Work, Part III

I've been on a total high at work lately. AND, I'm waiting for it to all come crashing down.

That's sick, but it is the way I am. Instead of playing the "Work What IF" Game, my psychologist said that I need to start making up a list of things I can think about should I find myself venturing into a seedy neighborhood in my head. Here's what's on the list so far:

1. Generate the (infinite) list of Fibonacci Numbers in my head one right after the other as far as I can go.

Mmm . . . yeah, that's as far as I got.

Do you know what the Fibonacci Numbers are? It is a number sequence that goes like this: 1, 1, 2, 3, 5, 8, 13, 21, 34 . . . The next number is the sum of the two previous numbers. It continues infinitely, and the really cool thing is how it relates to the arts, science, and nature. I'll elaborate: If you take a number and divide it by the number previous, you'll get a number that is around 1.6 . . . the further out in the sequence one is, the more precisely it will approach 1.6. This figure is known as the Golden Mean. The Greeks and the Romans really liked this ratio for engineering and architecture. One can see Fibonacci numbers at work in terms of how many leaves are on a stem, or how many spirals appear in a Nautilus shell, or how many seeds are on a seed head. Amazing, really. Visit this site http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/ if you want to read an exhaustive summary of it all. I don't teach math anymore, but it is a personal love. (And maybe I will teach it again some day . . . )

But as I said, work has been going swimmingly. I've been feeling uber organized and on top of everything. I astound my coworkers in my department with my techie skills and everything I do. They've told me, "You're amazing," and it gives me these brief moments of elation. I have a "to do" list two pages long, but it's keeping me on top of my game. I feel like I've been teaching some really great lessons and like the content is truly getting into my students' brains. Like we read this AWESOMELY great spooky thriller this week, "Three Skeleton Key" by George Toudouze, and they seemed to love it as much as I do. (Maybe they're just picking up on my enthusiasm, but whatever, I'm going with it.) Their parents report their kids like my class, which is a good thing. I'm making parent phone calls to help get students who aren't performing in gear, and the parents are appreciative. I'm earning mega brownie points by creating this super deluxe PowerPoint-ish presentation for the school bored, ahem I mean, board, for my principal. (It's not PowerPoint, but Apple's version of it, Keynote.) It is pretty damn awesome, if I say so myself, and it gives me a good reason to procrastinate grading writing (which I hate to do). Even Bitch Mom has had nothing to complain about and smiles when she sees me.

(I met Bitch Mom three years ago when she was, well, a BITCH to me. [See Work, Part II post for a total wrap up.] She was horrible and rude and I was new to the school and didn't know better but to LET HER be that way. Even though I had started my tenth year teaching that year and I should have said to myself, "been there, done that, Dulce, there are parents like this and you've had them before," I lapped up every criticism she had of me and thought, deep down, she must be right. I must NOT be the teacher I thought I was. It was actually so bad that I had to start up therapy again because I could NOT handle her [and a few of her cronies]. I had panic attacks and lost a bunch of weight and couldn't sleep . . . it was horrible. I took personally everything she said about me . . . and even now, as I have her younger child in my class, my immediate reaction to seeing her approach my classroom, or seeing her name in my email in-box, is to get immediately defensive and to shoot my guard up. It's like my own personal National Terror Alert status goes to RED immediately and I get this visceral feeling like I want to throw up.) <--- can you see why Dr. Psychologist wants me to work on this? And to get back to what my coworkers think about me . . . that's nice to hear those things about how brilliant they think I am, but I don't believe it. Deep down, the perfectionist in me knows that I'm not all that and that I'm really nothing to write home about. I could (and should) be doing it better.

And actually, I'm fine to work on work issues because I have to get over this. And it's nice to focus on work, because then I can live a little bit longer in Purposeful Denial, that place where I pretend nothing bad has happened to me, you know, like baby loss. I know Dr. Psychologist and I are coming to that neighborhood soon, and I'll be forced to vacate, but until then, I'm waiting for my Three Day Notice to Quit. I'm going to have to forcibly evicted.

We had parent conferences this past week, and they went well. Amazingly well. And I can't wait to show my principal this Keynote tomorrow. I know she'll love it, and I'll get those little positive strokes for my bruised ego that I so desperately need, all the while hating that I like to get them so much . . . ach!

Ah well, a few things to do before bed and then the race begins again.

