Kimberly King rscj

When people find out that I am an RSCJ working in a Network school, one of the first comments is “Oh!  Great!  Do you teach?” To which I confidently respond, “Yes.  Yes, I do.”  “What grade?”  My answer depends on where I am working.  For four years, my answer was “Pre-K through Seniors.”  Now, my answer is “5th grade through 7th grade.”  A puzzled look usually follows. Based on that look I often receive, I can only guess that the assumption is that because I teach, it must be in the classroom.

It is with a grin and great energy that I carry out our fourth vow, that of education—particularly of women and youth, in the context of a library. The freedom from grading the students allows for a different relationship, as does the more free-flowing conversation and teaching. I have the chance to know each student by name—and, insightfully, their reading habits! If you looked at the curriculum for the Middle School library program at the Convent of the Sacred Heart in New York City, you would see the research skills each student learns—evaluating information snources, constructing productive searches in databases using a variety of techniques, properly citing all print and on-line sources, etc. You might also note the integration of critical thinking skills, public expression of opinion, logic, and a broad exposure to different literary genres. All of these skills are of vital importance to their educational future and to cultivating a life-long love of learning.

This is a wonderful part of what I do, but again, there is a freedom in the library that makes for delightfully diverse teaching moments. In additional to scheduled periods, kids are in the library before school, during lunch, breaks, and after school. I see them in the hallways, in Morning Meeting, and in the lunch room. This level of contact is unique and generous in opportunity. I have recently had conversations with kids about why it is hard to get an accurate census count of cities (homelessness, immigration),  the meaning of the term “politically correct,” negative numbers, the relationship between literacy rates and per capita income, and how words make it into the dictionary. In the past, we’ve talked about the differences in the pictures made in the head from text versus the pictures given to us in image and what makes a “classic.”  But, it isn’t always school related. I will never forget having a class of students in the library on the day we went to war with Iraq for the second time. One of them looked at me and asked “Why does this happen?” What a moment to let the students know that adults don’t always have all of the answers. We sat together in quiet, read the Beatitudes out loud together and prayed for everyone who would be affected by the chaos that would be coming.  

The students teach me too. Daily. There are great communal moments of teaching and learning about simply being in this world. The need to breathe and not panic about the work that is to be done. Being inclusive, respectful, kind…how important it is to sometimes stop and just be quiet, how important it is to laugh, no matter your age, and in all things, delight in the glory and wonder of God who is the Mystery of Love who draws us onward on the journey. I love what I do and I thank God for the chance to do it, to make a difference, to teach and to be taught.

Kimberly King's poems are available in Creative Space May 2006 , July 2005 and January 2007.

Kimberly King rscj
Province of the United States