It's The Little Things

I was recently asked to solicit “testimonials” from former students about the impact of teachers on their lives. That generated some warm fuzzies from formers on Facebook about their years at Hancock, but it also got me thinking.

It also generated some memories, and because it’s been a while since I’ve posted on my HP-HP blog, I thought I would share a few, plus a lesson it took me a while to learn.

When I started at the Place in the early 70s (okay, very early 70s) I resisted the notion of being a “role model.” I parroted some professional athletes of the time who were rejecting that job. “My job is to teach, not preach. It’s not my place to set an example, that job belongs to their parents, not me, etc., etc., etc.”

I was wrong on a couple counts. What it took me years (too long) to realize was that I was a role model whether I wanted the job or not. We are all role models, not just for our own children (and I think I became a better teacher when I became a father because my perspective expanded) but for all the children with whom we come in contact. I immodestly also think that in spite of not wanting the role model job, I managed to do it decently anyway, just because I truly did care about the kids in the Hancock community.

When people asked me what I taught, my semi-flippant answer was always, “Kids.” I instinctively realized that who I was teaching was far more important than what I was teaching. But it took me a longer while to realize that as teachers there is a huge difference between what we think we’re teaching and what we’re actually teaching. What the students in our care remember is not some random fact or skill so much as an attitude, an approach to life. 

Conversations with formers frequently reveal that what they remember best is a random thought, a throwaway line, a kind word, a compliment; it’s not some specific part of the curriculum, it’s not whether you put the day’s objectives on the white board (or smart board, or, in a retro reference, blackboard – and if you have to ask what a blackboard is, just “Shut up!”), or whether you got all the boxes checked on some administrator’s walk through checklist.

I’m guessing that’s what will be revealed in the brief videos that will alleviate what is the usual tedium of those interminable in-service days. For those who submitted them, know they were appreciated. And for those who just thought about that teacher or organization that helped during your adolescent school years, those thoughts, too, are appreciated – because I believe that energy makes the universe a better place.

And if you get a chance, pay it forward with your own kind words, thoughts, and deeds and be a role model for good.

Give and Take, Snow Days and More

As we wait for the Republicans and PEOTUS DJ Trump to come up with their replacement for the Affordable Care Act, and while I listen to announcements on the closing of schools for weather (I still get a charge out of hearing my schools mentioned), I am reminded of the contract negotiations about the calendar and the issue of snow days at Hancock, back in the ‘70s.

Calendar negotiation was a minefield for both the union and administration, because one thing was guaranteed: no matter what you agreed to about the start of school, the end of school, the breaks, both length and placement, a significant number of people would be pissed off and loudly unhappy.

Snow day scheduling was also a challenge for a while. Hancock teachers, being on the bottom as far as competitive salaries were concerned compared to most other county districts, were not inclined to work more days than was required by law. The district, on the other hand, wanted a set calendar and thus insisted on a certain number of snow days to make sure we met state requirements. If we didn’t use them, well, BONUS! (Bonus for the district. anyway.) This was before snow days were as common and state aid was tied to attendance for districts like the Place.

Our proposal, for several years running, had called for scheduling the minimum number of required days (no snow days), with the proviso that whatever days necessary to meet state standards in the event of a run of bad weather would be tacked on to the end of the year. Every year that proposal was rejected and the fight went on. Compromise wasn’t a dirty word back then and we always managed to reach agreement.

Knowing that our usual proposal was destined for rejection, we offered a variation – scheduling several extra days (we didn’t care how many) but removing any extras at the end of the year. The administrative negotiating team responded that they couldn’t possibly do that, but would return with a counter-proposal.

And they did. Their proposal: schedule no snow days, but add any needed extra days on to the end of the school year. After we rubbed our sore jaws, removed them from the table, stopped the bleeding from our tongues, and composed ourselves after stifling our incredulous laughter, we caucused and came back to accept their proposal. Once the proposal wasn’t ours, but theirs, it became acceptable.

