Admire this week’s science project above—making bacteria, viruses, protozoa, and fungi with clay and pipe cleaners—and meet Isabel, John, and Tara.

Isabel

When I consider my failings as a teacher, I think of her. I suspect Isabel’s often bored and frustrated with the classroom disruptions and slower pace of her classmates.  Diligent, she’s the most reliable when it comes to studying. When I asked the students to write a short story, 10 sentences, about their lives at Camp Green Lake, the setting of Holes, she developed an adorable piece about becoming best friends with a “gentle” (vocabulary word) boy there, who later became her boyfriend. When I suggested that she consider writing as a career (I can dream), she laughed. Like Joe’s, her imagination is colorful and my envy. She’s one of two who puts effort into their bi-weekly journal entries.

Isabel is still a pre-teen however, with moments of slack. Friday she said she couldn’t finish her paragraph about being sleepy because she was too sleepy. (I recommended she write, “I’m so sleepy that I can’t even finish this paragraph.”)  Likely because of the language difficulties, or because I inspire revelation, she can be rather frank, openly admitting she didn’t study for the writing exam because she was busy with another teacher’s (English always takes a back seat, despite this being a bilingual school.). She makes such observations with her sweet laugh. Sometimes she’ll stand near me, perhaps with nothing much to say, and I’ll wrack my brain for conversation. She confides in me that another teacher’s classes are boring and also when mine are boring; yet, despite her boredom, she has on occasion told me how happy she is that it is my class. Perhaps I am not boring. When I have doubts about my effectiveness as a teacher, I look in Isabel’s notebook and see improvement. I see and hear her try. These signs reassure, a comment, I suppose, that contradicts my “failings” comment above, but let that stand. Isabel can move at a much more rapid pace, but I’m not equipped to manage different levels.

As with nearly all of the kids, Isabel is obsessed with love, as well as Logan Henderson of One Direction, Facebook, my comparatively newer iPhone, and discovering the password to my computer. She has an older iPhone and braces. In fact, she’s one of few students with braces at school, which gives you an idea of her family’s financial situation. Petite, with a sweet smile, she is among the most fashionable on Color Day, in dresses too old for her, but elegant nonetheless. I’ve never had such style.

Isabel is the only one who unfailingly thanks me when I hand out anything to the students. She is a sweetheart.

John

The enigma, a student whose mind I have been unable to open for a peek. He will not speak unless called on, and then in a mumble, and is quick to join the other three boys in goofing off in class. Despite this, he vies with Isabel for the top spot. I often wonder if he is uncomfortable being (one of) the best in the class, among the boys, and this is why he goofs off so wholeheartedly, to fit in. Or, more likely, he’s just a short, stocky boy, who doesn’t make the 8th grade girls’ A-list, who’d rather play than work.

Because he confuses me, I am nervous and awkward with him, afraid that he senses my confusion—did he just glare at me? am I seeing contempt? So I consciously praise him and touch his shoulder during corrections. John usually puts in the minimum effort in class and is just as untrustworthy as the other boys for working independently. This adds to my confusion…and distaste. But—of course, but—he surprises. Parcial exams ended this week. His paragraph, a response to the question Are boys or girls smarter? thoughtful, mature. He said both were equally smart…because both are human and have the same potential. This is not the prevailing cultural thought and most students were decidedly in one camp or the other. I was surprised and softened.

Insight alert: I cannot find a vulnerability or place for connection with John. Were I replaced tomorrow, I suspect he wouldn’t care, and this summons insecurity, because if I am not needed (wanted?), in some way, why am I here? Isabel may not be insecure, but she needs me and my teaching. Antonio may be frustrated with me more often than not, but I know he is appreciative when I explain and he understands. Joe lacks confidence, but I am confident, more or less, in my ability to evoke the bright flashes I see in him. Moments like these answer the question, “Am I needed?” With John, I have none of these. I can’t tell if he’s a good, quiet kid or an asshole, a theory I developed after some exchange I don’t recall well.

But, no, I must remove that asshole consideration after his response to the writing exam question. There is someone thoughtful and considerate in there. I just might never get to meet him.

Tara

Oh, Tara, where to begin? At the beginning of the year, Tara was Kim’s coloring cohort. Now she more often colors alone. She’ll request permission to wash her hands because the pen she was chewing on or the marker she was toying with burst. Five seconds after I’ve given instructions, she’ll ask, “What, Miss?” or “For the notebook, Miss?” having returned from her cloud. If I take a breath, she’ll burst in with a non-sequetorial “How many homeworks [until I get a prize]?” no matter how many times I’ve stated she can ask at break. As the year progresses, I’ve (shamefully) grown increasingly sarcastic in my responses, having no idea how to address her delay, the inattention. Attempts at personal talks, to solicit questions or request behavioral changes, are met with an uncomfortable eyes-averted, “Nothing, Miss,” or “Yes, Miss,” implying she has no questions or understands, when she obviously just wants the conversation to end. Corrections are met with denial and cease communications notice. Like John, I haven’t found the way in.

Her work is erratic, but quiz scores are high, indicating that she studies, and even remembers. After a student tipoff that Tara had cheated on a quiz, I questioned her a few days later. No cheating; she knew her stuff. She is eager to participate in board work—but on her terms. If she doesn’t get to go first, forget it—bingo, and most games. In her own mind, she is infallible. Actually, that could apply to most of the students. They are all perfect, in their own and God’s eyes.

Like John, she is an enigma, but of a different type. A less kind person would suggest that she has a screw loose. Let’s just say she and I have different priorities…and maybe different planets.

And now it’s Semana Santa!

theresa