I had come in to the college an hour before I had to teach. After weaving my way through the empty student computer lab, I walked the couple yards to the employee work room where I usually held my office hours. I left the door open in my haste to get to work--I hadn't refreshed my memory on the story I had assigned in my American Literature course, and while I could have bumbled my way through well enough, I wanted to be well-prepared. Forty minutes passed and I was only 3/4 done with the in-depth analysis. A loud conversation drifted in through the room and my eyes stilled on the page. The students' voices were instantly familiar. One was quite loud, a girl lamenting to a guy about the email she had received a few days earlier.
"...and then she replies and says, 'Well, there are a few techniques I can show you, but it would be better if we could go over it in person.' Like
that was going to help me, and now I'm completely lost and have no clue what to do."
The snippet confirmed exactly who the girl was--a student in my morning class...and she was talking about me. She had missed the previous class, and while she had claimed in the email to have been ill, I was told by one of her friends that she hadn't finished her paper and had elected not to come to class because of it (I still give the student the benefit of the doubt, but the other story rang true with the girl's personality). Had she come, she would have realized that
all of her classmates were struggling and I spent the entire class period helping them revise and strengthen their papers--using techniques that worked much better for an in-person demonstration. To be honest, I could have described the methods to the girl in the e-mail, but I wanted to work with her one-on-one and encouraged her in the e-mail to make an appointment when she could for us to go over the material. She hadn't.
Leaving my prep work behind, I walked to the doorway, leaned against the doorjamb, and looked at the young woman. "Well, if you want, I can help you right now." Both the girl and the male classmate looked up with the expected expression.

Even plastic and acrylic can cry out, "Uh-oh."
The smile on my face had some underlying cheekiness to it, although I schooled my features to be as professional as possible. I had
busted them, vividly proving the old addage that people should be careful what they say--someone could be listening. Since I knew I had done nothing wrong or inappropriate, I was more than willing to tease the young students. After all, I could have responded very negatively, and there was certainly some tension in the room. The male student transitioned from shock into amusement after ascertaining that I was not upset. The young woman remained angry and frustrated.

Heloise's Hint: back away slowly and offer chocolate/coffee/vice of choice.
She began ranting, still loud and angry, about how she didn't "get any of this stuff" and she was only in the class for financial aid purposes. She wanted to drop the class and it was "too hard to understand the reading." She burst into tears. I sat down next to her, my mood instantly changing. The subtext was screaming into my mind as though her thoughts came equipped with a megaphone.
I'm stupid. I can't understand this. I never will. No one will help me. I'm beyond help. I feel trapped.The other students in the room silently turned back to their computers or left the room, letting her have the modicum of privacy available in the public lab. I knew asking her to come to the office wasn't a move that she would respond well to, so I let her express her fears and frustration through the tears and occasional rants against the class. As she spoke, my mind flitted to a memory of a twenty-year-old woman who had stood before an older male professor. Her tears blocked all but the fuzziest appearance of the man as she admitted her inability to understand the grammatical structures he had talked about for a week. She felt stupid, alone, and trapped. Especially stupid. Although flabbergasted at the emotional response, the professor kindly gave up part of his lunch hour and stood in the empty classroom, demonstrating point-by-point the essence of a copula and antecedents, eventually stumbling across different ways of explanation so the young woman could finally grasp onto the definitions. I've never forgotten those concepts since that day.
All but ignoring the other students in the room, I sat by her side and waited until the emotional malestrom ebbed. I handed her a tissue, then reassured her that literary criticism was often hard to understand but she could do it. We discovered that a great deal of her problem was reading comprehension and worked together to decipher a 19th century essay. The time ticked past the point that I was to begin class, but I ignored the clock. At the moment, I had more important things to do.

When it comes to priorities, sometimes we just gotta smash the critters.
As a professor, it was my responsibility to start class on time--I had policies on tardiness for my students. If this had been just a week later, my boss would have been also in attendance for my semester evaluations. I was supposed to do something, and I chose not to. I knew that the ten or fifteen minutes it would take to finish encouraging this young woman back onto a positive track would not be the end of the world for the rest of my students. The young man she had spoken to would surely explain the situation, so no one would leave. They were all adults and perfectly capable of starting the discussion without me--or at least entertaining themselves (they chose the latter.
Big surprise.). There was no way I would leave until I knew she was able to work on the paper on her own again--even if it meant she would miss the first half of class in order to have that precious time to do so.
Hours later, I started thinking about Jesus' parable about the lost sheep.

In this depiction, the sheep's black. Think about that (and not so much that Jesus oddly resembles Tom Cruise here).
Jesus said (in Luke 15:3-7, if you want to look it up) that he would leave the 99 to find the one lost lamb. I remember thinking when I first heard this story that it didn't quite make sense. Shouldn't he be worried about the big flock, too? Who's going to watch over them while Jesus goes looking for the single lost lamb? Is one lamb really worth the danger he could be putting the others in?
The point of the story isn't about the 99, though. They're fine, they're safe, and they can take care of themselves for the time being (note that He said He left them to look for the other lamb, not for infinity--this isn't abandonment but a shift in priorities; also, since God is omnipresent, He never *really* leaves...but that's a blog for another day.). Jesus is saying that He will pursue those who are lost and alone, afraid and frustrated. For a moment, in a very small way, I ministered to that student in a way that God ministered to me. By taking the time to really care, listen, and invest in her progress, I showed that she was important to me and I was willing to put the others, who were prepared, on hold in order to catch her up.
I'm not saying that "the greater good" isn't a good policy or that I should always pause my teaching for a single straggler (that is also what one-on-one conferences are for). I can't realistically afford to do this every single class period. I can, however, give her enough hope and faith in herself and in my attention to her that she can succeed even in an American Literature course. Maybe this will transfer to the rest of her college classes and, perhaps, to her life in general. Only God knows how far the ripples of this moment will reach in the pond of her life and in the lives of my other students. My prayer is that it will spread good to all involved...and lend a little sanity to an insane world.