The ACA (aka Obamacare, née RomneyCare, originally of the conservative Heritage Foundation) seems doomed, but Speaker Ryan and PEOTUS DJ Trump both claim to have (secret?) plans to replace it. Mr. Trump even says his plan will cover everyone. Given that I have both a daughter and now a granddaughter with auto-immune diseases that would, pre-ACA, have eliminated them from  insurance coverage due to their pre-existing conditions  (a known problem before the ACA {I’m choosing to use that acronym to minimize the frothing that seems to result in some corners every time President Obama’s name gets mentioned}), that piece is crucial to me and my family.

I admit that it will irk me if the vilified Obamacare morphs into superfantastic Trumpcare or Ryancare or GOPcare (modifications that could have begun 6 years ago had the goal been to actually do something for the citizens and not just deny credit to the president), but, like the snow day policy of so many years ago, I’ll just take the win and move on.

Oh, and just like you paid for the treatment of those who did not have insurance when they showed up at an ER before the ACA, or got “free” care from a hospital, you’ll also pay for the new and improved health care plan that is coming soon to a neighborhood near you. It just won’t be called Obamacare. If that makes you feel better about it, okay. After all, health care is all about feeling better.

Also on the Don't Get Berndt Blog

Women's Sports

I am posting this on both my blogs, because it has obvious Hancock roots and memories as well as the more obvious general application. (Slight) apologies to the Hancock Place Hancock Place followers if this has more political overtones than you are generally accustomed to seeing (t)here.

I noticed a FaceBook meme last week, pointing out that amidst all the celebration over American Olympic achievements and medals, there was little if any credit given to Title IX.

Talking to my softball girls the other day after practice, I noted that when I started teaching, there was only the GAA, a club for the “sporty girls,” but no interscholastic sports. The same was true when Carolyn attended Centralia HS – no Orphan Annies, had she wished to play. Girls were limited to May Fete, a kind of dancing thing in white dresses around a May Pole. 

When forced indoors, my Tigers practiced in the “Girls Gym” (the one with the warped floor and no locker rooms and bleachers right next to the sidelines). One year I got permission to order new uniforms for the girls; the local sporting goods store ordered men’s slow pitch sleeveless uniforms. The huge (really huge, gigantic, biggest ever) arm slots were embarrassing. We rejected them and reordered from a company that specialized in women’s sports and equipment. 

In 1994 when it came time to select the St. Louis Post-Dispatch Scholar Athlete, there were two eminently worthy, 3-sport choices, ranked one and two in the class (only a B in one class separated them). Originally the coaching staff and administration picked the male candidate. “Obviously it’s --------------.” I dissented (not an uncommon position for me), despite the respect I had for the male candidate. “Ummm, [the female candidate] has a D-I scholarship offer and also played three sports, all at an exceptional level. This award is for an exceptional athlete who is also a (and in this case, also exceptional) scholar. If the male had that resume, then it would be obvious. To my view, the choice is clear.” To the credit of the Athletic Director and others on the coaching staff, we rethought our choice and Hancock nominated the (IMO) most worthy candidate (of two almost equally worthy students).

Note, we had had previous female scholar athletes, so this is not intended as any kind of criticism of the coaching staff, administration, or process. In this case, however, the seeming tie at first went to the male, “obviously.”

My real point is this. Women’s sports did not progress because of the generosity by their male counterparts or because those in power recognized the long-standing inequality or sexism. Women’s sports and athletes progressed because people, mostly women, recognized their importance and worked and fought to create tools to elevate that status. When you were cheering the incredible accomplishments of the female athletes in Rio, you were also, like it or not, cheering for Title IX. Yes, that same Title IX that was decried, derided and disrespected by conservatives.

Those same conservatives also opposed (in their time, of course) declaring independence in 1775-76, the ratification of the Constitution in 1789, abolition in the mid 1800s, women’s suffrage in the 19^th and early 20^th centuries, integration of the armed forces in the 1940s and 50s, civil rights for African-Americans in the 1950s and 1960s, women’s rights (including Title IX) in the 70s and 80s, gay rights at the end of the 20^th century and beginning of the 21^st.... 

