The persistence of memory in battle time flashbacks
In many red states, anyway, because that’s how they roll, a lot of kids are going back to school this week, rather than after Labor Day, as is the case in most blue states. I always think September is perfect for heading back—right before fall, since after all the hot months, you’ve had time to develop a feeling of restlessness that makes school’s return a little more appealing. (And to the proponents of “year-round school,” you must be high.)
And, as your Miss O’ does, I got to thinking again about this sweet teacher colleague—I’ve written about her before, the one who got pushed out at age 65 when she couldn’t handle the new computer attendance system. Her dismissal was mid-year and cruelly done—she was hounded out by the administration—and really insupportable in the meanness of the process because she herself was a kind, loving human. Kind and dear as she was, however, her mirth drove me to distraction in the years before I had a classroom of my own, because of which situation, I could not escape her in the common English faculty office during teacher work weeks (the library was always in use for large meetings). I’d sit at a table, aborting my work amidst her chatter, and seethe.
I told you my greatest flaw, according to a writer friend, is that Miss O’ has too great a capacity to enjoy. If that is indeed my flaw, my colleague up there had that same flaw to the point of asylum-ready. She’d stand at her wedge of a desk in the “pod” (the 1970s term for the open-classroom, clear-windowed faculty office, groovy-vibe building; and twenty years on, you saw this design for the cheap and loud it was), and she’d unpack boxes, pulling out first a rubber chicken, “Oh, look!” and proceed to walk around and throw it at people, laughing her smoker’s rasp of a laugh with wild abandon when we’d jump; or she’d find a poem a student wrote, start to cry, and read it to us all. “Isn’t that wonderful?” she’d enthuse. She especially loved to throw these bursts of joy my way, the laughs and tears, because I was for so many years her sole audience when our colleagues scurried off to their private classrooms.
More than a few times each of these weeks of workdays I had to excuse myself to the ladies room so I could have a good cry, a shoulder-shaking sob fest, because I couldn’t concentrate, couldn’t get anything done. (Before you say, “Miss O’, why didn’t you talk to her?” I put up my hand in your face. You think I didn’t? Seriously?) And she really was such a nice lady. She always called me “Lo,” was maternal, compassionate, and joyful, which made it especially terrible that my only desire on seeing her each new school year was to kill her.
If you’ve never taught school, you might not know how much there is to do. At my public high school, on Day 1 of the teacher work week, after all the “how was your summer” greetings, I would
- Learn my room assignments (the rooms I’d use while the teacher owners were on planning periods, meaning as a “floater,” unfortunate name (as I was for I think four, maybe five years of my twelve) I had to prepare three or four classrooms with my “corner”;
- Receive my rosters of 150 students for the five sections of three courses I was tasked with, called “preps”; usually I taught some configuration of Humanities 10, English 10, English 9, Speech and Drama I, Speech and Drama II, and Theater Production. Once I had an English 11, the year I had four preps);
- [NOTE: a prep means you have a full preparation of lesson plans, quizzes, tests, exams, and State Standards to meet for one particular course (English 10, for example). You also need each of those listed items for each “prep” you are assigned. Most teachers of high school English in our department had one prep, two at most. I always had three, and those drama electives were serious courses with a lot of grading, a lot of planning, just like any other class. Some teachers had the newspaper or the literary magazine as elective classes, for example, with four other sections of English 11 or 12, say, while others had five sections of one course, such as English 9. So if you are going to talk about “merit pay,” start with the number of preps. -ed.]
- March to the department book room with a library cart to collect enough copies of my courses’ textbooks to carry off to each of my assigned rooms (back-breaking work), where after stacking along a cinderblock wall, I’d pull out a Sharpie marker and copy paper sheets, write “O’HARA” on them, and scotch tape a sign atop each stack of books for my particular class in that particular room;
- Oh, and attend meetings.
On Day 2, I’d
- Set up my paper gradebook (I taught from 1987-2003) with all the names, last and first, in alphabetical order, knowing that I’d have to redo all these rosters by end of the first quarter, and often again at the end of each of the four quarters (I wish I’d saved copies of all my rosters; might jar memories);
- Sit in the front of each of my assigned classrooms and draw desk-arrangement diagrams in order to create seating charts [side note: anyone who tells you not to make seating charts is a dope; you have to learn their names] with each kid’s name on a square that represents a desk; these I triple-hole punched into my gradebook with each corresponding class;
- Collect my allotted department-issue school supplies (gradebook inserts, official planner, chalk, file folders, pencils, pens, stapler and staples, markers (!), highlighters, post-its, fresh tardy book, fresh official hall pass pads, official detention forms (with carbons), and the like); and make a list of needs before heading over to Staples, where I typically spent about $300 out of pocket annually to supply students with paper, notebooks, pens, etc., when they didn’t have the money, or supplies for the drama students to draw from, like tape measures, rulers, fabric scissors, or folders for color-coding work and an industrial hole punch for myself; you really just never knew. (I have always loved school supplies.)

