One of my students skipped a class and wandered into my room earlier this year. I should’ve sent him back to “career exploration” but I didn’t. They were searching for jobs on monster.com and I got the wonderful sense that you get with some students that he knew, as much as I knew, that the whole class was a bunch of bullshit. I folded my glasses, put them down, and asked what I could do for him. He said, “Teach me something.” (I imagine this creates a feeling similar to the one a comedian gets when asked to ‘say something funny.’)
In this situation, I am comforted by maps. I happen to have a set of fantastic pull-down full color shiny brand new maps that are the jewel of my classroom. So I pull down the map of the world. The whole globe in pinks blues and oranges is pressed flat right in front of us. His hat is pulled down to his eyelids and little braids poke out toward his face and covering it all is this gigantic hood with that gold faux-Louis Vuitton print. But he can see the map.
I say, “So what’s going on out there?”
He looks at it.
He points to the Middle East and says, “Well this is all fucked up.”
And I say, “Okay…why?”
And so begins an impromptu lesson that meanders between American foreign policy, destruction of the rainforest, Israel vs. Palestine, the Holocaust, Shiites, Sunnis, evolution, the Prophet Mohammed, war, and, everyone’s favorite, the value of a human life. For everything I say he has another question. He exhausts my knowledge of Islamic culture, which doesn’t take long. He wants to know exact dates that I don't remember. He jumps from country to country, wanting to know how each one is involved with the next now and in ancient history, know each country’s stake in the current war, know how each one picks its leaders, treats its women, worships its god. Had I tried, I could never have created such a lesson. It was disjointed and at points, I’m sure, less than perfectly accurate. There were a thousand stumblings and much struggling to remember names and ideas. It was entirely driven by this kid’s whim, his finger, shaking from nicotine withdrawal and too much coffee, bouncing all over the world.
Then it shifts.
“You ever been anywhere?”
I say that I have. And he asks where. I point to Portugal. I point to Spain. I point to the Netherlands, which draws a bit of needling and forces me to remind him that, ahem, Amsterdam has more museums per capita than anywhere else in the world. I point to Ireland, Mexico, France.
I say, “Where would you like to go most, if you could go anywhere?”
And we start randomly pointing at the map. Taking turns. I’d like to see South Africa. He’d like to see London. I’d like to see Moscow. He’d like to see Egypt. What would this be like. What’s this place like. What’s this place. What’s here. Over and over. The image of these two pointer fingers, one black, one white, poking whimsical destination points all over the globe is one that will stick with me my entire life. The realization is crystal: I have about one four-thousandth of the knowledge I’d need to be the teacher he deserves. Or the teacher that could totally satisfy that curiosity, which emerged and then buried itself again by third period. Or the teacher that has even the slightest clue what it is like to be this kid.