I understand that change is scary, that people want to keep things the way they were. And conservatives play a vital role, forcing those who would rush, without sufficient thought, into change, because, The.Law.Of.Unintended.Consequences. But (and I’ve never had anyone offer any kind of counterpoint, coherent or otherwise) conservatives have been on the wrong side of history for centuries. [Addendum: to be fair – I hate that – conservatives probably DO get credit for the Bill of Rights, but that was before compromise was a dirty word.] I’ve noted my disinclination and skepticism about labels, so I’m not claiming any particular one for myself, but I could never call myself a conservative (unless we’re talking about the environment; that is something I definitely want to conserve, and, ironically, some so-called conservatives seem to discount).

Yes Deer, No Deer, My Deer, Oh Deer

Many apologies for having taken such a long time between posts. Thanks to those of you who have encouraged me to reboot by telling me how much you’ve enjoyed my observations. My original intent was to sort of take a chronological approach, but if I can get back into this, I’ll just kind of make random observations from my 37 years at the Place. 

The confluence of two different bits led to this memory, another in my cultural dissonance with Hancock. Veterans Day (upcoming) makes me think of my father, of course. Although he liked the outdoors and took us on camping vacations (although those may have been motivated as much by frugality as a desire to commune with nature), apparently he had gotten his fill of guns during the war, to the point that they were not a part of our lives and hunting never was on the family radar.

I’ve noted elsewhere my disconnect with guns, so you can see why I was confounded in my first few years at Hancock High School by the annual disappearance of a significant number of (male) students during deer season. Apparently it was a not uncommon Lemay (and elsewhere, no doubt) family tradition to take off a few days or even a week when the season opened. I didn’t get it, but the administration just kind of shrugged their collective shoulders and took a “What you gonna do?” attitude. Maybe there was some subtle discouragement at play of the practice, or a suggestion that weekends would also work for that foray into manhood, because I don’t remember it being any kind of issue as the years wore on. When it actually faded away I don’t recall, but only remember it as an issue for the first maybe 3-5 years. Or maybe I got use to it.

Perhaps it had something to do with attendance being more closely tracked and monitored, rather than the early-years procedure of Mrs. Dougan asking Mr. Messner or Mr. Eichhorst what our attendance was on any particular day, followed by a pause and the shouting of a (clearly) fictional number, e.g., “93%” or whatever. Ah, the good old days.

Reality and Humor – A Learning Curve

It started early, my tendency to get myself in trouble by trying to be funny (even before I started teaching). Sometimes what passes for my sense of humor collides head on with reality, occasionally embarrassingly so. Culture shock came into play a lot early, and it took me a while to become culturally sensitive enough to avoid faux pas (already plural, for those of who were wondering; I looked it up).

I am a tease; it’s a way I try to make connections. Unless you were the target of a mean-spirited jibe (and I admit to being capable of those {but usually aimed at administrators and politicians, not students}, although I grew more circumspect as I aged and became less certain of being right), I only teased if I liked you well enough to bother. Or it was random, as described below...

A student asked me for a “pin.” At least that’s what I heard. I kind of rooted around in my desk, but, not finding one, finally said, “Why do you need a pin?” “To write with [dummy]” was the [implied] response. It doesn’t take much to inspire a riff from me, so I launched into an explanation, something like, “Oh, you mean a pen,” I said exaggeratedly. “A pin is something you stick into an object, a fastener. But a pen is the writing utensil, or a pig pen, like where (random student selection, yes, I remember, no, I’m not going to tell you) lives.” Ha, Ha.

