I am collecting stories from the trenches. If you have an interesting (or sad, or funny, or cautionary) story about a teacher/teaching experience please forward it along. Continue reading below for the first contribution. (I don't know if any of these are true, and in this next case not even legal, but they sure make a good story)
Right after college I got a job teaching math in a suburban high school. I was the youngest, with the least experience, and I was male. Coincidentally I still am, male I mean. Anyway I was excited to have a job so when I was assigned the lowest level math courses I didn't bat an eyelash. But when I received my class lists the other teachers took one look and pointed to one name in particular, and the message was clear: Watch out for him!
The reason became clear when classes started. I was trying to teach a lesson when said student (who happened to be taller than me and pound for pound an attitude to match) kept fooling around in the back.
"Hey, " I called, "Pass in your paper."
The student stood up, rolled his paper into a ball, and took a free throw shot from the last row, which missed and rolled onto the floor.
I tried to keep my cool, turned and said, "Walk over here and pick that up."
The student took his time and strolled over to me. He stood right in front of my face and was a full head taller. He looked down at me and said, "You pick it up."
In a split second decision that probably could have sent me to jail, I grabbed him by the shirt and dragged him into the hall. I roughly pinned him to the lockers and he protested the whole way. Because of all the noise several teachers opened their doors and looked into the hall. When they saw me with this student, they smiled and quietly shut their doors.
I got right up in his face. "I don't know who you think you are, but in my class you follow my rules. If not, we're going to have a problem. Are you ready to get back in there and pick up that paper?"
The element of surprise must have been on my side, because he agreed. Maybe he thought I was crazy, and crazy people are not to be messed with. We walked back into class and for the rest of the year I didn't have any problems with him.
Tuesday, December 17, 2013
Wednesday, December 11, 2013
The Ugly Truth: Should I Admit I Have A Favorite?... or Unfavorite?
As you may have noticed, this blog is not entirely pedagogically sound. Bloom forgive me but I tackle the big issues! I dig deep to uncover the truth! No matter how good bad or ugly.
And this is why today I am discussing whether in fact teachers have favorite students, unfavorite students, or if they admit to having either.
Guilty as charged. On both counts.
I literally strutted into my first year touting the addage: All students are created equal, under Me, with education and justice for all. I bristled at the idea of partiality. I took an oath to treat all students equally, on pain of death.
So I'm back from the grave, warning all of you to forget making such an oath with yourself. Because when it comes to teaching, and you strip off the identity badge and close up your grade book for the night, we are human after all. It is impossible not to feel more of a connection with one student (or several) that you do not share with everyone.
For every year I've taught, I can remember my ahem favorites. I can also remember a few unfavorites. The important thing to remember about admitting that you have both is never showing you have both. Because students are keen to pick up on any hint of favoritism (or unfavoritism) and that not only causes hurt feelings and resentment, it is unprofessional and immature. When it comes to professional duties or teacher/student relationships, such as grading, privileges, or even bathroom breaks, these feelings need to stay in check and on the shelf.
Notably, I have also found that the more I try to like every kid equally, the more equally I seem to like every kid. It is certainly possible to start out feeling ambivalent to a kid, or even feeling negative towards one, and then as the year goes on to change those feelings into positive ones.
But sometimes, no matter how hard you try, you can't quite get there with one or two students. You may be faced with a child whose personality is simply not compatible with yours. As was put ever so eloquently to me by a veteran teacher recently: He's just an unlikeable kid.
And this is why today I am discussing whether in fact teachers have favorite students, unfavorite students, or if they admit to having either.
Guilty as charged. On both counts.
I literally strutted into my first year touting the addage: All students are created equal, under Me, with education and justice for all. I bristled at the idea of partiality. I took an oath to treat all students equally, on pain of death.
So I'm back from the grave, warning all of you to forget making such an oath with yourself. Because when it comes to teaching, and you strip off the identity badge and close up your grade book for the night, we are human after all. It is impossible not to feel more of a connection with one student (or several) that you do not share with everyone.
