Something About Michael

By Steve B.

What was it about Michael, that first day of school that made me know he was special? When I asked myself this question, my mind went to the prayers I had said earlier for this day. I had asked to bring the divine in full view for each of my students - not only for me to see - but also for them to see. Michael was my divine gift and challenge!

I don't like to read my students' files before the first week of school because it can pollute my own intuitions about them, so I approached Michael with no knowledge of his history. Physically, he is a head shorter than most of the students. He and a student called Nick were the same height and energy, so I placed them together to see what would happen. Nick is blonde, and Michael is black. I only mention that as an observation of hindsight - it never entered my conscious mind at the time. They got along so well - and I discovered that they both were artists! Instead of competing, they bounced off of each other's energy - it was electrifying!

The first project they did together was on a book entitled, Holes, by Louis Sachar. They illustrated the chapters, while the others in their group summarized in words and "lessons learned". Each picture they completed was a collaborative effort - so impressive for fifth-grade!

Michael and Nick are not the perfect students that you may, at this point, be thinking they are. Each one was a major distraction in my classroom! In my opinion, Michael and Nick do not suffer from AD/HD, even though the comments in their files say they do. Their behavior problems were rooted in the fact that they were so attentive that I could hardly get by without a commentary from either one every five minutes! Each seemed to have a need to be in perpetual motion at all times - Nick drew constantly, and Michael had to move around the room every few minutes. They listened to every word I said, and kept me true to my word. Michael, especially, seemed to be able to read my mind, word for word at times!

Michael's work was always brilliant but he never turned in homework and his desk was always a mess. His foster mother e-mailed me one day about her concerns, and I e-mailed her back. We corresponded and finally decided to have a meeting. Michael's behavior during this correspondence deteriorated. The day that we were to meet, Michael wore a turtleneck shirt and the temperature was very warm. That should have been my first clue. His foster mother couldn't meet until 3:30, so Michael and I stayed after school working on his science project. Shortly after 3pm, Michael's usual animated and humorous personality shut down and he grew very serious and silent. He asked if he could confide in me. Of course, I told him, he could trust me. He showed me horrible bruises and bloodied marks from his beating the night before! I was shocked! Who would have ever guessed by his behavior? Michael told me how his foster mother beat him with a belt buckle to make him a better person. He told me how much she loved him, and that was why she beat him - she wanted him to be the best he could be. He also told me he was a crack baby and was beaten by his own family members, and how his new foster mom was his ninth foster family. Michael just turned 11 on Halloween. I didn't have much time before his foster mother would arrive, but I had enough time to convince him that beatings are never an act of love. He repeated with me, "I will never allow anyone to beat me ever again." Quickly, I told him that he held the power to change his life, and not his foster mother. Each time he took a beating he was giving his power to her. It was time to take his power back!

When his foster mother arrived, I played down the missed assignments and behavior problems, fearing that they surely would bring another beating. To my surprise, she attacked me as a teacher. She accused me of being a terrible teacher and brainwashing her child. Confused and speechless, I turned to Michael and looked at him. He shrugged his shoulders and said that his foster mom thought that all white people really hate black people, and he was just a fool to believe I liked him. I asked her if this was true, and she remained silent, and told Michael to get his things, they were leaving. She glared at him, as if to say, "You'll pay for that!" I told her that I knew of the beatings, and would not "turn her in" if she would stop. She asked me if I was threatening her, and I assured her that I was just stating a fact. That was the end of our meeting.

The next day, she sent Michael to school and I talked to him, explaining how I had to send him to the nurse, and why he should tell her about the abuse. He cooperated and told me she had not beaten him when they got home. He seemed euphoric about that. The nurse called me to confirm the evidence of the beatings and told me she refused to call Dyfs, and so did the School Principal! Why? Because his foster mother was the Deputy District Attorney to our State! So I made the call myself!

