As long as I'm going down memory lane thinking about my public school education, I might as well talk about this.
Ridgewood really did have a very good school system, but it obviously wasn't perfect. As a kid I always thought, for instance, that it was a little full of itself. And even now I'm not entirely sure I was mistaken in that impression. Because Ridgewood tries so hard to be the perfect education system, it can sometimes be a little... much. As I've gotten older, however, I've realized that some its initiatives really did have sound pedagogical value, and even as a kid they never posed any problem for me. I was always an excellent Ridgewood student, the kind of student the many Education Ph.D's in the administration were really trying quite hard to educate as thoroughly and appropriately as possible. I was always commended and valued for my intellectual abilities as well, and while I was often glib about them, as an adult I can see that it was a real gift to have had these abilities as nourished and validated as they were.
Except in sixth grade, when they weren't in the slightest. In fact, they were nearly destroyed.
To be fair, sixth grade was always doomed to be a disappointment. At the time I started kindergarten, Ridgewood had seven K-6 elementary schools feeding into two 7-9 junior high schools, which fed into one 10-12 high school. Due to population shifts, however, they realigned the schools shortly before I reached junior high, so that by the time I got there in seventh grade it was now a 6-8 middle school instead. In many ways I think this shift was a good thing, as sixth grade in an elementary school is an overly coddled experience. Whereas by seventh grade I was given a schedule and a locker and left on my own to get where I needed to be, in sixth grade we were still lining up and traveling as a class to gym/music/art/lunch/etc. together, just as we had been since kindergarten. On the flip side, however, sixth graders got to enjoy particular privileges and activities as being the oldest in the school. And every year as I grew through the school, I eagerly looked forward to when I would reach the hallowed heights of the sixth grade and be able to enjoy them too. Unfortunately, because it turned out the fifth grade would also be graduating with us to go on to the new middle school, we had to share all these things with them, and thus none of the fun or esteem I'd long expected from the sixth grade ever really came to came to pass. It was a huge disappointment.
But none of that was really anyone's fault. Where people can be held accountable is in the teaching, which was inexcusable. At my school there were three sixth grade teachers, each with about 20 students in their class. We were all assigned to one as our regular teacher, and then we were divided up again into cross sections for our math, English, and social studies classes. My regular teacher, Mrs. S., was the social studies teacher. Mrs. B. was the math teacher, and Mrs. Sp. was the English teacher. I don't have as much to say about the English class, except that I found it very boring and unengaging. Mrs. Sp. was always thought to be strict, but that wasn't really the problem. She did tend to take an inordinate amount of class time to lecture us about eating a nutritious breakfast, but that was ok too. Still, I did massively underperform in that class, which makes me generally question her teaching skills given that I'd always been a decent student before that year, and was again subsequently, but the larger problem was that she served as a ringleader for the other, younger teachers, and nothing good came of that.
Mrs. B. was a problem on her own. Prone to histrionics, I don't even remember in full detail how bad she was, but other people who were there with me remember how she seemed to have it in for me for some reason. For instance - and I'm sure there was more, but I've largely blocked it out - I would hand in my homework, she would lose it on her desk, and then she would yell at me! And then there was her tracking recommendation, a recommendation that affected the course of my math studies for the rest of my life, where for the first time ever, a teacher had held me back from being able to educate myself as fully as possible. To underestimate a kid is unforgivable, and especially for a girl at that age to be told she won't be able to do harder math, even though she'd never had any problems with math before, is reprehensible. I may not have excelled in her class, but she had made it impossible for me to do so. (My mom and I once discussed appealing her tracking decision, but then didn't. I suppose we were cowered into believing she was right. She wasn't, and I resent her having instilled in me such self-doubt.)
Meanwhile Mrs. S. was a new teacher who was learning all her tricks of the trade from these other two, and it wasn't doing her any favors. She could have been nice, but she ended up cruel. There was one day when I'd forgotten my spelling homework. The articulated punishment for cases like that was that we'd have to write out each word 10 times, or something like that. I felt very embarrassed that I'd forgotten my homework and, in sincere penance, took extra, meticulous care in copying out my words, using my best possible handwriting. Then I gave it to her. Now, I don't know, maybe I was hoping that she'd see my gorgeous penmanship and congratulate me on my efforts. And maybe that was an unreasonable expectation. But there was no way I ever could or should have expected her to do what she actually did, which was to rip up the papers right in front of my face.
These were clearly not teachers who liked students. One day during social studies class, Mrs. S. collapsed. She wasn't unconscious or seriously hurt, but she was unwell and dizzy and slowly fell to the floor. Stunned, the class at first sat there quietly. Then, very responsibly, on our own volition, we all sat still while we (the students) sent one of our own next door to get Mrs. B. She came in, the school nurse came in, Mrs. S. left and got help, everything was fine. And we'd handled the situation completely appropriately. That, however, did not stop Mrs. B. from tearing into us about how ungrateful we all were that even though Mrs. S. had been so sick she'd still come to school to teach us. I don't know why, none of us had even said a word.
But as kids, we were clearly delinquents in their eyes. There were two scheduled field trips for the year. On the first one, about six kids misbehaved (out of 60, and not all that terribly). As a result, they cancelled the second field trip. I've still never been to the New York Stock Exchange...
Yet all of the above pales to the worst thing they did, which was to institute a policy called "SQ." "SQ," you see, stands for "stupid question." And I don't know who they thought they were trying to fool, but just because they didn't spell it out fully does not exonerate them for the egregiousness of ever calling any kid's question stupid. Admittedly, I think the policy originated from frustration with that annoying habit kids of that age often have, which is to not listen to directions and then ask all sorts of questions about all the details they missed while they were fooling around. I empathize with that frustration. But the application of "SQ" was not limited to just those situations. A kid could have simply not heard or not understood a detail, and they'd get an SQ rather than an answer. Or the teacher could have misunderstood the kid's question and then dole out a misapplied SQ. Once SQ was in their responsive arsenal, it was used quite liberally.
Just so we're clear, no kid's question is ever stupid. Your job as a teacher is to sate your students' curiosity, not mock it. Even if these teachers had done nothing else questionable that year, for this reason alone they should have been sanctioned, although as far as I know none were. Mrs. B. did leave the district the following year, but I heard she moved to Tennessee. Mrs. S. ended up at one of the middle schools, and I think may have eventually gotten tenure, and Mrs. Sp. ended up at the other middle school. In fact, I think my sister may have eventually had her. But maybe once separated from each other and in the company of saner co-teachers their behavior was ameliorated.
For my part, I couldn't wait to get sixth grade behind me, and in seventh and eighth grade I really flourished. Which is a big deal itself, because middle school is a crucial time, particularly for girls, where kids either sink or learn to swim. I did the latter and never looked back. (Except for times like now, in this essay.) I just am thankful that I was able to get away from them and into an environment where I could thrive. Had I been under their thumb for one more year I am sure I would have been ruined and would never have been able to be where I am today.