For every year I've taught, I can remember my ahem favorites. I can also remember a few unfavorites. The important thing to remember about admitting that you have both is never showing you have both. Because students are keen to pick up on any hint of favoritism (or unfavoritism) and that not only causes hurt feelings and resentment, it is unprofessional and immature. When it comes to professional duties or teacher/student relationships, such as grading, privileges, or even bathroom breaks, these feelings need to stay in check and on the shelf.
Notably, I have also found that the more I try to like every kid equally, the more equally I seem to like every kid. It is certainly possible to start out feeling ambivalent to a kid, or even feeling negative towards one, and then as the year goes on to change those feelings into positive ones.
But sometimes, no matter how hard you try, you can't quite get there with one or two students. You may be faced with a child whose personality is simply not compatible with yours. As was put ever so eloquently to me by a veteran teacher recently: He's just an unlikeable kid.
Monday, September 23, 2013
Saturday, September 21, 2013
Parent Night: The Vaccuum
Don't get sucked in!
I have always found Parent Night/Open House as a fun way to do a little PR work. There have been reports - shocking, I know - that students are not always honest about the teacher they have. So Parent Night gives you an opportunity to show that you are not the horrible beast that someone's little cherub has described you to be.
However, this is not the night to get into an all-out debate over a student's performance or latest test grade and the validity of your rubric. NO. Tonight you smile, you charm, you are happy to meet everyone (yes, every single parent thrills you to high heaven!) and ecstatic that they showed up.
But you do NOT get sucked into a conversation about someone's specific child. There have been reports - shocking, I know - that some parents do not realize their child is not the center of your universe. "For everything there is an appointed time." So if you find yourself being backed into a corner, I would say something like: "I'm glad you mentioned that. I'd like to speak further about this but we are not allowed to discuss much in detail at this time. Let's set up a time for a conference." Voila! Crisis averted.
I have always found Parent Night/Open House as a fun way to do a little PR work. There have been reports - shocking, I know - that students are not always honest about the teacher they have. So Parent Night gives you an opportunity to show that you are not the horrible beast that someone's little cherub has described you to be.
However, this is not the night to get into an all-out debate over a student's performance or latest test grade and the validity of your rubric. NO. Tonight you smile, you charm, you are happy to meet everyone (yes, every single parent thrills you to high heaven!) and ecstatic that they showed up.
But you do NOT get sucked into a conversation about someone's specific child. There have been reports - shocking, I know - that some parents do not realize their child is not the center of your universe. "For everything there is an appointed time." So if you find yourself being backed into a corner, I would say something like: "I'm glad you mentioned that. I'd like to speak further about this but we are not allowed to discuss much in detail at this time. Let's set up a time for a conference." Voila! Crisis averted.
Wednesday, September 4, 2013
The Best Advice You Will Get All Year.... Priceless
Six boxes of colored pencils: $10.00
New clothes for picture day: $52.00
A current year agenda book: $12.00
The advice you get from New Teachers Newsletter.... priceless.
You will get a lot of advice from people in education over your career. Some of it is worthless, some of it is valuable, but there will be something out there that is without a price tag. For me it was never given. If there was one thing I wish someone had told me my first year, it is this:
Do not be a friend.
Everyone wants to be the cool teacher. EVERYONE. If you say you don't, you're lying. And that means you want to be the cool teacher even more because the perception is that the cool teacher can't care about being the cool teacher. So, stop lying to yourself, because you aren't fooling any of us.
I distinctly remember my first day: I remember how the classroom was set up, what I was wearing, and exactly how I was leaning against the teacher's desk with ten minutes to go in the period, just shooting the breeze with the 8th graders, because we had discussed the syllabus and, h'well, that's all we needed to cover the first day. Because I was, after all, the cool teacher.
I also remember how the rest of that year the students grew increasingly unruly, loud, obnoxious, and rude. I will always remember the bad days of that class, even though there were so many of them. Starting off relaxed and trying to establish order after that did not work for me. So please, please - Please! Learn from my mistakes and do not try to be a friend.