At the macro-level of Teacher In-Service Week, there were additionally faculty meetings; lesson plans to write for the year and quarter and turn in to the assistant principal; class sets of novels to request for certain weeks of the months of the year, to get your turn in (given to the department co-chair); computer room schedules to set up down in the computer lab; library research week requests to put in with the librarian.
In micro, you had to take the Guidance Dept. forms, on yellow, green, and pink paper, place them with your first period (homeroom) class roster, and prepare to list the students who were no-shows for the first three days, by color; collect the correct number of Emergency Cards for your first period (for students to take home, have parents/guardians complete, sign, and return—I had to keep a list of who didn’t bring them back to let Guidance know whose were missing); makes 3 class sets of the English Department Rules, as well as Miss O’s rules, to distribute, taking signatures that the kids had received them; and make photocopy packets of any other subject area lesson needs for the first week of school. At least. Remember instruction?
The final day, the last hours, before the first day of students, you’d find me assembling packets of all the school forms (Emergency Cards, School Code of Conduct, assorted optional insurance forms for anyone participating in sports, School Calendar wallet cards; other stuff like locker assignments and combination codes I’d give to students one at a time during the week, once they’d brought back those Emergency Cards—extortion is the American way), all attached with a paper clip to place on the desks of my homeroom, which even when I was floating, I could do ahead of time. (Fellow colleagues taught me this efficiency.)
And that is Week One.
And no kids have arrived yet.
My sweet colleague who got hounded out always blamed me and the department co-chairs, for we’d tried to help her learn the computer attendance program, and failed, and she thought we’d “reported” her. But the truth was, she was getting some kind of dementia—students of hers who trusted me came to tell me that she was giving out quizzes for things they hadn’t studied, telling one of my former students, “Oh! Darlin’, I’m so sorry—go to the file cabinet and get out the test I mean!” And the kid would fumble in the drawer and find a folder labeled, “King Arthur Test,” and ask, “This one?” Kids’ parents started complaining that their children’s grades didn’t make sense. (As it turned out, once she left, mid-year, and used her Medicare to get a proper physical, it turned out her carotid arteries were clogged; she had them scraped, the blood flow returned, and with it the oxygen needed for healthy brain function; and she enjoyed a great ten years of retirement in Florida.)
She never forgave or forgot the betrayal she felt from me, though. Nor did our colleagues forgive me for saying aloud what we were all thinking that first August teacher work week without the rubber chicken, “It’s so quiet for a change,” and I couldn’t conceal my relief; they looked at me (if they weren’t looking away) as if I were a monster. I guess I was.
Karma is real, though, for when I left my teaching career and this school for my new life in New York City, there were no kind words for me from any but a very few colleagues, even though I left after twelve years and massive contributions; no cards, no party, no send-off beyond the collective one for me and two first-year teachers—only, you guessed it, relief that I was going. No one tried to hide it. I didn’t blame them. I’d become deeply unhappy, and it showed.
I’m only a couple of years younger now than my old colleague who couldn’t keep up was, when she left; there’s no way in hell I could teach now. No way. I’ll tell you this, and I know this from my own work in educational publishing now, and it’s that computers don’t make anything in education easier. Not by a long (and nonexistent) chalk. Schoolteaching is and always will be a hard career (see: parents who are assholes); my old colleague left sad and afraid and confused and angry; I left frustrated and lonely, and afraid, too, but I was leaving to something, while she was driven out of a life she’d always loved.
And one more thing, for good or ill or just can’t help it:

We are ever changing, life is ever surprising. Keep kindness in your heart. It’s something I work on, too. For those of you heading back to the classroom this year, bless and keep you. And thanks for all you do. But for the love of god (cue Joan Crawford), “No rubber chickens!”






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