“Ms. McManus, you have a new student.”
It’s December 21… 3 days before Christmas break. The kids are antsy and the teachers are drained. Immediate feelings of frustration and inconvenience flooded my mind. What am I possibly going to do with a new student 3 days before we go on break? You mean, I have to speak to his mother to find out background information? You mean I have to catch this student up on the unit we are in the dead middle of for it to even make any sort of sense to him?
Selfishness. Apathy. Unmotivated.
As a third year teacher, it is easy to arrive at school as the children are walking in (rather than 30 minutes prior) and use the same lesson plan you used the year before. It is easy to get “stuck.” It is easy to become tired; it is even easier to become complacent.
There is a knock at the door with this new student I apparently heard had a rap sheet 30 pages long. What an inconvenience for this particular child to get sent to MY classroom! What an inconvenience for this child to bring a weapon to his previous school and get expelled! What was he thinking? I tried my best to shove my selfish feelings behind me and welcome this child with my best effort. I grabbed his shoulders, looked into his eyes, and told him that we would be learning and reading many things together. He was concerned that the other children would laugh at him and I assured him that they would welcome him most warmly.
As he walked into the classroom, the students greeted him with a “Good Morning!” and we continued our daily read of “The Diary of Anne Frank.” The new student (which has a name that I wish not to reveal) was uninterested and unable to sit without fidgeting. My immaculate and so meticulously controlled classroom was being slightly interrupted and I wasn’t the biggest fan of the alteration. I graciously (as least I thought) reminded him that we don’t interrupt or outburst when other students are speaking and especially not when Ms. McManus is speaking. I was firm. I was direct. He listened. He stopped the fidgeting and began to pay attention to the lesson I was attempting to execute.
As I began to observe his movements and patterns, I grew more compassionate towards my newest “inconvenience.” As this group of students lined up prepared for lunch, I reminded them to act appropriately when shifting to their math and science teacher for the remainder of the afternoon.
The new student misbehaved in his afternoon class just enough to get kicked out and sit in mine. Day 1 complete. I shared my concerns with a friend that night still slightly nervous about Day 2 with him.
Day 2: Student arrives. He sits in his desk and takes out paper and a pencil. He is extremely well behaved all morning which makes me become even more compassionate. The guidance counselor picks him up and is apparently annoyed with his inability to sit still. Time passes and he is sent to the office during my planning period to sweep the front area of the school. I walked past and immediately become extremely frustrated at my administration’s decision to have this child stay in the office and sweep.
Aren’t we in the business of meeting children where they are? Haven’t we been given the honor and privilege to raise up children to be an influence to the world around them? I began to see the ugliness of my initial selfish emotions. How do I so easily forget the seriousness of the job I have been given?
Administration commented that this may not be the “place for him.” Where is? What do we do? It is day 2 and we are so quick to push him off to someone else. Someone else’s problem. I told the office staff that I would take him up to my room with me while I did some classroom planning. As I took him upstairs, I asked questions. I prodded. This no longer was a task but became an honest curiosity. I was humbled by my initial hardheartedness.
I am not sure what will happen with this student but I will try my best to work on his behalf after we return from break. I will work my hardest to get him on grade level in reading and meet his needs both academically and emotionally.
I am not quite sure why this student was sent to my school 3 days before break; however, I am thankful that this situation brought a renewed vision of my purpose in this profession. I am thankful that I have the opportunity to be an advocate for those that are not able to advocate for themselves. I am thankful that the Lord has entrusted me to work in a school system that is so broken. Although the brokenness frustrates and even pains me, it compels me to respond. Meeting this new student has compelled my complacency and lack of motivation in my classroom.
It is often in the times of inconvenience and stubbornness that the Lord speaks most clearly to me. I am reminded ever so patiently that I have been given a position that cannot afford a complacent attitude.
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” -Colossians 3:23-24
Advocacy. Action. Motivation. These are my New Year’s Resolutions. What are yours?



