I have no intention of giving one, but I did want to write one…
Wow. Thirty-three years. My plan was to teach for twenty and then become a full-time writer. But our plans are not always God’s plans. When I think of the things that have happened, the ways that I’ve changed, and, most of all, the people I’ve met in the thirteen years since our plans diverged, I accede to His wisdom. Being a teacher has been my calling.
I decided to become a teacher when I was 29 years old. Karen was pregnant with our first child (my darling Bethany), and I was working as a hospital storeroom clerk. The realization came to me that I was about to become a family man and would need to keep working for most of the rest of my life—and I knew I could do something more meaningful than delivering medical supplies to different floors of a hospital. What did I want to do? Teach and write.
I got my first job at Ste. Genevieve High School when I was 31. I started out as a moron (see “key incident” in Chap. 18), but in three years time—with the help of some very kind people—I had found my footing in the classroom. I knew who I was and that kids would respond to me. They even threw a party for me when we left Ste. Gen.
There followed two dark years at Judson High School in Converse, Texas. Judson was five times the size of my previous high school, and the only people I could connect with were my students. After two years they decided not to rehire me (essentially, I got fired!), which I believe had more to do with a personality conflict with a veteran teacher than with my professional competency. But, no regrets. I ended up at Clemens, and I got a book out of the experience. (Read my side of the story in The Ninth Issue—soon to be available on my website.)
Followed by 28 years at Samuel Clemens High School. I am not a school spirit “rah rah” type person, but my love and respect for this school and this district run deep. The district has kept my wife and I gainfully employed for over fifty combined years at a respectable salary, and it has provided all three of my children with a strong educational foundation. As for the high school—the reason I stayed so long is because I never saw another school that looked like a better place to teach. I have been inspired, rewarded, and fulfilled, and that boils down to one factor—as it always does in teaching: the kids.
I always told them that I chose English because it really involves learning about life. My employers gave me the Creative Writing program the day I started at Clemens, and it remains the most stimulating and fun class that I teach. I have learned that regardless of what you teach, if you can strike that creative chord within a kid, if you can get it to thrum, you will be blown away by the results. One of my favorite things about my website is that it contains a Student Writing of the Week, a Photo of the Week, and a Video of the Week. I am the caretaker who gets to sift through 33 years of thrumming.
I have enough self-esteem to believe that I have done my job well, that I have touched the lives of many of the souls who have passed through my classroom. What an honor and a privilege! I think of the line from Gary Cooper as Lou Gehrig in The Pride of the Yankees – “Today I consider myself the luckiest man on earth…” (Of course, he was dying, which gave it more gravitas.)
But my intention for this book was that it would be helpful to those who do what I did. It seems so arrogant to advise—but I have come away with a few opinions on how to navigate the minefield that comes with taking possession of a classroom. You have to learn to prioritize. One of the pitfalls of teaching is that you can always do more. You are bombarded with tasks from your administration, your department, your extra-curricular responsibilities, your students and even their parents. My wife was driven to a four year sabbatical after 15 years of teaching because she always did more. Learn to do what matters and fake the bullshit.
Early in my career a wise teacher told me “It’s better to ask for forgiveness than permission.” I’ve lived by that rule, and it got me the thickest file in Central Office and many unforgettable and meaningful classroom experiences. A good rule of thumb for evaluating a course of action before you leap in is to ask yourself if what you intend to do will really be beneficial for the kid or kids involved. You can’t go wrong if you put the kids first.
I’ve got tons of other advice if anyone is still listening. Stay healthy because the one thing that every good teacher needs is energy. Become a good listener—not one of my best traits, but I have noticed that kids will talk if they know you’re listening. And that’s when you’re most likely to make a real difference. Stay in the moment, because that’s where the laughter and the joy and the empathy reside, and those are the things that make your job fun. Finally, don’t sweat the small stuff. It is always going to be there. Miss that duty if you need to. Fake that lesson plan. Take that mental health day. You are a distance runner, not a sprinter.
Teachers and writers share a common job hazard—they mostly don’t get to see the effect of their work. The lessons you impart are planted internally. The kid leaving the classroom looks the same as the kid who came in. It is usually a matter of faith that something positive happened. Have faith.
Last but certainly not least, I want to thank the lord Jesus Christ for His watchfulness over my entire career. I don’t know how so many teachers do it without Him. I couldn’t have.
***Reminder– This blog entry is actually the 34th and final essay from my new ebook, Is This For a Grade: Re-taught and Re-tested. If you are interested in reading more, the ebook is available on my website.
Mr. Malmgren’s,
I was in your class at Ste. Genevieve High. I was texting Kathy Naeger today discussing all the past people who made an impact in my life. You were one of them. I enjoyed you as a teacher, encourager and person. I still have the book you encouraged me to read “Count of Monte Christo”. God did bless you with the gift to teach. Blessings to you and your family!
Pamela (Williams) Lopez
Class of 1983
Love this :)
So very glad we were at Judson the same two years.
As always, God knew what He was doing.
Happy retirement, Mr. M ~
Thanks, Melanie. You remain one of my favorite memories of Judson.if you have a chance, read the e‑book. I know you’ll be familiar with some aspects.
Thanks for the good read. Wished my wife could have learned from your wife because same thing happened to her. Great stories that carry some meaning.
Terry Hoover
Thanks, Terry. My wife seems to be enjoying retirement as much as me. Let me know if you come to SA and want to golf!
It’s no wonder why you were my favorite teacher.….
What a nice thing to say…made my day!
Where is the sarcasm that will come in my retirement speech?
Guess I’m feeling more sentimental than sarcastic these days, Greg–life is good!
Learn to do what matters and fake the bullshit.
This sentence is one I live by in the world of teaching. When the latter becomes more important to the ones above, in the words of Lebron James, “It’s time to take my talents to South Beach”.
Sounds like teaching taught you to live. My favorite part is about your central office file!
Thanks for reading, Scott. I kind of learned how to stay out of trouble toward the end.
Can I share this on Facebook?
Of course!
Thank you for sharing this — your words are so true “It is better to ask for forgiveness than permission” they must have been wise teacher — it is also a rule I also lived by for many years — mostly because it was the right thing to do. Thanks Again
Thanks for reading, Lynne. Yeah, I usually followed my heart when it came to grey area s.