1990's Me!
I am a Psychologist certified in the state of Texas to teach Psychology and English. When I began my career in 1980, no other teacher in Bexar County had my credentials. For my first six years in the classroom, I taught seventh, eighth, and ninth grade English. In 1986, the principal from our campus shifted to the high school and took along some of the best and brightest teachers within our district. He wanted me on his campus to design and implement the first course in Psychology offered at the high school level within our Region. I had one stipulation to making this move—that my classroom would be open to all topics initiated by students with his support.
That first year, I experimented freely with my curriculum utilizing a couple of old textbooks, my own personal library, and the professional journals available through the APA. During the next decade, my principal sent me to training on Critical Thinking, Cooperative Learning, and Multiple Intelligences with David Lazear. My education included Gifted and Talented certification and Advanced Placement training. Within all of that, I also continued refining my skills as an educator for teaching writing, which I integrated into my Psychology curriculum. The course I developed became one our district offered to other campuses throughout Texas with my availability for in-services and workshops. Because few high schools offered Psychology at their schools, I became the main teacher for student teacher training. Over a few years, I trained seven student teachers from Trinity University, UTSA, and Southwest Texas State University (now Texas State University). My reputation within not just our District and Region, but throughout the state was impeccable.
You can imagine my surprise when one October morning, one of our counselor’s tapped on my classroom door and said I needed to report to the principal’s office immediately, and that she’d be taking my classes for the remainder of the day. My students did their “Oh, Miss, what you do now?” quarry as I grabbed my purse and headed to the administration building. As they knew earlier in the week a very frank and open discussion on masturbation had been brought up by a student, we all figured we knew why I was heading to the office. Mentally, I began my reminder to the principal that he’d agreed that my classroom was open to ALL topics brought up by students.
When I entered his office, he waved me to a chair as he finished a phone conversation. His expression stern, he leaned forward and stated, “I’ve been running interference with District Office over a parental complaint. That was the parent. Apparently, you are ‘endangering the students and faculty of this campus by opening the door to Satan.’”
My jaw dropped. “What?”
“She says you have your classes sit in the dark and open their minds and thoughts which allow Satan to enter. When I told her that her son’s enrolled in an elective, and we’d change him to a different course today, she refused because it’s her duty as a Christian to make certain evil doesn’t get an opening at this school. Her son’s not the only one at risk. So . . . what have you done that would trigger this woman?”
“I have no idea!” I began. “Last week I did the heart rate activity. Could that be it?”
This multipronged lesson integrated demonstrating gathering data (heart rates) after students first entered the classroom, walked the stairs 3 or 4 times, took a second pulse reading, and then did a guided relaxation activity with a taking their pulse rate a third time. I’d done it for several years to teach mean, mode and median with the data derived along with giving my high anxiety students fairly fast method of relaxation that they could do easily at home.
I explained that the final step to lower student pulses involved multiple steps once students stretched out on the floor, sat at desks with arms and feet uncrossed, or lay across a few desks. With lights off and Pachelbel (usually) playing softly, students tensed every muscle in their bodies. Then I’d instruct them to relax and focus on breathing in a steady, even rhythm with me repeating softly, “In through the nose. Out through the mouth.” Next, I’d have them think of a favorite place and “see it, hear it, taste it, feel it. A warm sun, feathery breeze.” After about fifteen minutes, more heart rate data would be collected.
He asked a few questions, jotted notes onto a legal pad, and said he’d take care of the problem. By the end of the day, someone from the main office scheduled an appointment for the next day to observe the activity with one of my classes. Obviously, no gateway to Satan opened through this lesson. I don’t know the details for how the parent backed down, but I never heard another complaint.
Educators today often ask how I survived for thirty years in education. My years really were different than what the classroom teacher faces today. That one rare incident of a parent challenging my instruction occurs constantly now. The support I received from my principal and the district office personnel doesn’t exist for the teacher today. They face out of control parents threating their safety. They combat dick-less men who fear anything that doesn’t teach that white, Christian males are superior to women and minorities. Their censored bookshelves sit bare in some states.
The war against public education started while I still worked in the classroom, but the conflict grows daily into open hostilities against every teacher who enters a school. I don’t have any answers to my friends currently teaching except to chant “in through the nose, out through the mouth” as they prepare for a long, hard battle.
Copyright 2023 Elizabeth Abrams Chapman
Pairing IOUNIO's "Lost and Found" with today's post. I know many current educators are feeling like this!
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