I love my job, but I don’t entirely agree with the organization’s philosophy. Does that make me a sell-out? I don’t know, but I’d like to think no. I think learning is extremely personal. Or should be. Maybe it’s because I wish I’d had that one tutor that changed the way I thought. Maybe it’s because I wish I’d had Robin Williams from Dead Poets Society. Maybe it’s even mostly because I want to be that teacher, that tutor.
I find myself wanting to see these kids more, everyday if I could. Not just in a classroom environment, but swimming at the point, getting lunch, or riding the red line. I want to know them. I want to help. And who am I, thinking that I am equipped to help them? That they even need help to begin with? Thinking that, outside academics, I could possibly know them and cultivate the talents that they themselves are just discovering? Thinking that I can help probably makes me a thoroughly middle class asshole. Simply wanting to help because I think them special? Maybe not.
I’m just sitting back and enjoying it for now, trying to remind myself that I, in all likeliness, will not hear ‘O captain, my captain’ today or even tomorrow. The four hours I spend with them is exhausting and entertaining, so I will share a few moments with you now.
“I’m going on strike. I hate mixed fractions.” -Skylar. She’s ten years old and one of the most precocious little shits I’ve ever had the pleasure of meeting.
“Sandcastle!” -Tate, upon “reading” the flashcard for the word “dig”. To be fair, the picture totally looked like the guy was digging a moat around what was to be a sandcastle.
“You are so relaxed. Are you a hippie?” -Myles, to me. He’s Skylar’s little sister, and together they’re a riot.
“But I have to do it here. There’s nothing to laugh about at home.” -Skylar, countering my feeble attempts to bring her attention back to her classwork.
“You talk too much.” -Little boy whose name I forget, to Skylar.
“Girl, I’ma smack you if you don’t give me my pencil back.” -Abraham to Myasia.
“It’s too much itchy!” -Morgan, who is crying because her foot is too much itchy.
“Amaaazing Taylor. That’s what I’ll be. Amaaazing Taylor.” -Taylor, who drew me an admittedly promising piece of art on a yellow sticky before leaving that day.
“Can I sharpen my pencil?” -Skylar, who just broke her pencil on purpose in order to use the sharpener for the last five minutes of session.
I like watching them work. I like watching them laugh and play just as much, but there are things you can see when they’re actually doing their classwork. This one little girl will spend fifteen minutes on one problem of her relatively advanced math, stubbornly butting her head against it until she gets an answer. The older boy next to her is doing simpler math, but finishes more quickly and more accurately. He skips problems he can’t immediately answer, and comes back to them. Another little girl, gifted, will not do the next problem until she knows, until she’s confirmed with me that the last problem she answered is indeed correct. A very young boy colors outside the lines; he’s still tracing letters, and he comes up with the most elaborate stories about the path of graphite he leaves in his wake. I have to discourage that for the sake of his learning the alphabet, but for all I know he already knows it and deserves a creative break every once in a while. I taught one very small, pipsqueak of a boy how to do long division with pieces of paper I cut up. When he left he asked if he could take them with. I couldn’t hide my happiness as I said yes, and was only sorry that I hadn’t cut the pieces straighter, or out of better paper.
There’s nothing to be said about the things I see there. No conclusions to be drawn from little ticks and habits that I have the privelege of seeing several times a week. They may never remember me. Even though that is something that still makes me sad, makes me stop, and makes me scared, I’m glad that it doesn’t stop me from wanting to give. They may never remember you, I have to remind myself. And that’s fine, is my sharp reply.