Work, Part II

Let me say that I really like where I work. Our school isn't perfect, but we have some committed teachers and a strong, fair, and caring principal and vice-principal. We have a very heterogeneous community of students, ethnically and socio-economically. We are really making some terrific gains in our test scores . . . there is a lot about which to be proud. I decided -- after about nine years at a different school -- to move to the school that I am at, and I have never regretted that decision. The first year was rough, though. It was my tenth year teaching, but it felt like my first in some ways.

For one thing, I had to get used to a new grade level's curriculum. There were worksheets and graphic organizers to make up and new projects to plan out, because the ideas that come with the teacher's edition are just that -- ideas. There's no handout that comes with all of the materials that really explains this terrific idea to the students--what's expected of them, how to complete the assignment, how they will be graded. At least, I've never really found the handouts that come with a new textbook adoption adequate, so I spend a lot of time adapting them or innovating them to fit for my students, my management style, and our district's grading rubrics. So I had to do all of that, and reacquaint myself with world history from roughly the Fall of the Roman Empire to the Age of Enlightenment (Africa, rise of Islam and Muslim Empires, medieval Japan, Tang through Ming dynasties in China, feudal Europe, etc.), and bone up on what language arts standards my students were to master at that grade level. (I teach both language arts and world history.) And everything I created was new; since I was teaching a new grade level, I couldn't simply open my file cabinet and take out last year's organizer and tweak it a bit for a new group of kids. It was all brand new.

Also, I would be piloting a new program at our school -- a technological component. Technology doesn't scare me, and I looked forward to working with the program. I love my computer and my gadgets . . . ! (What did p*** me off, though, was that the district wasn't giving me a lot of ideas about how to implement this program. Their idea of support was to tell me how to work the applications on the computer -- which I already knew how to do -- not give me some good ideas about how to integrate these programs with curriculum and standards. So I had to come up with these ideas on my own . . . but that's a long other story.)

Thirdly, of course, I needed to teach and assess. The assessing can take a LONG time . . . imagine 90 to 100 essays to grade with comments on each. It's a drag.

So I was doing all three of these concurrently . . . it left me working twelve-hour days sometimes, guilty for grading papers on the couch rather than playing with my kids at night, too tired to have sex with my husband, dead exhausted on the weekend.

BUT I WAS DOING A GOOD JOB, I thought. I really felt like I was being effective as a teacher, competent . . . I was having those good teaching days I talked about in the last post.

So imagine how assaulted I felt when a group of parents decided that I wasn't doing a good enough job! That I didn't know what I was doing on the computer, that their child wasn't doing enough writing, that I was not "challenging" their student(s) enough -- their child was bored and hated coming to my class! -- and that I was the most disorganized teacher they'd ever encountered. (The last accusation, that I was disorganized, was particularly wounding to me because I take pride in how clean and orderly my classroom is. The Type A teacher that I am, I put other teachers to absolute shame with how organized I am.) And did they confront me with these comments? No, they went straight to my new principal, who, upon hearing all of these comments, I felt sure was regretting she'd let me come to her school.

My anxiety started to rise. I was really worried. I thought I was doing so well. I felt like all was fine. It was a challenge, but I was meeting it all. I stewed and worried all weekend. (One particular mother, the straw that broke this camel's back, ranted for nearly 25 minutes at me on a Thursday evening, and we didn't have school the next day.) As the anxiousness increased, my eating and sleeping decreased. I probably even felt sick to my stomach and thew up a few times. (That's my MO.) I cried. A lot.

These parents touched a raw nerve in me. I felt so inadequate and caught completely by surprise. I hate being caught by surprise. [My HC was the mother of all (horrific) surprises.] At least let me worry about a few possible scenarios, so that if one of them happens, I at least have already thought out in a rudimentary way how I can cope. Couldn't they see how hard I was working? Obviously they didn't, so I would just have to work harder. Want challenge? Okay, I'll give you challenge. But then they complained it was too much. They were never satisfied. BUT, by the end of the year, I think I had proven myself. One mother, who wrote me a scathing email in October -- I burst into tears when I read it -- said, at the end of the year, "Thank you. You have really worked hard. I'm sorry we were so hard on you." But she was the only one.

It turns out that my principal has never regretted having me come to her school for a second. She never did, even when those parents were so vocal. She realized, I think, that they were a tough set of parents, because they were tough on her too, and not just tough about me. As the year progressed, we were almost able to joke about it: "Mrs. X called me today," she'd tell me, kinda rolling her eyes a bit. "Oh yeah? What am I doing wrong now?" I'd retort.

