I wanted to write a post of tribute on Pi Day to my favorite teacher of all time. I had to Google "Pi Day" in order to know which day to publish this post. That's how bad I am at math. It reminded me of the time I asked innocently, "What day is cinqo de mayo?" If a number is involved, I will botch it.
Brad Johanson tried to fix this deficieny in me, or at least let me know I could fix it myself. He was that most dreaded of species -- the high school math teacher. I loved him anyway; everyone did.
PI DAY ODE TO BRADFORD JOHANSON
Dear Mr. Johanson,
I was reading THE Boston Globe Magazine about “Pi Day” and my favorite advice columnist Robin Abrahams (a.k.a. Miss Conduct) suggested sending a note to a favorite math or science teacher who made a difference in your life. I immediately thought of you.
I know you would probably not remember me (even if you were still alive) since I spent most of my time in your classes pressed back low into the seat of my desk, trying to be as inconspicuous as possible. You see, despite your best efforts, your kindness, your quiet, calm way of trying to make math accessible to everyone, I really never quite got beyond the genetic deficiencies that rendered me stupefied by even simple computations and spatial thinking. I am still, actually, dumbfounded at the memory of those geometric proofs you so patiently tried to decipher for me when I was 15. Although I have no reason to suspect I have used proofing in any meaningful way since sophomore year of high school, I still remember the look on your face the day you took me aside and said, “Linda. You’re such a bright girl. I know you can do this.” Your fierce belief in me showed in your eyes.
I think I let you down. I never mastered proofing and the secrets of solving complicated algebraic equations senior year in advanced math mostly eluded me too. I want to apologize for sometimes relying on that nice former cheerleader/cum math whiz Annie someone-or-other who kindly helped me answer questions on occasion. If it’s any consolation I became a decent, honest student in college, although I must admit I was only forced to take two math classes to graduate with my degree in journalism.
I have thought about you in all the years that have passed. I have thought about your sly humor; the sailing field trips to which you invited all your students; the way you wrote numbers on the blackboard in a quavering right hand (on account, you told us, of the fact that the nuns who had schooled you forced you to write with your right hand instead of your left); of the way you never had to raise your voice to keep control in your classrooms since you had the love and respect of all your students (even the jocks and the burnouts). But mostly I have thought about the way you believed that everyone could be good at math.
I looked for you a couple times so I could tell you what a great teacher you were and how, even though I hope to never have to take another math course or work in a profession that requires an understanding of angles of any sort, you are still the best teacher I ever knew. No one at Deering High School could tell me what happened to you and last year I heard from a high school friend that you had died. This was confirmed in a Bowdoin College alumni publication that I found from 2004. I felt really sorry that I would never be able to say this to you in person. I wanted to tell you that something good has come of your teaching anyway: I can read a math book and help Abby with her algebra and even with the rudimentary geometry that she is doing. And I can tell her it’s fun and mean it. I can tell her she’s a bright girl and that she can do this.
The cover story in this week's Newsweek magazine is called "The Key to Saving American Education." This is the thesis of the article (pg. 25): In recent years researchers have discovered something that may seem obvious, but for many reasons was overlooked or denied. What really makes a difference, what matters more than the class size or the textbook, the teaching method or the technology, or even the curriculum, is the quality of the teacher. Much of the ability to teach is innate -- an ability to inspire young minds as well as control unruly classrooms that some people instinctively possess (and some people definitely do not).
You were among the former, in powers of 10. Thanks and Happy Pi Day Mr. Johanson, wherever you are.
Sincerely, Linda McGivern, '83
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