Finally, that Friday afternoon, Dyfs showed up and validated the horrific beatings Michael had been tolerating. They couldn't believe I had made the call, and that they had to deal with it. The investigator told me that Michael's foster mom could lose her job and that there would be an investigation. He also told me that I should prepare for her offense. My principal was afraid of any scandal, I couldn't see why - we were doing the right thing! But Michael is the real hero here. He continued to report the abuse to his caseworker and me until they had to do something. He finally was moved to another home. Michael made it happen - not me. I know that Michael was sent to me for a reason, and that I will have a special relationship with him forever! He taught all of us that we have the power to change our own lives, even if it may seem impossible. We are each other's angels.

"...the teacher gives not of her wisdom,
but rather of her faith and lovingness...
if she is indeed wise, she does not bid you the house of her wisdom,
but rather leads you to the threshold of your own mind."

Kahlil Gibran

I love that quote! I memorized it and often use it when meditating and praying. A teacher doesn't always know when he or she has done that, but when a student feels comfortable enough to share their insights or wonders with me, or even the entire class, I knows for sure! For me, teaching puts me in an arena to live what I believe I believe. Children hold me accountable for every word I tell them and they call me on every contradiction. What a wonderfully symbiotic relationship teachers and students can have!

Teaching children, at any age, means to get them excited about life - curious and filled with desire to search out life's secrets and then, along the way, learn what makes them tick. On the first day of school, I tell my students that they will learn to pay attention to themselves and others this year. All of us have many gifts, and unless we try lots of new things and give new ideas a chance, we won't really know who we are or what we really think!

Literature is a great vehicle for introducing new ways of thinking, stretching their minds and imaginations. Sometimes I ask the students to write journals from each character's point of view. This may sound like a simple task, but it can be extremely difficult if the character is nothing like you. This assignment almost always gets the students in a great debate on why the character is so mean, or such a victim, or so brave, etc. Asking why is good - very good! Also, my students almost always change their minds about certain characters by the time we finish. Another good lesson - an open mind! By encouraging them to see the "good", and understand the "bad" in all the characters they automatically become more compassionate people. By the story's end, we discuss another 'why?' plus some other questions, too.

Why did the author write this story?

What are the lessons we learned?

How am I/you like this character?

How am I/you different?

What would you have done differently?

And how would that have affected the outcome?

These questions make them notice their own life lessons. When they notice and bring up current parallels, I smile! And, yes, we discuss, discuss, and discuss!

When I was told that I would be teaching Science last year, I thought, "Oh no! I stink in science!" But my ignorance turned out to be a blessing. I was learning with the children and my sense of awe for the knowledge was genuine. One of my blessings was Nick. Nick was almost invisible in the beginning of the year - he spoke little, rarely interacted with anyone, and aced every test. The children were always mixed up in various cooperative groups for projects, and I would wander around the room and listen to what was being discussed and watched how they worked. One day Nick left his group in great frustration and emotion. He wouldn't look at me and refused to discuss the problem. Knowing I couldn't persuade him to confide in me I suggested he do some research on the Internet and then return to the group when he found some relevant material. I walked around the room and conversed with some groups, then returned to see what Nick was looking into. We were studying our solar system and he was looking up information on Einstein's Theory of Relativity! I stooped down and asked Nick what he was looking for and if I could help. Finally, he looked me in the eye and said, "If the universe is expanding, then some energy must be at work! Is the sun losing it's gravitational pull on the earth, or is some other force pulling the universe apart?" My eyes lit up and I was so excited! He had asked me a question that I had never asked myself! We ventured on the quest to find out. Nick has several theories, and the kids now think he is a genius instead of a nerdy kid. So, some of the lessons here are; a teacher is often the student, seek and ye shall find, ask and you shall receive.

I am not a perfect teacher, and I've made huge mistakes, but I try to learn from them so as to not repeat them. Each student I get is a lesson. How I interact with them affects both of us forever!

Life is a classroom; we are all teachers and students - models for the future. Let us be kind with others and our self; learn and share; look for the good - recognize what isn't good - and set out to make some good from that. Forgive; live in the present, and have good intentions. We are energy, so let's not waste it!

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