- Jerry Cascio-Hitchcock, 92, continues teaching, driven by a passion for education.
- Cascio-Hitchcock’s career began unexpectedly, leading to a lifelong love for teaching.
- She emphasizes the importance of pursuing passions and acknowledges her privileged background.
This as-told-to essay is based on a conversation with (Marjory) Jerry Cascio-Hitchcock, a 92-year-old teacher based in New York City. The following has been edited for length and clarity.
Two things have made my 60-year teaching career possible: first, I truly fell in love with teaching.
I was an early childhood teacher for many years, and when I felt at the top of my game, I found that I was most interested in the kids with learning difficulties. Other teachers would explain that a student had been awful, and I’d say, “That’s fascinating.”
Second, I could change my focus, so I didn’t get bored. There are always new challenges at school.
I’m still not bored — at age 92, I haven’t retired yet.
I didn’t plan to become a teacher
I went to Oberlin, took office jobs, and thought about being a librarian. When my son was in nursery school, I was invited to help. I fell in love with teaching.
To my surprise, I decided to become a teacher. I graduated with a degree in English literature and a minor in history.
When I started, I loved it so much. I remember walking home one day and thinking, “Wow, I can’t believe I’m paid to do this.”
I taught at Churchill, a school for children with learning disabilities, for two years before entering private tutoring. I next joined LREI, a school in Manhattan, almost 20 years ago.
I work five days a week. My commute usually takes 30 minutes, although I allow for 45 to get to work. I used to do summer tutoring, but now I rest during the summer.
I tell my students to find something they love
When my students ask, “What should I do?” I always say, “Find something you love.” If you’re privileged enough to follow what you love and make some sacrifices to do so, do it. Those who can are so lucky, and I count myself among them.
My husband worked in off-Broadway theater, and I didn’t bring in much money. At one point, we lived below the poverty level with our two kids, but my family was well-to-do. They seldom helped us financially, but we were fortunate to know they could help if necessary. That’s what generational wealth can do.
I’m very aware of that, and I always mention it to my students because I work at a private school. Many come from families like mine, and they aren’t always aware.
Today, I share a learning center with two other teachers
We have regular classes with students with learning disabilities. Our open plan keeps the learning center open from 8 a.m. to 5 p.m. Any kid can come anytime.
We see some of the smartest kids in the class come in needing help with math. It reduces the stigma for other kids with more profound learning issues because they know that anyone can come in at any time.
Almost half of our students have some sort of learning disability
These are fascinating kids, and I am fascinated with them. The human brain is so specific — you think you know the patterns, but then you get a kid who is good at some things and not others. It’s my job to figure out how best to teach them.
When I started teaching, dyslexia had been recently quantified, with good research showing what parts of the brain good readers use and how parts of the brain kids with trouble use — and they’re different.
We teachers have been saying this for years: it isn’t that this kid isn’t trying; they’re just doing it differently.
A lot of kids have crippling anxiety, too
I remember when I was in high school, we weren’t as anxious for many reasons. Today, kids are so anxious about tests. Some even avoid school. There are often bigger reasons, such as two kids I’ve been working with, who have both recently lost their fathers.
Social media is such a big part of anxiety. We’re only just realizing how destructive social media can be for adolescents. One thing we’ve done at my school this year is have kids check their phones when they come in, and they don’t get them back until they leave.
I’m lucky that I’ve never had that problem. I love reading books. I use the internet for email and some research, which is wonderful, but that’s it.
The reason for my long career is that I love it
I come to work daily so happy and wonder how many people do the same.
One day, a girl who took the Regents Examination called me when she got her results. It was before cellphones. She went to the nearest phone and said, “Jerry, we got an 85!” I told her that ‘we’ didn’t — it was all her.
I’ve been offered good money to go into school administration, but it’s not for me. Desk work is everything I hate. I’m lucky to have been able to turn these offers down; many good teachers can’t for financial reasons. I’m very privileged.
There will be a point with my health when I have to retire
Thank goodness my mind is fine, but my infrastructure is wearing out. Teaching is getting physically tougher every day. I’ve noticed I’m more tired by the weekend, and walking the subway stairway is getting harder.
Hopefully, it’s not next year. I would like to see this one math student who I helped through her junior year graduate.
The head of the school and I talked about retiring a while ago. She said, “Jerry, you’re never going to retire.” We imagined students coming to my office and realizing I was still at my desk but was cold and blue and wouldn’t talk to them.
When I retire, I won’t do much travelling, but I would like to write about my experiences. I’d love to write about my mother, who I was very close to and who I think was interesting. This is mostly just for me, but I’d also like to share it with friends and my children.
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