I stand in the exact midpoint of the tired hallway and look around, observing and considering my options. The day, already having rolled out and around me with a lurching, struggling gasp, rages even more intensely in the fulcrum of where I stand; shifting uncomfortably from my left foot to my right foot and back.
I retrieve a group of ten rapscallions every morning at 10:30. Retrieving them is similar to capturing a riptide; children bounding down the hallway, tumbling over each other, tripping to run and administer hugs to me; hands raised wildly to tell me the latest cafeteria chaos; wide open mouths wailing over injustices experienced in the stairwell. They vacuum every ounce of remaining oxygen from the surrounding air. They do it twice. They do it in English, then repeat it in Spanish. Or, they do it in Spanish and repeat it in English.
At 10:30, I witness three events. The ten miscreants are hauled back to the classroom over a serious issue of bullying and name calling. The classroom teacher, beginning with a slow gurgling angry tirade, works himself into a raging diatribe, which spills out into the place where I wait. A couple of teachers stick their heads out the door to see what is going on.
I look to my left, down the length of the other side of the hallway. I notice a crowd of third graders gathered anxiously around their teacher, who I realize is administering the Heimlich maneuver to a smallish boy; the one with the long braid down his back; the one most likely to be in his own center of chaos, misbehavior and obstreperous action. ‘Of all students in this hallway,’ I muse, ‘he would be the most likely to have brought himself into a dangerous state of choking’. I am surprised at my disconnect; at my lack of fear in this moment. I trust that teacher. She is medically trained. I trust the deep interior silence into which I crawl more and more when I come across these scenes of chaos. I trust the power of prayer.
There is never enough time or mental energy to consider it all; to order rational chronology; to create meaningful sense of it. More and more, I move quickly into that deep inner space. Perhaps others do this as well. Perhaps this is why, teachers are always tired but there are no outward signs of physical illness. There are individuals who beat others so bruises do not show. Systems do that.
I stand in the middle of rage and danger. I look down at my feet and the wall across from me. There is a line of forgotten children, sitting on the floor, waiting to return to their classrooms with their jackets and their lunch boxes. Considering what is happening around them, they behave quite well. Two of them spread out on the floor; backs completely flat on the cold tile, both waving their legs madly up in the air. They look at me. I look at them and ask, ‘What are you doing?’ They laugh and say, ‘Look, look at us. We’re turtles, Miss. We’re turtles!’ They have come up with their own version of coping; too young to have developed a deep sense of inner life; that secret hiding place. But they know that turtles can pull themselves into themselves and disappear. In the middle of the hallway, between the raging and the danger, they have morphed into turtles.
I respond, ‘If I were a turtle, I would get up off of that floor because it is cold and it is dirty!’ But I don’t say that with much conviction. That is my ‘teacher’ voice; spilling out automatically after so many years of teaching. It’s reactionary; not deep.
If I were a turtle, I would stay in my shell and commence slow crawling movements toward the exit.
