After the senior class graduated on Saturday, June 3, I finally turned my attention to my languishing ninth grade class. They were languishing in part because it was the curriculum I developed the least, and in part because they are fasting from water and food during daylight for Ramadan.
For the last two months, I have felt as though I'm scraping the bottom of the barrel when it comes to creativity. Though my stores of energy were bolstered by my love for my students and an obscene amount of caffeine, the year gets harder; that's all there is to it.
Today in the teacher's lounge, after the morning's finals, I found myself with two of my closest high school teachers, all of us grading. We commiserated a bit, but we all sensed that it wasn't helping anyone, and we were too tired to be angry or frustrated. Slowly, the conversation shifted, and that's why I'm telling you this. The complaints and the small talk were all the slow introduction to this miraculous moment where we started to talk about what we were going to change for next year.
We hadn't even finished grading our finals, and we were already on to the next batch of classes. We shared ways we would change our systems. We had new phrases, new activities, and new focuses. "That is just the very best part about teaching, guys," said Marie. "We get to change what doesn't work for the next year." (She teaches science, so I guess she knows all about variables and affecting outcomes.)
I know I would not have felt so hopeful if a few months' rest were not ahead of me. But when June 21 comes, and I close my classroom, full of boxes and empty walls, I'll know it's just temporary. Summer is not a full stop to my job, but a caesura. (I teach literature, so I know that caesuras are breaths in poetry; pregnant pauses between two phrases; time for the musician to arrange his lyre and form the next phrase; ... time to see his family and friends, and eat pork products, and sleep for days on end.)
