I look at my reflection in the mirror this morning and notice my throat splotching red. But I teach school, and school’s out for summer. I shouldn’t have one iota of stress. I stop for a moment to consider my thoughts. You know those thoughts, the ones you can’t shake?
Present thought—the iceberg. You know, the whole picture—the tip of the iceberg you see above the surface and the huge mass you see below. It’s like how you know a person based on what you see, but you can’t see past the surface, or maybe you can see just below the surface but not too much deeper without asking some heavy questions. When I started Googling images to illustrate this fuzzy point in my head, I stumbled onto Freud’s iceberg theory, and he said exactly what was on my mind. Weird, right? My brain forgets so much these days. I know the theory. I just didn’t remember that Freud fathered it. Anywho, I studied a bit and hope someone else might find the information helpful.
According to Sigmund Freud, the founder of psychoanalytic
theory, the mind can be divided into three separate parts with varying purposes:
The conscious part includes what we can sense in the moment—thoughts, memories, feelings, and wishes.
The preconscious part consists of memories we can pull into our conscious on cue for a specific purpose. For example, you walk into a restaurant to have lunch with a friend, peruse the menu, and say, “What do you like here?” Looking at the menu will prompt your friend to remember.
The unconscious part comprises the bulk of our minds—unpleasant or unacceptable thoughts, memories, habits, urges, reactions, and feelings outside the realm of our conscious awareness, such as anxiety and shame, conflict and broken hearts.
Freud compared the levels of the mind to an iceberg. Above the surface, you see the tip of the iceberg representing the conscious. Below the water, observable at surface level is the preconscious. The massive part of the iceberg extending too deep to be visible represents the unconscious. According to Freud, the unconscious mind affects our behavior and experiences without our awareness or understanding. We all have a storehouse of memories and emotions that we push down deep to forget. Verywellmind.com explains it all very well and dedicates a whole page to psychotherapy. It has been shown that continued self-examination leads to emotional growth over time, and I’m all for growth of any kind.
So as my throat splotches red and I contemplate why people (including myself) do what they do and say what they say and make the same mistakes over and over, the answer according to Freud is pretty simple after all.
The winter break approached, exam stress visible on the faces of the students. Of my four sections of Advanced Placement Language and Composition, one class tested Monday, one on Tuesday, one Wednesday, and one Thursday. On my white board I wrote: Happy Holidays! Do your best! Be your Best! The underlying message—Don’t Cheat! I would be naive to believe that students wouldn’t try. Yet I want to trust them, really I do.
Monday’s scores were consistent with student averages and other tests taken throughout the semester. Tuesday’s test had two paradoxically high scores, but the students missed different questions, so I didn’t think too much about it as I was still grading my brains out with essays, which would comprise 50% of test scores. By Wednesday after walking in on five girls just hanging out in my office, which connects to two other classrooms besides mine, I knew in my gut that my test had been compromised. There was nothing I could do in the minutes leading up to the test that day.
After passing out Wednesday’s exam, I noted the darting glances from “Felicia.” Every time I looked at her, she met my gaze, and even though this test consists of reading passages and comprehension, “Felicia” failed to even fake read as she bubbled her answers. I monitored like a hawk. She wasn’t copying off of anyone. However, after tests were submitted, I discovered four more inconsistent scores including Bad Faker “Felicia” and three of her friends who had seemingly coordinated well enough to miss different answers.
So (1) there was the situation with unsupervised students in the office where tests were not visible but also not under lock and key. And (2) I did not physically collect phones or Apple watches during this testing season though none were visible. And (3) normally I give more than one version of any test, but this time, with keys having to be entered into an unfamiliar computer system and too much to do and too little time, I did not. This time I stapled a cover sheet on top that either said Form A or Form B and copied Form A in white, Form B green. Lame, I now know.
So on Wednesday after school with one semester exam to go, I assembled a new test and made copies with the same cover sheet, Form A in white and a green Form B.
