Somebody Else’s Kids: They were problem children no one wanted … until one teacher took them to her heart

Chapter Three

We were piloting a reading series program in the primary grades that year. For me it was not a new program. The school I had previously taught in had also piloted the program. I got to live through the disaster twice.

The program itself was aesthetically outstanding. The publishers had obviously engaged true artistic talent to do the layouts and illustrations. Many of the stories were of literary quality. They were fun stories to read.

Unless, of course, you could not read.

It was a reading series designed for adults, for the adults who bought it, for the adults who had to read it, for the adults who had forgotten what it was like to be six and not know how to read. This series was a response to the community agitators who as forty-year-olds were not fascinated by the controlled vocabulary of a basal reader. They had demanded something more and now they had gotten it. As children’s books for adults, those in the series were peerless. In fact, the first time I had encountered the books, I had covertly dragged home every single reader at one time or another because I wanted to read them. Of course, I was twenty-six. We bought the books, the children did not, and in this case we bought the books for ourselves.

For the kids it was all a different matter. Or at least for my kids. I had always taught beginners or failures. For these two groups the reading program was an unmitigated disaster.

The major difficulty was that, in order to appeal to adults from the first pre-primer on, the series had dispensed with the usual small words, short sentences and controlled vocabulary. Even the pictures accompanying the text, though artistic, were rarely illustrative of the story at hand. The first sentence in the very first book intended for nonreading six-year-olds had eight words including one with three syllables. For some of the children this was all right. They managed the first sentence and all the others after it. For the majority of children, including mine, well … in the three years I had used the series, I had memorized the three pre-primers because never in all that time did any of my children advance to another book. Normally, the first three pre-primers were mastered in the first grade, before Christmas.

I was not the only person having problems. In the first year of piloting, word soon got around in the teachers’ lounge: None of the first- or second-grade teachers was having much success. Traditionally, publishers of reading series send a chart outlining the approximate place a teacher and her class should be at any given time in the term. We all gauged our reading programs around that chart so that we could have our children properly prepared for the next grade by the end of school. This publisher’s chart hung in the lounge that first year, and the five of us, two first-grade teachers, two second-grade teachers, and I with my primary special education class, would moan to see ourselves slip further and further behind where the publisher predicted we should be. No one was going to get through the program on time.

After a few months of struggling we became so incensed over this impossible series that we demanded some sort of explanation from the school district for this insanity. The outcome of the protest had been the arrival from the publishing company of a sales representative to answer our questions. When I brought up the fact that less than half of all the children in the program were functioning where the chart said they should be, I expected I had set myself up to be told my colleagues and I just were not good teachers. But no. The salesman was delighted. He smiled and reassured us that we were doing very well indeed. The truth was, he said, only 15 percent of all first graders were expected to complete the entire first-grade program during the first grade. The other 85 percent were not.

I was horrified beyond reply. We were using a program that by its very construction set children up to fail. All except the very brightest were destined to be “slow readers.” Many, many teachers not hearing this man’s words were going to assume that the chart was correct and put their children through an entire year’s program under the mistaken belief that all the first-grade material was meant to be done in the first grade, none in second. That was not too extravagant an assumption, in my opinion. Worst of all, however, was that as the years went on, perfectly ordinary children who were learning and developing at normal rates would fall further and further behind, so that by fifth or sixth grade they could conceivably be considered remedial readers because they were two or more books behind their grade placement, when in fact they were right where the publisher expected them to be. And of course nothing could ever be said to these children who were reading fourth-grade books in sixth that would convince them that they were anything other than stupid. It was nothing more than statistics to the publishing company. For the kids it was life. That was such a bitterly high price to pay for an aesthetically pleasing book.

Lori was one of the reading series’ unwilling victims. Already a handicapped student who undoubtedly would always have trouble with symbolic language, Lori was trapped with an impossible set of books and a teacher who despised both the books and special students.

Edna Thorsen, Lori’s teacher, was an older woman with many, many years of experience behind her. Due for retirement the next year, Edna had been in the field since before I was born. In many areas of teaching Edna was superb. Unfortunately, special children was not one of them. She firmly believed that no exceptional or handicapped child should be in a regular classroom, with perhaps the exception of the gifted, and even of that she was unsure. Not only did these children put an unfair burden on the teacher, she maintained, but they disallowed a good education for the rest of the class because of the teacher time they absorbed. Besides, Edna believed, six-year-olds were just too young to be exposed to the rawness of life that the exceptional children represented. There was plenty of time when they were older to learn about blindness and retardation and mental illness.