The thing is . . . and this is the second major reason, besides the HC and a school year abruptly cut short three months ago, that I am anxious to return to school. Because those students have younger siblings . . . and some of them will be in my classes again this year. Which means I will be interacting with those parents again. And that doesn't make me especially excited to return to work. I already feel like not only do I have to be "on guard" with my feelings at work concerning grieving my HC, but also I will have this constant defensiveness around them. Are you going to ask me snappy questions again? Will you greet me icily or will you deign to smile at me as you say hello? Am I still going to have to prove myself to you?

I knew these students were coming up through the grades. That's one of the things that excited me about being pregnant and due in September. I knew that I would be able to come back to school, introduce myself, and then take half of the year off and not have to deal with them until January. And then I'd be so blissed out by having a cute baby, who cared? I would only have to face them for half a year. I could do half a year. Now I have to do a whole year.

Ugh.

Work, Part I

So I start work again soon. For me, work means "school" as I am in education. It is the last facet of the life I had before my HC that I haven't resumed. Picking it up again is causing me a little anxiety. I'm not having a full-blown panic attack about it, but I' worried that I could. It's just been on my mind a little bit more than I'd like it to be. Sure, knowing that I have to go back to work after a summer off never inspires the "jolly" side of me to come out, but I never usually think about it as much as I am now. I'm making sure to be really good and not to forget to take the Lexapro . . . because that will help prevent a high state of anxiety from completely debilitating me, rendering me non-functional just when I need to be functional.

On May 6 (the day I had my 20 week ultrasound), my doctor called me in the evening to let me know things looked bad. That's it. I haven't been to work since. In the beginning, I simply took the rest of that week off work so that I could attend the myriad of doctor and further testing appointments that come with a poor prenatal diagnosis. Then after that was all said and done, and our decision was made, I spent the next week anxiously at home, waiting for those appointments to be made . . . the ones that would separate me from Michael. I was trying to be optimistic, thinking that I could go back to work for the last two weeks of school. My thought was that work would be good for me, that it would bring structure to my days and keep my mind from going into the dark neighborhoods it has a tendency to frequent. (And it went there even before our HC.) The Nazis had this horrible phrase in the entrance gates to all of their concentration camps, "Arbeit mach frei," or "Work makes you free." And for me sometimes it does. I can get so drowned in the tasks that I need to complete, and I begin to work at almost a maniacal rate, that I am temporarily "free" from all of the other painful things that normally occupy my mind. The work drowns out my other sorrows.

It became clear, however, that going back to work was a ludicrous idea. I'd have to face students who remembered me round and could so clearly see now that I wasn't. I didn't want to answer any questions from the kids who didn't have tact enough to keep their questions to themselves. As for the kids who did have a sense of decorum and privacy, I didn't want to see the questions in their faces, even if they were never, ever going to give voice to them. They were there and I didn't want to confront those yet. I didn't want to see any co-workers, except the one or two that I absolutely trusted in my department. Only they could hear me cry on the phone as they called to check in on me. The rest I would see when I came back to work in the fall. I would get a fresh start in the fall. I would have the summer to grieve and to heal, and I could come back to work -- different from the person I was before -- cracked -- but less raw. So, instead, I began to work at home . . . on house things, almost like I was nesting for the baby I would never have. If school work sometimes set me free before, housework would now, damn it. I began to clean, clean, clean and paint, paint, paint . . . it helped me function and focus instead of sit on the couch and think too much. And now all that has to end because the other work beckons.

Did I mention that I think I'm a workaholic? Because I think I am. I can't decide if I just have an all-consuming job for ten months out of the year, or if I just work really, really hard and get really compulsive about it. But I'm good; that much I know on some level. I was teacher of the year at the school I was at previous to this, and I get lots of students who look me up as they are graduating or now that they're in college to say "hi" and let me know how much they learned, and colleagues like me and my principals have all said that I'm great. But I also worry tremendously that I'm not . . . that's the outward part of me that you don't see. The part that is suspicous of myself. That part of me that knows I can still do it better. I can reach another student, or figure out a better way to help make a connection, or maybe finally say the magic word that will inspire another to start turning in assignments (at all, much less on time.) Will you find out that I'm not really "all that"? Because I don't really think of myself as all that. But I do have great teaching days, and I love those days where I think that my lessons are going well, and I made that connection, and the kids were enthusiastic--even the ones who aren't normally. I'm thankful for those days.

I was speeding along like that, having pretty good teaching days two years ago, when I got sideswiped. In light of the poor prenatal diagnosis and HC -- now that was a KO -- no sideswipe will ever compare to that. But I took this one hard. And that's another of the reasons, aside from going back to work after a HC, that I am anxious. I will explain in Part II later.