February 1986
For a long time, for a dozen years it seemed, I would get a wicked cold at the beginning of every winter. I would never stay out more than two days though because I hate being away from the kids. Handing them over to someone else was always risky; oftentimes the sub would ignore the lesson plans and instead choose to tell stories to kill time in some other, more creative fashion. I have heard of subs breaking out a guitar and attempting a little sing-a-long. I’ve had some who thought they were standup comedians and others who thought they could just riff off of the headlines of the day. Then there are those who haven’t figured out what they want to do with their lives but it sure isn’t teaching. They need money though or they need to torture themselves and so they slog through their lives wrecking any semblance of order the teacher for whom they are subbing might have established.
And so I stayed out sick one cold, overcast winter day, left lesson plans and called for a sub. Most sensible teachers will keep the names of the good subs and request them as the need came up. But I have always preferred to take my chances; after all, an inept sub needs money as much as a good sub does and the kids can survive a day and not only that but if the sub is bad by being mean or sarcastic the students end up grateful when I return. I went ahead and let the sub people pick whoever was available, and ended up with one Mr. J. Neil Newton, and it turned out that Mr. Newton worked hard for the money that day.
Notes from subs can be very informative. Some of them will say everything went fine when there is evidence all over the room—graffiti on the chalk board, desks in disarray, nothing turned in—to suggest the contrary. Others will critique your lesson plans and offer tips for next time. Some don’t leave a note, while others document every moment of the entire day. Mr. Newton’s note was brief and it was the kind a teacher never expects to see: “At the beginning of 5th period, a student threw a tangerine and hit me on the head while I was writing on the board.” He left the tangerine, split open from the impact, as both paper-weight and evidence on top of the note. I was embarrassed but I was more angry than anything else. I was going to catch the kid and make him pay the highest price, whatever it was, so that the rest of the class would know that while I am an easy-going teacher I will not on under any conditions tolerate abusive behavior. I had my suspicions as to who it was but I had a plan to nail the kid.
There are some occasions where you have to act really disappointed or angry but in this case no acting was necessary. As soon as they walked in they knew they were going to hear from me. I spoke the instant the bell stopped ringing.
“Take out a piece of paper,” I said with0ut greeting them. “The sub left me a note. He told me something happened in this class that didn’t happen in any of the others, and I will tell you this: it will never happen again in any of my classes.”
“It was only one of us. The rest of us didn’t do it,” a student in the back said defensively.
“You’re right, Pablo. It just concerned one student. I bet many of you didn’t like what happened and didn’t like it that that one incident was going to represent Roosevelt High School to that sub. I bet there are more than a few of you who don’t want your school to be represented that way.”
“He shouldn’t judge the whole school just on one bad thing.”
“You’re right, Lisa, but unfortunately people do it all the time.”
“That doesn’t make it right.”
“Ok, but we’re getting off track here.”
“What do you want us to write?”
“What I want you to write is what happened yesterday.”
“Do we have to put our name on it?”
“Only if you want.”
“What are we supposed to say?”
“Write exactly what happened in here yesterday; I want to know.”
“Will we get in trouble?”
“Not if you didn’t do anything.”
“We getting any points for this?”
“I can only give points if you put your name on your paper.”
“It’s like you’re bribing us.”
“Ok then, forget the points.”
“No.”
“No forget it. You just write what happened.”
“People could just lie and make something up.”
“I’m betting enough of you didn’t like what happened and you’re going to tell the truth.”
There is a certain kind of silence in a classroom when the students are working intently. It’s almost palpable, as if you can hear their wheels turning. This was one of those moments. Most of them mentioned the tangerine. Ten of them named the student, Jesse Juarez, and six of those ten signed their names on their paper. Over half of the others said that they didn’t see who did it but expressed the hope that the culprit would get in trouble for it and that they felt sorry for the sub. I stapled the ten papers that identified Jesse and I included Jesse’s description of the day, “Nobody dint do nothing. It wasent me.”
Jesse had transferred into my class from another teacher, but that teacher was thoughtful enough to pass along Jesse’s behavior contract, which was filled with documentation of previous antics. At the bottom of the contract was step seven where, after six violations and six attempts to alter behavior via detention, home contacts, and conferences, the student was dropped from the class and given an F, which is referred to as “W/F,” withdrawn/fail. I had Jesse in my hip pocket. At three o’clock I went to see Ms. Sochor, his counselor.
“Hey, Jack. How are you?”
“Hey, LuAnn.”
“What’s up?”
“I’m here about Jesse Juarez.”
“Oh, that one,” she sighed.
“Yeah.”
“What’d he do this time?”
“He threw a tangerine at a sub.”
“Oh, God.”
“Hit him on the head.”
“Did the sub throw him out?”
“No. He didn’t see who it was.”
“And you know it was Jesse because….”
“Because ten students identified him,” I said, holding up the stapled papers.
“Let’s see.” She took the papers with one hand and put on her glasses with the other.
“And there’s his contract here. This puts him on step seven.”
“All right, I’ll take care of it.”
“Thanks.”
“Maybe Mr. Sather can turn him around.”
“What?”
“He teaches the same class that period. I won’t have to change Jesse’s classes.”
“Wait a minute. He’s on step seven. That’s a W/F.”
“Wouldn’t you rather give him an opportunity to be successful?”
“I’d rather see him not throw tangerines at a sub.”
“But Jack…”
“He’s had seven opportunities to be successful. That’s like giving a batter seven strikes.”
“Oh English teachers! So poetic!”
She laughed, trying to change the mood.
“Seriously.”
“Well, actually the contract originated with Mr. Griffin.”
“Yeah?”
“So he started over when he came to your class?”
“What? That’s not how it goes. Conrad put the contract in my box.”
“It’s my call,” she said, smiling.
“So he throws a tangerine at a sub and then nothing happens except he gets another new teacher?”
“I’ll suspend him for a day.”
“Ok, then. Now he gets a day off before he gets his new teacher.”
“I’m just looking at it a different way. You say he should be ejected from the game; I’m giving him another at bat.”
“Well, you’re the boss. But I don’t think you’re doing what’s best for the kid. Why do we have seven step contracts if we’re not going do anything at the seventh step?”
“Throwing a tangerine is bad, but there are worse things than that.”
I was so mad I just left so I wouldn’t lose it all together. It wasn’t fair to me, it wasn’t fair to my students, it wasn’t fair to Mr. Griffin, it wasn’t fair to Mr. Newton and most of all it wasn’t fair to Jesse. I walked straight to my car, cranked up the stereo and drove home. It occurred to me that Jesse wanted power of some kind and that I thought I had it but it was LuAnn all along, and she had misused it.