Nancy Jones taught English during my junior and senior years at Interlake High School. When I had her she’d been teaching since the opening of the school in 1962. My senior year was her last year at the school. She was notoriously difficult and had a reputation for being a very tough grader. She would regularly use words that left students (and often colleagues) scratching their heads. This woman did not suffer fools. I’ve been extremely privileged in my education. I’ve been blessed with powerful educators at all levels of my formal and informal schooling. Nancy Jones is the single greatest teacher I have ever had and I never told her.
Dear Ms. Jones,
Thank you for dedicating your life to teaching belligerent and uncooperative teenagers. Thank you for being unwilling to accept mediocrity. Thank you for your deep commitment to equity and equality of educational opportunity. Thank you for never surrendering.
In my junior year of high school my motivation for quality was strictly limited to “good enough for a B” because that was the threshold for my parents leaving me alone. (I discovered this threshold during my freshman year.) I had a firmly established policy of putting in the absolute minimum amount of work to get a B, and by my junior year I was seriously testing the line. To this end my pattern was to quickly write up an essay the night before it was due, turn it out without revision, and see where the grade fell. I generally had no trouble landing in the acceptable range. Until I hit your class.
In your class I tried this method and was met with words that changed my world: “You need to rewrite this. I know you can do better.” This rocked me to my core. I’d never had a teacher hold me accountable for my best. Good enough was always good enough and here you were telling me that I would have to work hard, and that through working hard I would improve.
Reworking that essay forced me to examine my understanding of the purpose of writing assignments. I was firmly rooted in a fixed mindset that linked my writing ability to doing the least work and earning the highest grade. I thought my work was excellent because I did well with little effort and you were telling me otherwise. When you handed back the paper and made me revise it, you reminded me that the lowest acceptable level of work is one’s best work. You also showed me, in no uncertain terms, what it really means to have high standards.
At the time I thought you were being mean. I thought you were being a hard grader. I thought you didn’t like me. I didn’t realize that your insistence on nothing less than my best came from a place of unending compassion and caring. I know now that you believe each and every human being capable of deep thinking and excellence. I know it because you never dumbed things down. You never lowered your standards. You never gave in to protestation, and you, without fail, always called out students like myself who were disrespecting your class through mediocre effort.
Ms. Jones: I learned how to work hard in your class and I am forever grateful. I learned the importance of universal respect in your class. I learned not to suffer fools. I cannot, at this moment, name all of the books we read in your class, (I do remember that you called me out for not having read Pride and Prejudice when I tried to skate by on another essay.) but I do remember your presence, your compassion, and your never-ending pursuit of the best in everyone.
Since your class I’ve become a social studies and AVID teacher, including three years at Interlake, and I am now mentoring novice teachers as they begin their work. Your lessons and beliefs stay with me every day, from the continual demand for excellence, down to the specifics of how to write strong analysis. Your legacy lives in the students’ who, like myself, are forever bettered as a result of your work. Thank you.
With eternal gratitude,
Gabriel McCormick class of 2001
PS: No, this letter is not a rough draft.