***A child in crisis needs more than than classroom lessons. They need to learn how to handle their emotions.***

I’ve been thinking about social-emotional learning lately and wondering what all the fuss is about. I say this as a person who entered the classroom at 45 with little understanding of my job.

I became a teacher following a reporting career where absolute professionalism was required 100% of the time: dependability, competence, punctuality, and strong communication skills were compulsory every minute of every day. So it’s perhaps not surprising that I required the same of my high school students. I truly believed I was preparing them for the “real world” and had no doubts about holding them accountable.

When a colleague pulled me aside and pointed out that I was dealing with children and could perhaps be a bit nicer, I scoffed. That most of my students hated me was obvious, still I believed I was right.

I finally began to understand the day I dragged a habitually late student from my first period class. As I was lecturing him about how he would fail in life if he couldn’t manage to be on time, he stared at his shoes. Then the 14-year old stared up at me. “I’m so sorry, Ms. Montgomery. I had to sleep on my uncle’s couch last night and I don’t understand the bus system from there. And I don’t know where I’m going to sleep at night and…”

And…that’s when the lightbulb went off. I was haranguing a homeless child. I instantly realized that punctuality and school work might certainly take a backseat when one is homeless. Note here that I taught in a Title I school where the vast majority of my students lived in poverty, so many dealt with hunger, abuse, gangs, neglect, foster care and all of the other ills that often live in that realm.

And what does this have to do with social-emotional learning? Everything. A child in stress needs both physical and emotional assistance. At my school we fed hungry children and provided clothing, shoes, back packs, and toiletries to those in need. We also listened. I made it a point to get to know all of my students to determine if there was anything I could do to make them more comfortable in the classroom. And, when my limited skills were not enough, I called in our social worker, who worked tirelessly behind the scenes helping kids in crisis.

So, while the role of a teacher is to impart subject matter to students, we can’t do that effectively unless children are able to manage the stresses in their lives. We have to help them acquire the skills and understanding to manage the many emotions they face in healthy constructive ways. Because if we don’t, some might give in to despair and one day pick up a weapon.

And that is social-emotional learning.

So tell me, please, why do so many people think this process is inherently evil?

Wolf Catcher

Anne Montgomery

Historical Fiction

In 1939, archeologists uncovered a tomb at the Northern Arizona site called Ridge Ruin. The man, bedecked in fine turquoise jewelry and intricate bead work, was surrounded by wooden swords with handles carved into animal hooves and human hands. The Hopi workers stepped back from the grave, knowing what the Moochiwimi sticks meant. This man, buried nine hundred years earlier, was a magician.

Former television journalist Kate Butler hangs on to her investigative reporting career by writing freelance magazine articles. Her research on The Magician shows he bore some European facial characteristics and physical qualities that made him different from the people who buried him. Her quest to discover The Magician’s origin carries her back to a time when the high desert world was shattered by the birth of a volcano and into the present-day dangers of archeological looting where black market sales of antiquities can lead to murder.

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***Yes, teachers need bigger paychecks, but they also need time.***

I spent 20 years helming a high school classroom, so when I saw the headline asking, “How to keep Arizona teachers?” I thought I might help out.

While there are certainly obvious answers—like paying teachers reasonable salaries for the important, difficult, and time-consuming job they do—there’s one other thing I’d like to suggest. Can we do something about the endless meetings? Looking back, I feel like I spent almost as much time in the classroom as I did in meetings. Now I don’t generally have a problem with group presentations, it’s just that often I couldn’t see the direct connection said speaker had to improving my teaching skills. I always found myself wondering about all the things I could be getting done—grading papers, planning lessons, meeting with kids and parents—if I’d had more time, so sitting in meetings got rather annoying, as you can expect.

One particular gathering stands out. My fellow teachers and I were asked to report to the cafeteria, where we were to sit with our department members at tables that sported cards: English, History, Math, Science, Languages, Music, Phys Ed, etc. I passed groups of teachers huddled around their tables chatting amiably as I looked for my own subject: Journalism. As I was the only person in my department, I felt like the kid no one wanted to eat lunch with.

It turned out that this meeting was about, um…holding meetings.

“It’s important that you run meetings properly,” said the tiny, high-voiced woman at the podium. “Everyone must feel engaged and heard. So, we will discuss best practices in regard to holding a meeting.”

I squinted at the empty chairs around my table and did my best to play along, but without meeting members to practice on, it was tough, if not laughable.

***Teachers clearly need more time to do their jobs, so let’s eliminate unnecessary meetings.***

I sat there for an hour, watching the little woman move from group to group giving suggestions. Finally she arrived at my lonely little corner.

“I’m the only one in my department,” I blurted out already frustrated with the whole affair.

“I see,” she smiled sweetly as if talking to a second-grader. “But it’s important that you learn how to be an effective leader.”

I blinked. “I’m pretty good at telling myself what to do,” I said trying to hold down the sarcasm. “I can make me do anything.”

She frowned, perhaps considering the absurdity of me holding a meeting with myself.

“Can’t I just go back to my classroom and get some work done?”

She shook her head. “No, you have to stay here like everyone else.” Again that elementary- school teacher vibe struck me. I considered grabbing my little paper Journalism sign and stomping off, but I did not. I decided instead to practice something I’m not very good at. Patience. Note that I’d gladly attend a meeting to improve my chops in that slippery area.

That said, to those of you who are concerned about the current lack of teachers—it’s estimated that roughly 200,000 classrooms nationwide are without certified instructors—perhaps you could think hard before scheduling mass meetings, so they have more time to do their jobs.

Just a thought.

Anne Montgomery’s novels can be found wherever books are sold.

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