I don’t know how many times I’ve heard teachers say they work “in the trenches.” Usually they mean in the city’s classrooms, “on the front line,” so to speak.It’s one thing to roll up your sleeves and get down to work with troubled kids in troubled schools in troubled neighborhoods: we’re talking vocation here. But, it’s a whole other thing to find yourself mucking around with the real thing: guns, gangs, and the sanitizing of violence in BloomKlein’s New World Order.
I’m not a newcomer to this system and have seen my share of aggression and blood in schools. The first time I ran into it wasn’t even in this country, it was at a British grammar school. Some boys were fooling around with a javelin they’d stolen out of the gym, and one of them got killed. It wasn’t intentional to be sure, but neither was there any reason for that kid to hurl the weapon directly at the others. The teachers were horrified.
I was also horrified about 12 years ago when a big, bad kid put his fist through a glass door in the Manhattan middle school I was working in. It was at the end of the day and there were only two of us there to apply a tourniquet and stop the blood shooting out from a severed artery in a six-foot arch. The parent couldn’t be reached (she could never be reached, draw your own conclusions), the other teacher couldn’t deal with it and left, and I accompanied the boy to the hospital. To tell you I disliked this kid for all his disruptive behavior in my class is an understatement, but I had him squeeze my hand while they sewed up his gaping flesh without anesthetic. He didn’t seem to know or care that we had saved his life, he never acknowledged our presence or came in to talk about the incident with us at all.
And all of us know about those hallway fights you try to break up, the ones that in spite of all the advice in the world about not getting involved seem to require your help the most, and you end up throwing personal caution to the wind. Big kids, little ones, girls, boys, scratching, kicking, biting, pulling hair, spitting venomous language. When kids are getting themselves hurt in front of our eyes, it's not so easy to just stand by and watch. And you’re again horrified. How can these students be in their teens and still think anything someone might say to them is worth a brutal physical response? A week or so ago we not only had a gun scare at school, we had a real gun. I’m ashamed to say that hardly anyone was horrified. Some even remarked: “Well, it wasn’t loaded" and went about their business.
I am unhappy on all kinds of levels about this incident — mostly, of course, that the words gun and school can show up in the same sentence. I am unhappy about the way it was handled: the delay in telling staff about the incident, the withholding of details, the dissemination of misinformation. We were left uninformed and unprepped, which was not unexpected, but nevertheless strange.
The casual reaction of some of the staff gave me pause. Have we become so inured to this war that’s been going on for five years that anything less than bloody and ruthless devastation is somehow acceptable in the normal run of things? Or has that war become so Bush-sanitized that some people disengage from the reality of violence out of habit and can no longer react to it on a gut level or be shocked by warlike things?
Boy, are we buying into illusion these days. With their deep pockets and expensive PR machines, Bloomberg and Klein have made it their business to obscure the problems in our city's schools, not to mention all the things students have to deal with before they even get there.
We don’t need a billionaire mayor who encourages the wholesale manipulation of testing, data, programs, and accountability to get people to believe he’s been a “successful” education leader. But that’s what we are told by a compromised press, and we keep buying their newspapers and watching their newscasts.
We don’t need Klein’s tireless assaults on teachers, kneecapping union workers and making them the scapegoats for all the ills of society, the greed of education lobbyists and corporations, and the abuse of political office. But we’ve allowed them to convince us it's the teachers who are at fault.
We don’t need transparent schemes like credit recovery that educrats hobble together to cover up their dismal record of not giving students a decent set of skills by the time they graduate. But, our kids certainly feel great once they’ve learned how to work the system.
We don’t need people in office who ignore state mandates for special education and the subjects you need to graduate, and who have little use for time-honored methodologies, vocational skills, the arts, and smaller class sizes. Yet, union managers demur mildly with one lame explanation or another (like “They seem to be turning state mandates into recommendations”) and call for no action at all.
And we certainly don’t need cover-ups for the weapons, crime, gang graffiti, and violence that come near and into our schools.
To be in the eye of the hurricane and believe it’s not raging around you is both foolhardy and stupid.
And to fight this particular storm here in New York City, fanned by high-end hypocrisy, malfeasance, and social engineering on a massive scale, teachers must recognize two things: that some facts never come out unless we demand them, and that it’s always better to get them out there than to remain comfortable in studied ignorance.