As an authority figure you need to establish authority. That means communicating the expectations of your class as early as possible. Some will argue that means no smiling! no laughing! no fun! I do not subscribe to that theory because that is not me. However, classroom management is not a natural skill, and depending on your group of students that skill will need to be refined by the year.
You can do this in a friendly way. But that does not mean you are a friend. Establishing rules is vital in any relationship: parent/child, husband/wife, employer/employee, even between friends (did you honestly go to that party and not invite me?) so don't feel like a meanie. Because the 'cool teacher' who has no rules always ends up being the hated teacher when they try to crack down on the ridiculosity that becomes their class.
There you go, the best advice you will get all year.
I accept Mastercard and Visa.
Friday, August 30, 2013
Too Cool for School
....AND it's back to school time!
If the summer seemed like just a long weekend to you, ease back into it with these fun ideas for back-to-school from the Boston Globe online.
(My favorite is the hidden-pencil-holding notebook)
If the summer seemed like just a long weekend to you, ease back into it with these fun ideas for back-to-school from the Boston Globe online.
(My favorite is the hidden-pencil-holding notebook)
Tuesday, August 27, 2013
And Now For Something Completely Different
For those of you whose first (or second or third or fourth) year positions were not the right fit, this post 's for you!
It is a sign of professionalism that you can acknowledge the square-peg-in-a-round-hole feeling, and get out. It takes guts. This economy is no joke and most teachers are ambitious, dedicated folk. We don't like to quit. We don't like to even be bad at anything. (And we certainly don't like to be, um, fired.) We are used to success! So I get how scary it is to chalk a tough year up to a bad relationship and move on. Here are some tips on how to get over a bad break-up and get back in the game! There's plenty of fish in the sea!
DO NOT: Wallow. The first step is to ditch the 'failure' feeling. You cannot change the past so there is no use jumping off the memory wagon and rolling around in muddy self-pity.
DO: Reflect. Try to identify a few reasons why this year did not go as well as you would have liked. What would you do differently the next time around? Because there will be a next time.
DO NOT: Slander. If your pride is wounded the last thing you should do is go hog-wild posting negative comments on social media about your former district, your colleagues, the superintendent, the parents, whatever you deem the culprit of your demise.
DO: Confide. Speak with a trusted colleague - someone in the industry - and discuss your grievances. Alcohol may be useful for this purpose.
DO NOT: Quit. Maybe this last year wasn't your best. It can only go up from here! Resist the urge to enroll in community college and become an accountant or a nurse.
DO: Apply. Get back in the saddle* and go on interviews with the knowledge that you are one year wiser, one year stronger, one year better than you were before.
I was chatting with a veteran teacher about a particularly bad year that left me feeling shaken. Part of me really wanted to stay in the district and right my wrongs, clear things up, and come out on top.
"Don't be ridiculous. That would be like teaching a pig to sing. You'll work yourself to death with no results and you'll only annoy the pig."
So here goes. New district, new school, new students. New you.
*I was really feeling the western rodeo vibe in this post, apparently
It is a sign of professionalism that you can acknowledge the square-peg-in-a-round-hole feeling, and get out. It takes guts. This economy is no joke and most teachers are ambitious, dedicated folk. We don't like to quit. We don't like to even be bad at anything. (And we certainly don't like to be, um, fired.) We are used to success! So I get how scary it is to chalk a tough year up to a bad relationship and move on. Here are some tips on how to get over a bad break-up and get back in the game! There's plenty of fish in the sea!
DO NOT: Wallow. The first step is to ditch the 'failure' feeling. You cannot change the past so there is no use jumping off the memory wagon and rolling around in muddy self-pity.
DO: Reflect. Try to identify a few reasons why this year did not go as well as you would have liked. What would you do differently the next time around? Because there will be a next time.
DO NOT: Slander. If your pride is wounded the last thing you should do is go hog-wild posting negative comments on social media about your former district, your colleagues, the superintendent, the parents, whatever you deem the culprit of your demise.
DO: Confide. Speak with a trusted colleague - someone in the industry - and discuss your grievances. Alcohol may be useful for this purpose.
