After their meeting with Principal Walczek and the other fourth grade teacher, Ali went back to her reconfigured classroom and Wallo assumed his station with Mrs. Doubtfire, as they called her. Since she was preparing to send Edgardo, Maya, Ritish and Chaco next door to the new concentrated-disability alignment (as Walczek had termed it), Ali was surprised to see that her students seemed to have been told of the new arrangement before their teachers. Before her, in an elementary school classroom in the forgotten parts of Chicago, twenty-six students without serious cognitive or behavioral problems sat staring up at their teacher, wondering what happened to their classmates.
“Donde’sta Maya?” asked Tina, a tiny Mexican girl who sat in a cluster of desks near the back of the room. Chirpy, dyslexic Maya was her best friend, Ali knew.
Ali stood behind her desk and placed her fingertips on the cushiony day planner that topped it. “A number of our students have been transferred next door, to the other fourth grade classroom,” she announced. Most of her students watched her, listening intently. A few stared at their desks. Davide stood up and walked to the back of the classroom, sat on the rug. “Additionally,” she went on, “because we are a smaller number now, Mr. Guero will no longer be here to help us out.”
A collective moan, a tiny whimper, shot around the classroom.
Lourdes raised her hand. At her desk cluster, Edgardo’s chair sat empty.
“But you said Mr. Guero was a lifesaver.”
“So who will save your life now?”
Ali sat down in her chair. She had a powerful urge to place her forehead on the desk, to twist her neck and flatten her cheek into the cool papery calendar whose small neat boxes made each day look so short and manageable. Time, she knew, was not so brief and contained.
“You will have to save my life,” Ali said. Lourdes sat straight in her tiny chair, her chin raised as though she were hearing orders she desperately wanted to follow. “All of you,” Ali went on. “You all have to save my life. Can you do it?”
“Yes!” came twenty-five cries of assent.
In the back of the room, Davide stood up from his perch on the reading rug and raised his hand.
“Yes?” asked Ali. She tried not to engage students who left their seats but without Carmen here to manage what that actually meant, the encroaching disorder seemed already too much to handle. And Davide could be volatile, his slim figure twisting quickly into anguish and rage. Already Ali could see the tight corners of his mouth quivering.
“Were we bad citizens?” he asked. His classmates swiveled in their small seats to see him ask, then followed the lobbied question back to Ali, still sitting at the front of the room. Outside the wall of sticky window panes, rain and wind pushed struggling tree branches against the glass. The leaves would stick, flat as pressed flowers, then pull away.
Back in mid-August, when the semester had first begun and Ali was wondering how two twenty-somethings would handle a classroom of thirty ten-year-olds, three of whom had special needs, one with a behavioral disorder, and at least two or three whom Ali suspected were brilliant, she had brought the question home to Carmen and together they’d brainstormed this model of classroom citizenship.
On the second day of school, Ali had asked, “What does it mean to be a good citizen?” and patiently she’d written the kids’ answers on the board: Pay taxes from Lourdes, Don’t Litter from Malik, Recycle from Martell. But when she returned to face the class, twenty-seven more students stared up blankly. Ritish bored a hole in his desktop with a pen.
“Rewinding a little,” said Ali, “what do we think is a citizen? Any of the ladies? What’s a citizen?”
“A person,” said Irsa, a fat Turkish girl in the front row. “A person who lives in society.”
“Great!” said Ali. “Really wonderful. So how to be a good citizen?”
“You help the society,” Irsa went on, her hands in little fists on her desk. “You help the society to be good.”
“Great!” Ali said again. “So we’ve heard Pay Taxes, Don’t Litter, and Recycle as ways we could help the society. How else? How else do we help a society to be good? Eric?”
“Help people,” said Eric from the back row. A couple of the other boys snickered.
“That’s wonderful, Eric,” Ali said pointedly. “Help people how?”
“Like…grocery shopping!” Eric exclaimed. “My neighbor Mrs. Ng. can’t go to the store so my mom buys her groceries and she pays us back on Sunday!”
“That’s great,” said Ali. Help feed people went up on the board.” She put down the chalk and took off in a stroll around the perimeter of the room. “So let’s change directions a little bit,” she said. She passed Carmen at his perch in the back. “Let’s imagine this classroom, right here, is a society. And in our society, like every society, we have all different types of people who need and give different kinds of help. What can we do, as classroom citizens, to improve our society for everyone?”
“Be nice,” said Eric.
“Wonderful. Be courteous, right? Respectful?” Eric nodded. Ali walked back to the board, wrote, Be Nice.
“Don’t eat smelly food in class,” said Martell.
No Smelly Food went up on the board.
In the back of the room, Carmen raised his hand.
“I think a good classroom citizen would want everyone to be learning.” Before him, Ritish was furiously prying away the top of the desk. Carmen placed his hand on the twitchy shoulder.
“How do we know if everyone is learning?” Ali remembered asking. “How are we supposed to know?”
“We have to ask them,” Carmen had said, like a sage.
And Carmen walked around to the front of the room and stood next to Ali, beaming in the limelight of the children’s gaze. “As citizens,” he said, “we have to be responsible for ourselves and for each other. Don’t you agree?” The kids nodded along. “So why doesn’t everyone turn to the person next to them and ask if they are learning. And if not, see if the two of you together can try to imagine a solution. What will help you learn?”
“Are you learning?” Ali whispered to Carmen. In three rows before them, fifteen pairs of students chattered and laughed.
“Every day,” Carmen said.
Now, after almost six weeks of school and daily calls of “Citizen check!” in which the students, comparing needs with their neighbors, had clearly discerned who among them were learning the quickest and who not at all, and so had suggested themselves in the third week of school that they reorganize their desks into little groups of four each with one person good at math and one person good at reading in each group, so they could better help each other learn, after which of crowdsourced bit of urban planning Ali had magically seen seven islands of desks work together to make sure that the answer to the question “Are you learning?” was if not always “Yes!” at least “Kind of” or “Sometimes” or “Partly,” it was as obvious to Ali from the front of the room as it was to the students before her that those students who were missing were the weakest among them who apparently they had not been able to save. And now, these kind remaining youngsters had no known recourse (and why wouldn’t they?) but to blame themselves.
“You are not bad citizens,” Ali said. She felt, with twenty six ten-year-olds clustered before her like inquisitive grapes, that there was nothing to tell them but the truth. She stood up and walked around to the front of her desk, to feel closer to them all. “The fact is,” she went on, “sometimes even when we are the best citizens we know how to be, the folks in charge don’t reward us for our good behavior. Because there are other things they are thinking about. Other priorities.”
“You mean the government,” Martell said. He nodded knowingly, channeling some older brother or father Ali didn’t know.
“Sometimes the government, yes. In this case, the school board.”
Sixty-two eyes stared up at her, unblinking.
“You see, we had thirty students and two teachers. But the school couldn’t afford to pay my salary and Mr. Guero’s. So some of our students moved to another class that already has two teachers, and now our class is a little smaller so we don’t need Mr. Guero’s help anymore.”
“But we love Mr. Guero,” said Tina.
“He loves you too, you guys,” Ali said. “He misses you already. This is not a lesson we wanted you to learn.”Â