Thus began the hours of studying in preparation for the GMAT. On May 20th, I struggled through the GMAT, submitted my application to BYU's MBA program, and then waited for the results.
That's when the anxiety set in. Without even knowing the results, I started to experience a quarter-life crisis, trying to decide if I really wanted to leave teaching and if pursuing an MBA was a good choice for me.
During this process, I had already shared with my students that I was leaving...but some of them began to persuade me to stay. My Latinos in Action students would tell me that they would hope to see me the following year. My cute Pakistani student who survived the year in Latinos in Action was writing a letter to future students and went on a paragraph of a tangent saying how great I had been as a teacher and that I should come back. The entire class decorated my board and hugged me, talking about "next year."
Even students who I assumed would have hated me, had something to say. Jones, a brilliant kid in a regular English class, who lived below his potential, came in after school on the second to last day of school to have a "frank" conversation with me; he told me bluntly that I needed to stay - that it would be quite a loss to future students to not have me as a teacher. He said that I had taught him and lot and reached him when most teachers couldn't.
Granted, there were still plenty of students who found my flaws and could readily point them out, but Jones wasn't the only to say that it would be a shame if I left teaching. Graden, Alan, our librarian, my friends, and even Grandma were among others who said that I had a gift for teaching that the world needed.
Then, my core English students who had caused me intense headaches throughout the year brought me intense joy: they finally read. All year long, I had struggled to motivate my students to read. Each time my strategies failed, I researched another one and tested it out. All year long, they kept failing, and I kept revising my teaching. Finally, I defied the rules, ordered "unapproved" books that were popular young adult novels, and assigned my students to literature circles. Here was the result: 

This may look like chaos to you, but to me it is as beautiful as the Lake Blanche hike. It is the majority of my core English class, passionately discussing books that THEY ACTUALLY READ. That's right about 80% of the class actually read and liked the books. One of my male, latino students even said to a friend, "Dude, I hate reading, but this book is actually legit." Translated from student speak, that means that he has felt a love for reading and may continue to read on his own. This success, which I fought for all year, made me question my decision to leave - is teaching really that bad, I wondered?
Other students said something like Alissa and Styles:

Then, on the last day of the year, I got this from a student with whom I thought I had killed all relationship and good feelings. She had been in my Latinos in Action class and had tremendous potential. Then she started dating a guy with a .6 GPA who missed school constantly and got involved in illegal activities. Her behavior started declining and I had a frank conversation with her. I knew that her boyfriend hated me; he hadn't been afraid to tell me that, so I was positive she did too. However, while she could drop LIA, she wasn't able to drop out of my English class. And eventually, I got this essay.
Granted, I question the example I set for some of them, especially since Aaron mentioned teachers influencing him and learning to date in the same sentence, but overall I started to notice that I love working with teenagers and helping them, even if I don't get thanked for that immediately. So 2014-2015 I will be at Cottonwood again and for the first year in my teaching career, I won't have any regrets about that. 