DO NOT: Quit. Maybe this last year wasn't your best. It can only go up from here! Resist the urge to enroll in community college and become an accountant or a nurse.
DO: Apply. Get back in the saddle* and go on interviews with the knowledge that you are one year wiser, one year stronger, one year better than you were before.
I was chatting with a veteran teacher about a particularly bad year that left me feeling shaken. Part of me really wanted to stay in the district and right my wrongs, clear things up, and come out on top.
"Don't be ridiculous. That would be like teaching a pig to sing. You'll work yourself to death with no results and you'll only annoy the pig."
So here goes. New district, new school, new students. New you.
*I was really feeling the western rodeo vibe in this post, apparently
Monday, June 17, 2013
People To Remember at the End of the Year
As the year winds down and finals are underway, I thought it would be nice to salute the people who really make the academic world go 'round.
1. The secretaries.
These (usually) ladies are the heart of the school. They keep everyone else pumping and moving through those hallways. They know about everyone and everything that goes on, they take care of details that no one else sees, and they are the face of the school. They have an overwhelming amount of demand to meet every day, so I think we can all agree that a little 'thank you' is in order.
2. The cafeteria workers.
The mornings were a mad dash for me so I rarely packed a lunch but would buy in the school cafeteria. This year I had a weird schedule, as well as a mild form of anxiety during each lunch block of 250 students, so I usually tried to sneak down to the cafeteria for lunch when the workers were cleaning and prepping for the next batch of unruly, ravenous teenagers. They always treated me with kindness and consideration, and were ready for a laugh. The cafeteria people seem to be exempt from the school politics and so they are a breath of fresh air. So hats off to you, ladies, but of course keep those hair nets on.
3. The parents.
If you have had a chance to interact at all with any parents, the end of the year is a great time to say a friendly farewell. Parents appreciate feeling like you are working with them, and for them, and a brief email to say 'have a great summer' will tie up the year for them in a pretty little bow. Bury the hatchet. Even if you have to pretend, what is the harm in allowing them to think that maybe their wretched child wasn't so wretched after all? Unless of course they have younger siblings.
1. The secretaries.
These (usually) ladies are the heart of the school. They keep everyone else pumping and moving through those hallways. They know about everyone and everything that goes on, they take care of details that no one else sees, and they are the face of the school. They have an overwhelming amount of demand to meet every day, so I think we can all agree that a little 'thank you' is in order.
2. The cafeteria workers.
The mornings were a mad dash for me so I rarely packed a lunch but would buy in the school cafeteria. This year I had a weird schedule, as well as a mild form of anxiety during each lunch block of 250 students, so I usually tried to sneak down to the cafeteria for lunch when the workers were cleaning and prepping for the next batch of unruly, ravenous teenagers. They always treated me with kindness and consideration, and were ready for a laugh. The cafeteria people seem to be exempt from the school politics and so they are a breath of fresh air. So hats off to you, ladies, but of course keep those hair nets on.
3. The parents.
If you have had a chance to interact at all with any parents, the end of the year is a great time to say a friendly farewell. Parents appreciate feeling like you are working with them, and for them, and a brief email to say 'have a great summer' will tie up the year for them in a pretty little bow. Bury the hatchet. Even if you have to pretend, what is the harm in allowing them to think that maybe their wretched child wasn't so wretched after all? Unless of course they have younger siblings.
Friday, June 14, 2013
6 Annoying Signs That You're a Teacher
6. You suddenly believe in voodoo as you put a hex on the person that walked away from the copy machine without fixing the paper jam they created.
5. You realize 'loaning' a pencil to a student is like loaning $20 to a wino.
4. Index cards are so rare there is an insider trading ring in the supply closet.
3. You have a love/hate relationship with movies like 'Stand and Deliver' and 'Freedom Writers.'
2. People who have no clue what your job actually entails decide your salary, your hours, and your retirement.
1. Dry erase markers never seem to last longer than two weeks.
5. You realize 'loaning' a pencil to a student is like loaning $20 to a wino.
4. Index cards are so rare there is an insider trading ring in the supply closet.
3. You have a love/hate relationship with movies like 'Stand and Deliver' and 'Freedom Writers.'
2. People who have no clue what your job actually entails decide your salary, your hours, and your retirement.
1. Dry erase markers never seem to last longer than two weeks.
Thursday, June 13, 2013
Students' Most Hated Phrase
Today I was reviewing for our final exam when a student asked me when to use a certain grammar structure, one that we have been using for 3/4 of the year. One that I have reviewed over. and over. and over again. Most recently yesterday. And he asked as if this were a legitimate question that needed clarifying. Three days before our exam.