Edna kept to many of the more traditional methods of teaching. Her class sat in rows, always stood when addressing her, moved in lines and did not speak until spoken to. They also progressed through the reading program exactly according to the chart sent out by the publishing company. If in the second week of November the children were to be, according to the charts, up to Book #2, page 14, all three of Edna’s little reading groups were within a few pages one way or the other of Book #2, page 14, the second week in November. She had no concept of the notion that only 15 percent of the children were actually expected to be there and all the rest behind. Her sole responsibility, she said, was to see that all twenty-seven children in her room had gone through the three pre-primers, the primer and the first-grade reader by that last day of school in June and were ready for second grade. That all her children could not read those books had no bearing in Edna’s mind on anything. Her job was to present the material and she did. It was theirs to learn it. That some did not was their fault, not hers.

Lori was not doing well. The hoped-for maturation in her brain had not yet occurred. In addition to her inability to pick up written symbols, she continued to display other common behaviors of brain-damaged children such as hyperactivity and a shortened attention span. Although Lori had not been on my original roster of resource students when school convened, she appeared at my door during the first week with Edna close behind. We had here what Edna called a “slowie”; Lori was so dense, Edna told me, you couldn’t get letters through her head with a gun.

So for a half hour every afternoon, Lori and I tried to conquer the written alphabet. I had to admit we were not doing stunningly. In the three weeks since we had started, Lori could not even recognize the letters in her first name. She could write L-O-R-I without prompting now; we had accomplished that much. Sort of. It came out in slow, meticulously made letters. Sometimes the O and the R were reversed or something was upside down or occasionally she would start on the right and print the whole works completely backwards. For the most part, though, I could trust her to come close. I had scrapped the pre-reading workbook from the reading series because with two years of kindergarten she had been through it three times and still did not know it. Instead I started with the letters of her name and hoped their relevancy would help.

Her difficulty lay solely with symbolic language: letters, numbers, anything written that represented something, other than a concrete picture. She had long since memorized all the letters of the alphabet orally and she knew their sounds. But she just could not match that knowledge to print.

Teaching her was frustrating. Edna certainly was right on that account. Three weeks and I had already run through all my years of experience in teaching reading. I had tried everything I could think of to teach Lori those letters. I used things I believed in, things I was skeptical about, things I already knew were a lot of nonsense. At that point I wasn’t being picky about philosophies. I just wanted her to learn.

We began with just one letter, the L. I made flash cards to drill her, had her cut out sandpaper versions to give her the tactile sensation of the letter, made her trace it half a million times in a pan of salt to feel it, drew the letter on her palm, her arm, her back. Together we made a gigantic L on the floor, taped tiny construction paper L’s all over it and then hopped around it, walked over it, crawled on it, all the time yelling L-L-L-L-L-L-L-L! until the hallway outside the classroom rang with our voices. Then I introduced O and we went through the same gyrations. Three long weeks and still we were only on L and O.

Most of our days went like this:

“Okay, what letter is this?” I hold up a flash card with an O on it.

“M!” Lori shouts gleefully, as if she knows she is correct.

“See the shape? Around and around. Which letter goes around, Lor?” I demonstrate with my finger on the card.

“Oh, I remember now. Q.”

“Whoops. Remember we’re just working with L and O, Lor. No Q’s.”

“Oh, yeah.” She hits her head with one hand. “Dumb me, I forgot. Let’s see now. Hmmmm. Hmmmm. A six? No, no, don’t count that; that’s wrong. Lemme see now. Uh … uh … A?”

I lean across the table. “Look at it. See, it’s round. Which letter is round like your mouth when you say it? Like this?” I make my mouth O-shaped.

“Seven?”

“Seven is a number. I’m not looking for a number. I’m looking for either an O,” and here I make my mouth very obvious, “or an L. Which one makes your mouth look like this?” I push out my lips. “And that’s just about the only letter your lips can say when they’re like that. What letter is it?”

Lori sticks her lips out like mine and we are leaning so intently toward one another that we look like lovers straining to bridge the width of the table. Her lips form a perfect O and she gargles out “Lllllllll.”

I go “Ohhhhhhh” in a whisper, my lips still stuck out like a fish’s.

“O!” Lori finally shouts. “That’s an O!”

“Hey, yeah! There you go, girl. Look at that, you got it.” Then I pick up the next card, another O but written in red Magic Marker instead of blue like the last. “What letter is this?”

“Eight?”

So went lesson after lesson after lesson. Lori was not stupid. She had a validated IQ in the nearly superior range. Yet in no way could she make sense of those letters. They just must have looked different to her than to the rest of us. Only her buoyant, irrepressible spirit kept us going. Never once did I see her give up. She would tire or become frustrated but never would she completely resign herself to believing that L and O would not someday come straight.

The day after Boo arrived, Lori came to my room tearful. She was not crying but her eyes were full and her head down. Without acknowledging me, she hauled herself across the room to the table and tiredly threw the workbook down on it.

“What’s wrong, babe?” I asked.

Shrugging, she yanked a chair out and fell on it. With both fists she braced her cheeks.

“Shall we talk a bit before we start?”

She shook her head and swabbed roughly at the unfallen tears with a shirt sleeve.

