When I was placed in Kindergarten, I didn’t much care for my teachers. They seldom helped me, instead giving me very simple tasks such as coloring shapes with the correct crayon, cutting on dotted lines or tracing letters and numbers. Granted, those were the skills I most needed, but it was humiliating when I saw what my classmates were doing: learning to read and do math.

            What I did like about school was that it was a safe environment. No adult ever spanked me, shook me, threatened me with anything more serious than losing playground time. For the most part, until high school, most teachers acted as if I wasn’t in the room. I could sit in my desk all day without the teacher ever looking over my shoulder.

            When asked what I wanted to be, clear up into high school, my response was always, teacher. Teachers were sort of like heroes to me. They gave off an air of authority without, for the most part, threatening violence. There was an occasional crack of a ruler on my desk when I wasn’t paying attention, and I think only once, being sent to stand in the corner.

            Only one high school teacher seemed to care about me, Mr. K, my math teacher. He was kind, patient, and saw my innate mathematical skills. In other classes I feared going to the chalk board, but in Mr. K’s classes, it seemed like an honor. Why? He normally only asked me up there after several of my classmates had tried to solve an equation and failed.

            When I applied to college, I did so as a potential math major. Not to teach, however, but to be a statistician.  I liked working with numbers, but not with people. It seemed like an ideal job for me.

            All that changed during my junior year when the Department Chair called me to his office. He asked what I was doing there, and accused me of only choosing a major in math so I could find a husband. He insisted that I change my major.

            Since I was on a full scholarship that only covered four years, I didn’t have time to switch to a new major. Unless I chose one based on the number of completed credits I already had. That’s how I got a degree in Russian Languages and Literature. I didn’t see myself as a college professor or writing the new Russian novel. The only possibility that came to mind was working as a translator.

            When that fell through, and I had to find a job, quickly, I applied for anything that didn’t require impressive typing skills. I finally got hired by the IRS and made a nice career out of it, even though I hated every minute of every work day.

            When our first child was born, I knew nothing about little kids. I found a Parent-Child Education class being offered by the local Recreation Department. I learned music, art, dance, singing and activities of all kinds. It was fun, but intimidating when my turn to lead the class came on the rotation.

            I decided to apply to the community college to earn an AA degree in Childhood Education. I complete the program, got a job in the Rec. Dept. teaching Tot Time. There were ups and downs. Ups happened when the kids did what I asked and seemed to be having fun while they learned. Downs were when a snaked invaded my classroom or when a kid soiled themselves or threw up on themselves or on the equipment.

            The job became boring after just a few years.

            I then decided to earn an Elementary Teaching Credential. My sister-in-law paid my tuition, at the college where she worked. Some of the classes were fun, such as teaching PE or designing bulletin boards. Some were incredibly boring, such as the pedagogy of learning, phonics and writing lesson plans.

            After graduation I got hired at a Catholic Elementary where I taught for four years. This was my dream job, something I’d wanted since I graduated with my BA in Russian.

            The first three years were amazing. The fourth, the principal decided she wanted to push out all the older teachers, so she made my life miserable. I left.

            The next several years were ones of fruitless search. I discovered that all the PE teachers in my district were aging. I began work on a PE credential, but got bogged down when it was mandatory to referee a college-level soccer game.

            I kept getting sub jobs in Special Education classes as there was a chronic shortage of qualified teachers. I knew nothing about Spec Ed, but there was a need and I felt I could fill it.

            Back to college I went and after completing only six credits, I was hired.

            I experienced some difficult kids, but obnoxious parents. My Director of Special Education supported me, listened to me, stood by me. There was no established curriculum, so I had to devise my own, a combination of 4^th and 5^th grade subject-matter.

            I went to conferences, workshops and all types of sessions, learned something at each.

            At the end of those four years, I wanted something more.

            Back when I entered university to get my first credential, I weighed the differences between elementary and secondary curriculums. I felt as if I had no strengths in any of the subject taught at the high school level, but I could be the teacher of this and that. That’s why I chose elementary.

            A position opened up at the high school. My elementary school was getting a new principal, someone who had no idea what I had been doing and didn’t care as long as I kept my students out of her office. It was time to go.

            Little did I know that teaching high school Special Education students was the career I should have been pursuing.

            For 23 years I taught ninth and tenth grade English and an occasional Social Studies class.

            I loved those teenagers, offered them respect, treated them with dignity and challenged them to push themselves academically. Some did improve their reading and writing skills quite a bit over the two years they sat in my classes. Most improved somewhat, and very few made no progress whatsoever.

            In a rather roundabout way, I pursued my dream job. I did become a teacher. I did love what I was doing. I did enjoy going to work.

            Many of my high school students had unrealistic dreams, such as becoming a famous actor when they were too shy to speak in class. Or playing professional football when they didn’t get much field time during games. I even had one who wanted to be an airplane pilot when he had no control of his legs.

            We all need dreams. Dreams are what motivate us to move forward. Realistic dreams can become true, leading us to fulfilling lives.

            I learned to pursue, to never give up even when faced with challenges, to be open to change and to accept opportunities that had never popped into my brain!