So I was concerned. When teachers field questions that to them seem obvious, or even needless, it is difficult not to show a level of such concern or annoyance. To be honest, I was very annoyed. This is a structure that students see the level before mine and, added to it, the majority of our level. So I answer the question and say,
"You should know this."
Because he should!
Flashback to yesterday after school as I'm talkin shop with another teacher. He remarks how in the final exam review period it can be frustrating to see how many students ask thoughtless questions that have been discussed all year long. We commiserate and feel much better knowing we are not the only ones to have an intellectually delinquent set of children. And then he remarks that he has actually read that a student's most hated phrase by teachers is, in fact, you guessed it: You should know this.
Why? Because they should know this! It! Whatever 'it' is! However, that doesn't change how students - all students, apparently - view this statement.
What we say: You should know this.
What they hear: You are stupid.
And today when those words came so effortlessly out of my own mouth, like four little innocent messengers of truth and justice, how I didn't know that they would be received as four insufferable harbingers of mockery.
So I stopped the lesson and asked the kids what they thought about that phrase. And being high schoolers - extremely sophisticated and scholarly - they thought about it and said the exact same thing.
"Makes us feel stupid."
Eloquently put.
We then discussed various ways to achieve the actual meaning (I am concerned that you do not know this information after using it so often and for so long) without the added implication (...you idiot.) We agreed that the best way to do this is to explain the thinking behind those four words instead of using them, even if it takes longer. That way the students will understand you but not feel berated.
What about you? Can you think of something you hated more than this? Is there nothing wrong with this phrase?
So I was concerned. When teachers field questions that to them seem obvious, or even needless, it is difficult not to show a level of such concern or annoyance. To be honest, I was very annoyed. This is a structure that students see the level before mine and, added to it, the majority of our level. So I answer the question and say,
"You should know this."
Because he should!
Flashback to yesterday after school as I'm talkin shop with another teacher. He remarks how in the final exam review period it can be frustrating to see how many students ask thoughtless questions that have been discussed all year long. We commiserate and feel much better knowing we are not the only ones to have an intellectually delinquent set of children. And then he remarks that he has actually read that a student's most hated phrase by teachers is, in fact, you guessed it: You should know this.
Why? Because they should know this! It! Whatever 'it' is! However, that doesn't change how students - all students, apparently - view this statement.
What we say: You should know this.
What they hear: You are stupid.
And today when those words came so effortlessly out of my own mouth, like four little innocent messengers of truth and justice, how I didn't know that they would be received as four insufferable harbingers of mockery.
So I stopped the lesson and asked the kids what they thought about that phrase. And being high schoolers - extremely sophisticated and scholarly - they thought about it and said the exact same thing.
"Makes us feel stupid."
Eloquently put.
We then discussed various ways to achieve the actual meaning (I am concerned that you do not know this information after using it so often and for so long) without the added implication (...you idiot.) We agreed that the best way to do this is to explain the thinking behind those four words instead of using them, even if it takes longer. That way the students will understand you but not feel berated.
What about you? Can you think of something you hated more than this? Is there nothing wrong with this phrase?
Monday, May 20, 2013
Taking an Online Class: Survival Kit
If you aren't careful, taking an online class could be similar to making camp next to a carnivorous plant: sweet-smelling and intriguing on the outside, but deadly and heartless on the other.
Perhaps that's a bit extreme. What is attractive about taking an online class? Well...
1) You may 'attend' class whenever you want, wherever you want. Beachside? Check. Poolside? Check. Barside at 2:00 in the morning?
