Originally from the Philippines, I came to the United States in 2003 to teach kindergarten. I was assigned to a rural area in North Carolina. I liked my job very much and soon established good working relationships with my colleagues, administrators and more importantly, with my students.

In 2007 I was accepted for a teaching position in Baltimore, Maryland. I was excited because some other teachers from the Philippines were there, as well as another teacher who was also living the spirituality of unity.

As the school year began, however, life suddenly became hectic. Teaching in a difficult inner-city school was so different from the calm school setting of North Carolina. My class was large – 22 first-grade students with no teacher aid to help me establish order in the classroom. The children’s attitudes and behaviors were difficult and challenging. Many were from broken homes and drug-infested environments. The kids were so unruly that I found myself spending most of my time and energy maintaining order, keeping them from running around, breaking up fights and trying to calm down angry parents storming into the classroom.

This new situation took its toll on me, mentally and physically. I wanted to transfer to another school district, but God had another plan for me: I would remain in this school.

Last summer I spent my time reading books on how to handle inner-city kids, to help prepare my mind and heart for the coming school year. I also sought help from colleagues on effective techniques to manage students inside the classroom.

When school began, I decided to incorporate a special activity into the daily schedule – the Cube of Love.

It’s a special cube, where every face shows one point of the art of loving – Be the first to love, Love your enemies, Love one another, Love everyone, Share the other’s hurt or joy, Love the other as yourself,

Soon I began to notice the change in the atmosphere inside and outside the classroom. My students began to express themselves, verbally and physically, in a more positive way. They became more concerned about one another’s feelings, and were more considerate in dealing with each other. This had a ripple effect as they became more respectful and attentive and changed their way of relating to me.

Now our daily schedule starts with students doing a writing assignment while we wait for the morning announcements. Once this is done, we all form a big circle while sitting on the big alphabet carpet in the classroom. The students have a number assigned to them depending on how their names are arranged alphabetically. Each one has the opportunity to roll the Cube when their particular number comes up and all look forward to the moment when the Cube is rolled, because they want to know what thought we are going to put into practice that day.

Their favorite thoughts are “be the first one to love” and “love your enemy.” I am constantly moved by the way they help each other live the thought suggested by the Cube. For instance, they would be willing to make up immediately if they have a disagreement; or you would hear them say to one another “that’s not loving” or “why don’t you just say sorry” or “that’s not the right way to treat your brother or sister.”

One day, one of my difficult students, a boy, had an argument with another classmate. I had to pull him out of the classroom and talk to him. I was amazed to hear him say, “I’m sorry Ms. Fajardo for not making the right choice.”

Then when he came back in the classroom, it took him a few minutes to make the first move. He was struggling. First he pretended to be absorbed in swinging in between desks. Finally, he found the courage to approach the other classmate and say, “I’m sorry for hitting you.” He then shook his classmate’s hand and gave him a hug.

Another time, after having dismissed the class, I became aware of a little commotion. It was the same student. He had returned to the building despite a rule that states that once you step out the back door, you cannot re-enter unless it is an emergency.

This student came running toward me, passing and ignoring the administrator’s command not to enter the building. Members of the staff were shouting and chasing him, but they stopped, touched by what he did next. He had a “treasure” behind his back. He wanted to surprise me with a cold bottle of water given to him by his grandmother.

One of those teachers remarked: “You must really love your teacher!” And he said, “Yes, I want to share that with her!” and immediately left the building laughing as he went.

One time I was out for two days attending a convention. When I returned, the substitute teacher told me that she had never enjoyed substituting as much as she had when she got my class. She told me not to hesitate calling her any time I needed her help.

Since we began using the Cube of Love, everyday is new and exciting, not only for my students but for me as well. They are so excited about coming to school, and it is so beautiful to see them performing little acts of love among themselves.

Some of them come to me and say, “Will you be my teacher again next year?” For me, this is a real gift, a fruit of living the present moment, of believing in the love of God and entrusting everything to him.

Fatima Fajardo