or recourse as to how those decisions would affect the kids. She knew too well the overreaching power of the unions, both certificated and classified, and had come to recognize that the needs of the students were not foremost in either of their agendas. Still, weren’t they all here to educate the kids, to bring them to a better place than where they’d found them? Even this construction was an enigma. They managed to get money for rebuilding the entire school, but there wasn’t any to reduce class size or buy newer computers or new software or books or supplies or even athletic uniforms. The kids had to raise their own money to pay for a uniform, for crying out loud!
Ever since she’d begun teaching at MTS, all Jenny ever heard from the top was how they had to shove every kid into college. But she knew full well—because she actually talked with the kids—that many of them didn’t want to go to college. They wanted a good trade, a good skill so they could raise a family, but most didn’t want or need a standard bachelor’s degree. And yet that seemed to be their only choice here. Electives were few and far between and even some of those were half-assed anyway. Jenny had been teaching for seven years, and yet the system was already burning her out.
Her freshman English class, as all of her classes, bulged at the seams with forty-two rambunctious, often ill-mannered and completely uninterested ninth graders. Knowing the neighborhood kids fairly well by now—reading was disdained, but they liked photos and visuals a lot—Jenny had adorned her classroom with pictures of famous writers and poets, like Shakespeare and Byron. She’d posted school and classroom rules, not that it did much good. Teachers at this school were left pretty much to their own devices when it came to discipline. There was a dean, but unless a kid committed murder on camera, suspensions were kept to a minimum. Wouldn’t want to lose that ADA money, would we?
Jenny also loved movies, and knew the kids liked them too, so she’d displayed numerous posters of popular films, mostly recent ones the kids would know. On display were several movie posters depicting King Arthur, most too old for her students to have ever seen except maybe on television. Jenny loved Arthurian legends and stories and attempted to incorporate them whenever possible—not much these days with the rigid curriculum and fixation on the state standardized testing. She’d also put up pictures of castles and a large map of medieval Britain.
At the moment, she had her back to the class as she quickly wrote page numbers on the whiteboard. As she turned back to the class, she observed Lance Sepulveda whispering to another boy seated beside him. Ah, Lance , she sighed inwardly. Probably the smartest kid in the class, when he chose to show up, that is.
“Ahem. Lance, something you’d like to share with the rest of us?” she asked with a raise of her well-groomed eyebrows.
Lance looked at her, a bit startled, but immediately regained his aplomb. He smiled sweetly. “No, Ms. McMullen.”
He suddenly noticed two cute girls sitting a few rows over giggling and smiling his way. He blushed and quickly looked down at his graffitied desk in red-faced embarrassment.
The bell screeched and signaled a mad scramble for the door. Jenny quickly shouted, “Leave your papers on my desk!”
The two girls sighed and brushed up against Lance on their way out. He refused to look up until they were gone.
Pushing and shoving their way loudly toward the door, the students tossed their papers haphazardly atop Jenny’s desk as they whizzed on past.
“Neatly!” Jenny added, knowing it was fruitless. Within seconds, the room had emptied, and the papers were a shambles. Lance hung back, skateboard in hand, as always, and paused to straighten the pile, much to her amazement.
“Thank you, Lance,” she said, gratefully. “It’s nice to see you in school today.”
She’d taken a liking to