2) You may go at your own pace. You can pause the lesson to go run an errand, or even splice a lesson in half over two days.
3) It often involves a lot of reflection. This allows you to be completely self-centered and tailor every comment and snippet of pedagogical wisdom to your own arena of expertise.
4) No awkward ice-breaker games. I mean I happen to like those but that's because I relish awkwardness. In others.
5) Online classes are often cost-effective (read: cheaper!) and won't break the bank come pay-day.
What is heartless and deadly about taking an online class? Well... *gulp*
1) Attending class whenever and wherever you want may turn out to be your couch at 11:45 at night on a Sunday trying to finish the last three hour-lessons before the expiration date on Monday.
2) If you don't understand something, or if you have an insightful question, your brilliance will go unnoticed; you're on your own to get clarification.
3) It's kind of impersonal. I know it sounds mushy but sometimes sharing experiences and ideas is what really sticks with you from professional development.
4) No awkward ice-breaker games (see above).
5) Some districts might not accept them for credit or professional development points.
So when you hear the siren's song of an online class lilting you off to an unsuspecting professional death, snap out of it! If you think it's going to be a breeze, think again. It's all about what you put in, and if you want to get something of value from the class, you want to be sober and conscious when you participate. So no matter how cheap it is, you would be wasting precious money and time if you don't take it seriously.
Perhaps that's a bit extreme. What is attractive about taking an online class? Well...
1) You may 'attend' class whenever you want, wherever you want. Beachside? Check. Poolside? Check. Barside at 2:00 in the morning?
2) You may go at your own pace. You can pause the lesson to go run an errand, or even splice a lesson in half over two days.
3) It often involves a lot of reflection. This allows you to be completely self-centered and tailor every comment and snippet of pedagogical wisdom to your own arena of expertise.
4) No awkward ice-breaker games. I mean I happen to like those but that's because I relish awkwardness. In others.
5) Online classes are often cost-effective (read: cheaper!) and won't break the bank come pay-day.
What is heartless and deadly about taking an online class? Well... *gulp*
1) Attending class whenever and wherever you want may turn out to be your couch at 11:45 at night on a Sunday trying to finish the last three hour-lessons before the expiration date on Monday.
2) If you don't understand something, or if you have an insightful question, your brilliance will go unnoticed; you're on your own to get clarification.
3) It's kind of impersonal. I know it sounds mushy but sometimes sharing experiences and ideas is what really sticks with you from professional development.
4) No awkward ice-breaker games (see above).
5) Some districts might not accept them for credit or professional development points.
So when you hear the siren's song of an online class lilting you off to an unsuspecting professional death, snap out of it! If you think it's going to be a breeze, think again. It's all about what you put in, and if you want to get something of value from the class, you want to be sober and conscious when you participate. So no matter how cheap it is, you would be wasting precious money and time if you don't take it seriously.
Saturday, May 18, 2013
Wednesday, May 15, 2013
Happy Teacher Appreciation Day!
Okay okay so I admit I'm a little late,
*Tardy! Unexcused.
...but Teacher Appreciation Day came with all the bells and whistles -
*Why are you in the hallway? Get to class!
-that make a teacher feel, well... appreciated.
*Glissendorf! That's an ellipsis, not 'dot dot dot'...
So in honor of such a memorable day, I would like to invite you, dear reader, to reflect upon your favorite teacher from years past (or present) and what you learned from said scholar.
Jimmy Kimmel posed this question to a few passersby and their responses were, um, unique. Or should I say frightening?
Happy TAD!
*Tardy! Unexcused.
...but Teacher Appreciation Day came with all the bells and whistles -
*Why are you in the hallway? Get to class!
-that make a teacher feel, well... appreciated.
*Glissendorf! That's an ellipsis, not 'dot dot dot'...
So in honor of such a memorable day, I would like to invite you, dear reader, to reflect upon your favorite teacher from years past (or present) and what you learned from said scholar.
Jimmy Kimmel posed this question to a few passersby and their responses were, um, unique. Or should I say frightening?
Happy TAD!
Thursday, May 9, 2013
One Small Upset for a Student
One Giant *Bleep* For Our Kind.
