I did a great job in Miss Schlosser's class

You hold on to the pencil from your 6th grade teacher, the one she gave to everyone as a memento of your year in homeroom 6A where she hung curtains on the bookshelves to make the cinderblock room look more homey. "I DID A GREAT JOB IN MISS SCHLOSSER'S CLASS" it reads in gold letters on one thin panel of this wooden implement painted red. Because she loved you all so much, because she told you all how she prayed for each of you three minutes a piece one night, you all sort of believed it. You did a great job. Why would she have given you all this pencil if it had not been so? She lost her mother that year. You broke the obelisk on her desk that year.  She prayed for you and hung curtains and gave you a pencil.  You hold on to the pencil and decide not to sharpen it right away because it's a bit of a novelty item and there are plenty of other pedestrian pencils and erasable pens to jot down your rising 7th grade thoughts about sleepovers and boys whose voices jump whole octaves overnight. The eraser you use; it's a decent eraser and you make a lot of mistakes over the next few years, trusting too much in the correctness and permanence of the story you are writing. You pack the pencil from your 6th grade teacher into a wad of other writing instruments, rubberbanded and ported from dorm to apartment to condo to house, and every so often you consider how long that pencil has held up. Like so few other things that shine with their original glory, the message is unmarred and unmistakable. It is only once you become a teacher that you understand the point of view of that message in gold letters. The pencil is not, as it appears to an egoistic middle schooler, a brag flag to wave. No one cares whether one did a great or superlatively poor job in sixth grade, it turns out. Pencils, after all, are chosen by the user. Pencils are the tool of the essay writer, the math test-taker, the form filler-outer. The pencil does not guide you; you guide the pencil. More and more and more and more, the pencil obeys. As you file bills or rifle through a drawer of receipts, you look up to see a streak of red peaking from the back of your desk, and occasionally it touches you but sometimes it floods you--that you were loved enough and affirmed in gold letters once upon a time. You did a great job. In a room where books were hemmed in by curtains. By a teacher whose name you will not forget.

A college professor responds: This American Life #562, #563

The recent two-part This American Life program "The Problem We All Live With" generated a lot of buzz. More than being buzzworthy, though, the investigation offered a real solution to education in America, however difficult it has been and may be to employ. It's so hard for journalism to not offer a thesis statement in order to appear balanced. But this program did more than peel back a few rotting floorboards on schools, which is oftentimes what education reports tend to do. It offered listeners a well-tested theory, a theory that seems so basic that it's laughable: Integration is the most powerful way to bridge the achievement gap between underresourced and well-resourced schools. Period.

It's much easier, one reporter noted, to dream up fixes for failing schools than it is to try to dismantle the systemic racism and classicism that rendered certain schools a failure.

I can get behind this. Even though I've spent less than 10% of my entire student life in public school. I believe in integration not just as an ideal but as a cornerstone of effective education.

I teach at a private university with roughly 40% students of color. It's a pleasure and a privilege to teach this mix of students. We build circles of trust in classes, in residence halls, in intramural sports, in clubs and the hope is that those circles enlarge to spheres much greater than our little campus. Prior to this gig, I taught at a diverse, urban community college. Most--not some--of my students spoke English as a second language. I taught English composition which was a delight since so many students could empathize with one another in the struggle to master another language. My classes came ready-made integrated. College is obviously elective, unlike public schools grades K-12 in which teachers must educate every child. Still, I agree with the findings of TAL: integration is the clutch in the manual car driving us toward educational reform.

But as TAL's reporting demonstrated, integration is the hard-fought battle, often trying to sell school integration without attaching it to the stigma of busing and without tokenizing students. Ayeeee. Hand me that magic wand....

The reason I believe so much in the power of integration goes well beyond my time in the classroom, however. I identified especially with TAL's coverage of parents expecting so much of schools that they "hand-picked" them. Parenting in America has swung so far to extreme protectiveness that schools seem to get stuck in a holding pattern of incubation rather than true education. Are parents in 2015 truly excited about the heightened challenges of their kids' classes or about the independence their children are gaining through projects and extra-curriculars? It does not appear that way, from the little I've gauged. Parents do their kids' entire projects for them. They "coach" by teaching their kids the position for which they want their kid to specialize. Rather than have their child experience the chagrin of sloppy penmanship or the pride of a job completed by hand--the pervasive attitude for parents seems to be akin to the LA Police Department: serve and protect.

Schools have become like restaurants rated on Yelp.com. Friendly service and immaculate facilities will earn high marks. High expectations of students and varied social dynamics are not always comfortable for patrons. Maybe the place down the road will be better--I hear they have even have a Groupon.

Universities are regarded as country clubs that exist to furnish four-star accommodations and luxury amenities. My students will rate me on the ease with which I grade assignments, the accessibility of my lectures, the availability of me in my free time. It is not enough to teach; teachers must aim to please.

Which is why I think TAL's program sounds the battle hymn for every teacher. We are helping to prepare a generation of students who will need to be problem solvers--solutionaries, if you will. These students will need to experience integration, which may (gasp) entail discomfort. These students will need to learn how to resolve conflicts and stand up for their beliefs. They may even need to learn to innovate using a limited budget, versus waiting for their parents to find something suitable on Pinterest to copy.

It's never our goal to fail: our kids, our schools, our communities. But there's an awful lot to learn through failure, largely so that we don't make the same mistakes--systemic and microscopic alike--again.

Crepe Myrtle Season, see also: when I cry on the inside

I'm not a flowers-phile like some folks who know all the pretty ones that grow in shade and bloom hard in direct sunlight. I do know crepe myrtles, though. They are the only thing in Tennessee that stands outside looking pretty in July and August. The rest of us are all drippy faint and upping our deodorant game.

***

In 2011, crepe myrtles greeted us as we drove up our long serpentine driveway when we first arrived to our rental home in Tennessee. They looked as though they'd been waiting just for us, practicing their pageant wave. Park here, they said. We've spruced up this place just for you.

*** The crepe myrtles remind me now that we are still here. We've lapped the sun four times and we know when to anticipate the chorus of cicadas, the halo of autumn leaves, the brisk mornings and the humid incubator that is crepe myrtle season.

***

I spend most of July and August in a state of homesickness, grieving a home and a people that are contained in one big amoeba of pain that globs around inside of me, never allowing me to feel perfectly at ease wherever I live. WAHHHH MEEEE. I'm a pilgrim from a lot of places and I ache privately because I think I'm alone in this. My country 'tis of thee, you confuse the heyyy y'all out of me, of thee I sing.

***

The beautiful crepe myrtles earmark another season of being here and being a misfit. They also usher in another school year. I've been so excited about sending both of the punks back to their school work-a-day routines that I practically forgot to mourn their own growth, to feel the full freight of their being a whole school year more advanced than the people they were last year when the crepe myrtles were in full glory.

*** Kids are only capable of two kinds of good-byes, it seems. The unceremonious "Bye Felicia"-esque dismissal, or the neck-wringing ugly cry adieu. How long, or should I say, how many crepe myrtle seasons until they realize their parents are all Bye Felicia on the outside but on the inside?