, so perfect of a line as to have been measured and laid plumb by a mathematical mind.  I remember those boots from my elementary school days.  I remember sitting up straight too. I'd push my head up tall and stick my arms out front on my desk, interlacing my fingers, hoping to be the one to be chosen to go first.  Our posture would have made a Presbyterian Minister smile.   I did not know then that we were learning the most important lesson in education; the one who follows the rule will be the one chosen.

Rules are helpful.  They keep the hall clean and free of boots.  They make unruly children more easily ruled. They  make a system run like a system but I wonder about the long term effects of all of this rule following. Is it a good thing to choose the leaders of a system by how well they adhere to its orthodoxy?  Vice Principals, Principals, Superintendents, Associate Directors of Education and Directors of Education are largely chosen by their ability to follow the dictates of School Boards and Ministries of Education.  While their job descriptions often include the word "leadership" it is an Orwellian term; leaders in education follow.

What rules and dictates have teachers, students and parents been told to follow over the years?  "This plastic, three pocketed writing folder best contains the writing process and improves writing."  "Sometimes a four period day is a five period day. " "To best evaluate an assignment break it into thinking, application, inquiry and communication."   "A chart, called a "rubric" will make marking clearer and less subjective."  "We can teach character through a handout." "Here is a 39 point guide to taking students skating."  

Most of this rule following is harmless. So a kid keeps his or her writing in a folder, or a teacher highlights a chart to give feedback; there is little worry in this except that it is symptomatic of greater issues.  Most good administrators look at initiatives and edicts from their superiors with a wary and jaundiced eye.  They take the good, leave the lesser half behind. These good administrators, like many I have worked with, make life easier for teachers and students but they do this at the risk of gaining further advancement in the system.

There is no doubt that the further a person moves up the chain is dependent on the orthodoxy of their beliefs and their ability to implement policy without question.  A system that rewards orthodoxy is one that will fail to anticipate criticism and will not be able to adapt to the communities they serve, particularly in times of rapid change.  Good rule followers have difficulty dealing with people who don't follow rules; incompetent teachers, rude and angry parents and disruptive students. Whether it is a trustee who uses racist language, a mob tearing the Koran, teachers who don't perform or students demanding an ever increasing list of rights, the leaders of education are frozen.

It seems to me the student who was chosen to go first all those years ago was often the student closest and nearest the teacher, the one who looked most like the teacher and the one who would do anything to please. This person is still the chosen one, chosen to lead our current education system and we know now, as we knew then, they are the last person we should follow.