Our Kind being Teachers.
If you haven't heard about the teenage student's rant against his world history teacher, take a look.
The video shows a high school student walking from the back of his classroom to the front, saying some 'inspiring words' caught on a cell phone:
"You gotta touch his freakin heart. Can't expect a kid to change if all you do is just tell him. You gotta take this job serious."
You can hear the teacher say, "Get out," and "Please leave."
The student goes on: "If you would just get up and teach 'em instead of handin 'em a freakin packet, yo." Interestingly, the teacher is seated at this moment.
He continues: "And now I will leave, you're welcome. And if you would like, I'll teach you a little more so you can actually learn how to teach a freakin class."
To be honest, I don't know exactly how I feel about this. What the student is saying is technically all true. You need to touch a students' heart. You need to motivate and engage and not just use hand outs and work sheets. Students should experience and feel something about what they study.
Then again, I didn't feel anything about pre-calculus. I don't even remember anything except for the boy I sat next to and the words sin, cosine, and tangent (sp?). Did that give me the right to scold the teacher openly in front of the whole class and storm out?
The dilemma I'm having is that sometimes a student will refuse to respond, despite our best efforts. We do hands-on activities, we differentiate our instruction, we go to workshops and spend hours planning and research and try new things... all to no avail. There may still be one student who checks out, puts his head on his desk, and if he's not disrupting the class, he certainly adds nothing to it.
But is that acceptable? Should we all strive to the ideal every day that every child is a work in progress? I do believe that teachers need to give their best every single day. But I understand that it becomes difficult when the students you are trying so hard for do not return the effort.
I have mixed feelings. What about you? Comment!
Our Kind being Teachers.
If you haven't heard about the teenage student's rant against his world history teacher, take a look.
The video shows a high school student walking from the back of his classroom to the front, saying some 'inspiring words' caught on a cell phone:
"You gotta touch his freakin heart. Can't expect a kid to change if all you do is just tell him. You gotta take this job serious."
You can hear the teacher say, "Get out," and "Please leave."
The student goes on: "If you would just get up and teach 'em instead of handin 'em a freakin packet, yo." Interestingly, the teacher is seated at this moment.
He continues: "And now I will leave, you're welcome. And if you would like, I'll teach you a little more so you can actually learn how to teach a freakin class."
To be honest, I don't know exactly how I feel about this. What the student is saying is technically all true. You need to touch a students' heart. You need to motivate and engage and not just use hand outs and work sheets. Students should experience and feel something about what they study.
Then again, I didn't feel anything about pre-calculus. I don't even remember anything except for the boy I sat next to and the words sin, cosine, and tangent (sp?). Did that give me the right to scold the teacher openly in front of the whole class and storm out?
The dilemma I'm having is that sometimes a student will refuse to respond, despite our best efforts. We do hands-on activities, we differentiate our instruction, we go to workshops and spend hours planning and research and try new things... all to no avail. There may still be one student who checks out, puts his head on his desk, and if he's not disrupting the class, he certainly adds nothing to it.
But is that acceptable? Should we all strive to the ideal every day that every child is a work in progress? I do believe that teachers need to give their best every single day. But I understand that it becomes difficult when the students you are trying so hard for do not return the effort.
I have mixed feelings. What about you? Comment!
Sunday, May 5, 2013
When a Student Has a Crush on You
I once received a love letter from an anonymous student. Make no mistake: flattery is most uncomfortable when given by a 14 year old child (I repeat, CHILD). Not only was it unsettling but it was slightly embarrassing. Was I doing something wrong? Was I dressing provocatively? Was I unconsciously inviting this attention?
I first confided in a friend/colleague. We shared our amusement/ revulsion but I knew it was important to be open about this. Keeping it a secret is a huge no-no. If you don't it might look weird if advances increase and you've been hiding it. Then you'll be in big doo-doo. And the odds of you getting invited back next year are only so-so.
*Ahem*
I then brought it to the attention of the principal. I mean I didn't shatter the glass on the fire alarm and go shrieking down the hall into her office, but on my free period I approached her and gave her the note. It was important for me to see her reaction.
