The Miracle Worker

Monday, April 3, 1995

Today, we finished watching The Miracle Worker in English Nine. What a great film (the 1963 version with Anne Bancroft and Patty Duke)! Following the Gibson play better than any other adaptation (since he wrote the screenplay as well), this is the way to teach the play if you don't have time to read it. The play is a great watch but a tough read since it is so filled with stage direction that it becomes pretty dull just listening to it, without acting it out. And with time running out this term (this is the last week of this nine-week term... thank god next week is spring break), I didn't have time to act out sections of it with the classes (particularly unruly second period), so the film it had to be.

I've been breaking the film down into mini-acts, having the students write their perceptions of the characters (personality traits, not physical attributes) and citing evidence from the film to support these perceptions. The short-range goal is a example-driven paragraph that they will complete as a kind of final exam for the class. The long-range goal is multimedia presentations using the barcoded laser-clips, the one I had discussed with the members of the WASC Committee. It will also act as a launching point for next term's writing... the expository paragraph, using textual evidence from the pieces of literature we'll be reading (Of Mice and Men and Romeo and Juliet).

Today, however, it is the end of the film, from Helen's return home to the "miracle" at the water pump. It never fails to mist me up, when Helen "gets" it and a tortured, long-pent-up "wawa" is finally released out to a world that can hear. In the moments following the ending of the film, we talk about the story as a perfect tale for the classroom as it deals with learning and teaching. We talk about Helen's obstacles to learning and how she overcomes them. We talk about the joy Anne receives in working her miracle. Even the less than bright students see how if any student is tenacious enough s/he can succeed; the brighter ones see that the lesson goes for teachers as well. Often in these post-play discussions, I am asked if I have ever had a moment like that. And I tell them that it is in those moments that the love of teaching is found. Teachers don't get paid nearly enough, and so money isn't the reason we do what we do. But when a student makes a breakthrough (though it may not be as great as overcoming deafness and blindness), it is that sense of achievement that is more wonderful than payment. I talk of their own writing and the improvement I’ve seen from the beginning of the term to around now and the improvement I will see between now and the end of the year...monumental growth for some. That's a communication breakthrough every bit as important as Helen's.

Some students are stunned to learn that Helen Keller actually existed, and they are amazed when I share with them selections from Sullivan's diary that take the story further into Helen's life (a new teacher on campus, the new Drama teacher, Letty Garcia--yet another Chumash alumnus [as are Bob, Vince, Hector, and a handful of other who returned to the roost]--gave me the stuff, to my eternal gratitude). This helps many of them see the relevancy to their own lives. Whatever works.

It's the perfect work of literature with which to end the term. With just a week to go, I can use the curiosity of Helen and the determination of Anne as touchstones for the students to use in an attempt to raise grades in these final few days. Many see the connection, and some will actually act on it. And now's the time that could make a difference. Period One has the ability to erase nearly half its fails in these next few days. Period Two, though not as dramatic, still has the opportunity to pass more students.

I don't want to call it a miracle. But if the shoe fits...

Case in point: Eric--Mr. JROTC tardy-man, Mr. Watch Alarm, Mr. Resource Period and I-Still-Can't-Get-the-Work-In--was missing nine assignments as of this morning. At the beginning of class, he tells me again about he's going to get all this work in. Thirty minutes later, he's goofing off in class, not reading, not writing his book report (due today), not even trying to do the old work. For a guy so concerned about his grade, he's not doing a whole helluvalot to improve it. This I tell him... and his Directed Studies resource teacher, Dave Anderson. Dave’s trying to ride him, but it doesn't seem to be working. Even Dave seems like he's ready to quit on Eric. Eric seems ready to quit on me. But I, for once, don't feel like quitting.

I've seen The Miracle Worker again. I've been misty-(f)-eyed. I’m ready to storm the castle again.