Very few people are lucky enough to love their job as much as David Menasche loved teaching high school English in Miami. One of his favorite lessons was called "The Priority List," in which he asked his students to rank ten words—wealth, love, education, for example—in order of importance to them. 

Even after he was diagnosed with terminal brain cancer in 2006, David continued teaching—until a debilitating seizure in 2012 made returning to the classroom impossible.

Instead of giving up and letting his illness become the focus of his life, David reevaluated his own priorities, ultimately deciding to end his treatment and embark on a journey to reconnect with former students, who were scattered across the country. Fifty cities and 8,000 miles later, David has reunited with more than 100 students, all eager to let him know the positive influence he's had on their lives. 

Menasche shares his courageous journey in his new, incredibly moving memoir, The Priority List, which will inspire readers to reflect and reassess their own priorities. In this guest blog post, David shares the story of the "no-going-back" day he realized he wanted to become a teacher.

For me, teaching wasn’t making a living. It was my life. Nothing made me happier or more content than standing in front of a classroom and watching my students “catch” my passion for language and literature.

For 16 years I taught 11th graders at a magnet high school in Miami, and my classroom was my sanctuary. So much so that on the day before Thanksgiving in 2006 when, at the age of 34, I was diagnosed with Glioblastoma multiforme, an incurable form of brain cancer, and told I had less than a year to live, I did what I always did: I went to school.

I am a pragmatic man. I know there is no reason I should still be alive. The cancer never lets me forget that it and ultimately it will win this battle of wills. But I choose to live for today and cherish the memories of yesterday. I may no longer get to be in a classroom, but my time as a teacher was time well spent. 

The novelist Alice Sebold wrote, “Sometimes the dreams that come true are the dreams you never even knew you had.” I backed into my dream-come-true while I was studying journalism at Eugene Lang College at the New School for Social Research in Greenwich Village. One of my favorite professors convinced me to sign up for the Teachers and Writers Program. The program placed aspiring writers in New York public schools and gave them the opportunity to teach. I was sent to teach a group of eager first-graders in upstate New York.

The small village, with its frozen pond in the center, was enchanting to a Miami kid like me. On my very first day, I decided that I wasn’t going to teach the kids by the book. Instead, I read to them from Walt Whitman’s Leaves of Grass. I couldn’t help but be animated and energetic when I read it, as Whitman had always had that effect on me. When I looked out at my six-year-old students, sitting Indian-style in front of me, I saw wonder in their eyes. Their hands shot up, and they called out questions before I’d even finished reading. Watching their reaction to Whitman’s poetry, I got an idea. “Tell you what,” I said, “why don’t we go outside and write our own poems.”

The kids squealed with delight. I bundled them up and marched them outside like a flock of ducklings. Giving each one a small stack of yellow Post-it notes and crayons, I asked them to write down the things they saw—one item per piece of paper. They ran around looking at everything, and like Whitman, I thought, they had a blissful enthusiasm for their surroundings. They wrote words like “rock” and “leaf” and “snow.”

After I noticed one of my little duckies with frozen snot on her upper lip and shivering, I shepherded everyone back inside and asked the kids to stick their notes up on the board and rearrange them until they were in an order that they liked. When they were finished, they had written a poem. The students jumped up and down with the same sense of accomplishment and joy that I felt watching them learn.

That was it for me. There was no turning back. That was the moment I knew I wanted to be a teacher.

Thank you so much, David. Readers, The Priority List is out now, and you can continue to follow David's journey on Facebook

(Author photo by Chris Granger)

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