Before the test on Thursday, I made eye contact with every single student as I handed out scantrons. To each one of them, I said something like, “Good luck today” or “May the force be with you” or “I’m thinking of you as you test today.” Some of them probably thought/think I’m creepy, but most of them were amused. I added a new note to my white board next to Be Your Best—No Cheating. Before distributing tests, I didn’t mention anything about the suspected cheaters or the new test, I just said, “It’s been my pleasure to be your teacher this year.”
“What? Aren’t you coming back?” they asked.
“Of course, I mean, 2018 has been great, and I’ll see you next year. I hope you all have a wonderful break. Are you ready? Do your best! Please keep your eyes on your own test and keep your answers covered.” Then I passed out the test and proceeded to walk up and down the aisles for two hours.
Immediately I recognized two scantrons with the same bubble pattern—A, B, B, D—the answers from the original exam. These two students weren’t even trying to read and see if those answer choices made sense, and they weren’t keeping their answers covered either. However, I had left one clue that this test was different. The first test had 37 questions, and this one had 39. I kept my eyes on the two, and about an hour into the test they both exuded an air of defeat—heavy exhales, eyes rolling, corners of mouths turned inconsolably down.
Fast forward to the scantron machine that sounded off like a machine gun and left six scantrons bleeding red. Six. Six students had stuck to the familiar A, B, B, D pattern, their scores to the tune of 10-20%.
Skip ahead once more past me telling some co-workers and my dean. Our math teacher had a similar cheating scandal, and I heard many a conflicting opinion on dealing with my cheaters. If I gave these six kids zeroes, they would all fail for the semester, and six more whom I suspect also cheated, but couldn’t outright accuse, would get away with it. If I gave my little cheaters their 10-20% and averaged that score with their essay scores, they will still pass for the semester. The math teacher and I both entered zeroes into our grade books and left the school that Friday, December 21 for a two-week respite. Grades would not be officially due until our January return.
In the meantime, I’ve reflected on the times I’ve cheated in life. I remember my freshman year, still in junior high. It was just math homework. I’m sure I was too busy with my ninth-grade life to worry about school, so I borrowed the homework of a very smart, kind, and well-respected friend who had diligently completed hers and whose name I will protect to this day. I proceeded to copy her assignment in my history class, and my teacher Mr. Watkins, also the dad of one of my classmates, walked over to my desk, picked up both papers, scrutinized the names, and handed them back to me without saying a word. And I felt ashamed of myself. That’s not to say that I didn’t find a way to cheat my way through business calculus in college, and I don’t relay my own dishonesty with pride.
I say this to illustrate the imperfection of humanity. I realize that the pot should not call the kettle black, and I ask myself, “What would Jesus do?”
I remember the story of a prostitute kissing the feet of Jesus and anointing them with perfume and her own tears and wiping them with her own hair.
I remember Simon saying, “If this man were a prophet, he would know this woman was a sinner.”
I remember Jesus saying to the woman, “Your sins are forgiven…go in peace.”
(It’s all in Luke 7:36-50 with a powerful parable in between*).
There will always be Simons who say, “Let them fail. Teach them a lesson.”
There will always be Jesuses and Mr. Watkinses who teach lessons in other ways.
There will always be people, like me, who choose wrong from time to time, but continue to try to be better than who they were before. Isn’t that what we all do in January? Resolve to be our best selves?
When I go back to school, I’ll give my students credit for their essays and say little, maybe even nothing like Mr. Watkins, and like Jesus, I’ll forgive with grace and peace for new beginnings in the new year.
*Luke 7:40-43, New International Version, biblegateway.com
40 Jesus answered him, “Simon, I have something to tell you.”
“Tell me, teacher,” he said.
41 “Two people owed money to a certain moneylender. One owed him five hundred denarii, and the other fifty. 42 Neither of them had the money to pay him back, so he forgave the debts of both. Now which of them will love him more?”
43 Simon replied, “I suppose the one who had the bigger debt forgiven.”