Sitting down on the edge of the table next to her, I watched her. The dark hair had been caught back in two long braids. Red plaid ribbons were tied rakishly on the ends. Her skinny shoulders were pulled up protectively. Taking deep breaths, she struggled to keep her composure. A funny kid, she was. For all her spirit, for all her outspokenness, for all her insight into other people’s feelings, she was a remarkably closed person herself. I did not know her well even though she usually allowed me to believe I did.

We sat in silence a moment or two. I then rose to check on Boo. He was over by the animals again, watching the snake. Back and forth he rocked on his heels as he and Benny stared at one another. Benny was curled up on his tall hunk of driftwood under the heat lamp with his head hanging off the branch. It was a loony position for a snake, and if one did not know him, one could easily have mistaken him for dead. However, for those who did know, he was requesting a scratch along the neck. Boo just stared and rocked. Benny stared back. I returned to Lori and stood behind her. Gently, I massaged her shoulders.

“Hard day?”

She nodded.

Again I sat. Boo looked in our direction. Lori interested him. He watched with great, seeking eyes.

“I didn’t get no recess,” Lori mumbled.

“How come?”

“I didn’t do my workbook right.” She was tracing around one of the illustrations on the cover of the pre-primer on the table. Over and over it her finger slid.

“You usually do your workbooks in here with me. Lor. When we get time from our reading.”

“Mrs. Thorsen changed it. Everybody does their workbooks before recess now. If you do it fast you get to go out to recess early. Except me.” Lori looked up. “I have to do mine fast and right.”

“Oh, I see.”

The tears were there again, still unfallen but gleaming like captive stars. “I tried! I did. But it wasn’t right. I had to stay and work all recess and didn’t even get to go out at all. It was my turn at kickball captain even. And, see, I was going to choose Mary Ann Marks to be on my team. We were going to win ’cause she kicks better than anybody else in the whole room. In the whole first grade even. She said if I picked her then I could come over to her house after school and play with her Barbie dolls and we were gonna be best friends. But I didn’t even get to go out. Jerry Munsen got to be captain instead and Mary Ann Marks is going to go home with Becky Smith. And they’re going to be best friends. I didn’t even get a chance!” She caught an escaped tear. “It’s not fair. It was my turn to be captain and I had to stay in. Nobody else has to do their stuff all right first. Just me. And it isn’t fair.”

After school I went to talk to Edna Thorsen. For the most part Edna and I got along well. I did disagree with many of her methods and philosophies, but on the other hand she had a great deal more experience than I and had seen so many more children that I respected her overall knowledge.

“I’m taking your advice,” she told me as we walked into the teacher’s lounge.

“My advice?”

“Yes. Remember how I was complaining earlier about how I never could get the children to finish up their work on time?”

I nodded.

“And you suggested that I make the ones who did finish glad they did?” Edna was smiling. “I did that with the reading workbooks. I told the children they could go out to recess as soon as they finished their pages. And you sure taught this old dog a new trick. We get the work done in just fifteen minutes.”

“Do you check the work when they’re done?” I asked. “Before they go out?”

She made an obtuse gesture. “Nah. They do all right.”

“What about Lori Sjokheim?”

Edna rolled her eyeballs far back into her head. “Hers I have to check. Why, that Lori has no more intention of doing her work carefully than anything. The first few days I let her go with the other children, but then I got to looking at her workbook and you know what I found? Wrong. Every single answer wrong. She’ll take advantage of you every chance she gets.”

I had to look away. Look at the wall or the coffeepot or anything. Poor Lori who could not read, who could not write and who got all her answers wrong. “But I thought she was to bring in her workbooks to do with me,” I said.

“Oh, Torey.” Edna’s voice was heavy with great patience. “This is one thing you have yet to learn. You can’t mollycoddle the uncooperative ones, especially in the first grade – that’s when you have to show them who’s boss. Lori just needs disciplining. She’s a bright enough little girl. Don’t let her fool you in that regard. The only way Lori’s kind will shape up is if you set strict limits. It’s modern society. No one teaches their children self-restraint anymore.” Edna smiled.

“And with all due respect and credit to what you’re trying to do, Torey, I can’t see it myself. Giving her all that extra help when nobody else gets it. It’s a waste of time on some kids. I’ve been in the business a long time now, and believe me, you get so you can tell who’s going to make it and who isn’t. I just cannot understand spending all the extra time and money on these little slowies who’ll never amount to anything. So many other children would profit from it more.”

I rose to wrestle a can of Dr Pepper out of the machine. The right thing to do would have been to correct Edna, because to my way of thinking at least, she was dead wrong. The cowardly thing was to get up and go fight the pop machine. Yet that was what I did. I was, admittedly, a little afraid of Edna. She could speak her mind so easily; she seemed so confident about her beliefs. And she possessed so much of the only thing I had found valuable as an educator: experience. In the face of that, I was left uncertain and questioned my own perceptions. So I took the coward’s way out.