Not so much. Apparently the randomly selected student was kind of embarrassed about his abode’s condition. I was called into Rich Eichhorst’s office the next day. I was horrified and, of course, apologized profusely to the student, telling him it was nothing personal because I had no clue where he lived. It was just that I couldn’t  imagine being embarrassed about your house. It was not a mistake I repeated (besides, there were so many new ones just waiting to be made), in part because I quickly came to understand that he wasn’t alone in his feelings. 

Back in the day, it was perfectly okay to give students rides home after a rehearsal or activity. Today it would not only be a policy violation, but, well, dumb. Sad but true. (Even then it probably wasn’t particularly bright of me to loan my car out for a fast-food run when we were working late on the yearbook, but I was driving a Pinto – they couldn’t hurt that rust bucket.) In any case, more than a couple students had me drop them off at a corner because they didn’t want me to see their actual houses.

    Seeing their houses wouldn’t have mattered to me, of course, because these were kids I had come to know and respect, with whom I was working on a play or something. But that respect had to include respecting their feelings and sensitivity to their circumstances, so I never pushed it. What you learn as a first-year teacher is much more (and much more important) than the material you teach.

First Impressions, Part 1

Hoping, perhaps, to lighten the mood and offer a diversion from the disturbing events out of North County (Ferguson), let me share a couple stories from my first year at The Place.

You have to understand that Lemay was something of a culture shock for me. My parents may have been South City kids (Idaho and Osceola Avenues, Cleveland High graduates), I was not quite 5 when we moved from Nottingham to Webster Groves. My school districts had been Webster (8 years), Lah-de-dah-due (Ladue, 2 years) and 3 years of high school in Brussels, Belgium. College post-high school was more than the norm where I grew up, it was the default. Even when I left Hancock 37 years later, almost every graduating class had 5-10% of its graduates as the first in their family to finish high school.

My first Assistant Principal was Siegfried Messner. For some of you, that should be enough to send your mind careening down memory lane with your own stories. My first actual contact with the 5x5 bowling ball who moonlighted as a bar bouncer was one morning as I was headed up the stairs to the third floor of the West Wing. By contact I mean literal contact. A blur blasted past me on the left (I had properly used the “Up” staircase, Up the Down Staircase having been a recent bestseller). A couple seconds later, as I reached the top of the stairs, came a significantly larger blur brushing (fortunately) by me and launching itself in a flying tackle of the offending student. There followed a wrestling match. Lee Warren was otherwise occupied with his Wrestling at the Chase duties, apparently, but the outcome was quickly determined. I’m guessing Siegfried enjoyed a close to 200-pound weight advantage.

Later that year (or perhaps the next) a student offered a rather unflattering opinion of me (standing up to announce, “You're a J-off,” to which I calmly [and for those who knew me later, calmness was something of a gradually acquired attribute] replied, “And you're gone.”). It is a sign of how dramatically times have changed that the student took himself to the office and reported the exchange. Anyhow, the next morning Mr. Messner called me to the office.

“Come in here,” he said. “I want you to see this.” I entered the office to find the offending student (Yes, I do remember his name, no, I’m not going to tell you.) waiting inside, trembling.

“Bend over!” bellowed Siegfried. The student complied, grabbing a chair or desk with both hands. To be fair, students were always offered the choice of swats or a suspension, so I guess he knew what was coming, at least in a general sort of way. Messner then proceeded to take down the leather glove he kept on a nail next to his prominently-displayed paddle. Slowly he flexed his hand into the glove, testing to make sure there were no wrinkles, I assume. 

Messner then took the paddle, rocked back and forth a couple times and, literally, I swear, launched himself at the skinny butt, repeating the force of the 300-plus pound blows twice more. That young man was a lot tougher than me, I’ll tell you that, but, then, he was a Lemay kid.

    Having finished, Messner then ordered the offender out of the office. “Get out of here!” he choked. The poor kid was lucky he didn’t get another blow from the door as Messner couldn’t get it closed fast enough so that he could fall on the floor, rolling in laughter. “Did you see that?” he chortled. I assured him that I had. I also never sent another kid to the office for years. I don’t know if my student was traumatized, but I certainly was.