She basically rolled her eyes and shrugged, and asked if I knew who it was. Fortunately I did not. She told me to keep an eye out and let her know if it happened again. That was it and I felt immense relief.
This is honestly the best case scenario for this situation: you don't know who it is. Therefore you can't really do much about it. When you DO know who it is, that is when you have more of a responsibility.
I once had a student who practically followed me around. This student's friends made comments about his feelings in front of both of us and I seemed to be the only one who was uncomfortable. Despite several references to my spouse and a concerted effort to keep my distance, I couldn't shake him. So you know what I did?
Nothing.
The sad truth is that you have very little control over your appeal to students, you irresistible minx, you!
As long as you are dressing professionally and keeping clear boundaries of personal space and neutral comments, you are fulfilling your responsibility. Try not to feed in to the flattery and be aware that you are not encouraging it or even flirting back. Other than that, you have no recourse.
When it comes to matters of the heart, stay away from your students.
Any advice? What would you do?
I first confided in a friend/colleague. We shared our amusement/ revulsion but I knew it was important to be open about this. Keeping it a secret is a huge no-no. If you don't it might look weird if advances increase and you've been hiding it. Then you'll be in big doo-doo. And the odds of you getting invited back next year are only so-so.
*Ahem*
I then brought it to the attention of the principal. I mean I didn't shatter the glass on the fire alarm and go shrieking down the hall into her office, but on my free period I approached her and gave her the note. It was important for me to see her reaction.
She basically rolled her eyes and shrugged, and asked if I knew who it was. Fortunately I did not. She told me to keep an eye out and let her know if it happened again. That was it and I felt immense relief.
This is honestly the best case scenario for this situation: you don't know who it is. Therefore you can't really do much about it. When you DO know who it is, that is when you have more of a responsibility.
I once had a student who practically followed me around. This student's friends made comments about his feelings in front of both of us and I seemed to be the only one who was uncomfortable. Despite several references to my spouse and a concerted effort to keep my distance, I couldn't shake him. So you know what I did?
Nothing.
The sad truth is that you have very little control over your appeal to students, you irresistible minx, you!
As long as you are dressing professionally and keeping clear boundaries of personal space and neutral comments, you are fulfilling your responsibility. Try not to feed in to the flattery and be aware that you are not encouraging it or even flirting back. Other than that, you have no recourse.
When it comes to matters of the heart, stay away from your students.
Any advice? What would you do?
Tuesday, April 2, 2013
What to Do When You Find a Colleague Insuffrable
Or when he/she seems to find you this way.
This is a delicate situation, akin to holding the pin of a grenade. At least I would imagine so from what I've observed in movies as I am wholly opposed to warfare and violence in all forms. I will address this only in regard to a colleague, and not a member of the administration, which is a separate issue and requires a different strategy.
I will guide you through the stages of action (or inaction), the benefit of each stage, and its expiration date.
1. Ignorance
Stage: You pretend there is no problem whatsoever and act like each injustice is the first. Each time a wrong is committed you sweep it under the proverbial rug and move on.
Benefit: You are viewed by others as laid back and easy to get along with. You do not bear the responsibility of confrontation and the disruption of the status quo.
Expiration Date: The behavior of this colleague is preventing you from fulfilling your role as an effective teacher.
2. The Mirage
Stage: You employ the power of positive thinking. You convince yourself that this person is not aware of the transgression or has no malicious motives and therefore it is YOUR attitude that needs to change. You 'fake it 'til you make it' and try to leave all pre-conceived notions behind.
Benefit: With some effort you may see your colleague in a different light. You will develop a view point that enriches your professional relationship and a skill that will be of use at other times in your career.
Expiration Date: The effort it takes to alter your natural prejudices yields minimal returns. You still find yourself cringing when you see your colleague in the hallway and you tune him/her out in meetings.
3. Hotline
Stage: You find a (read:one, experienced) trusted colleague who is without question a vault when it comes to information. You discuss your issue candidly and communicate your desire to remedy the situation.
Benefit: This person may be able to offer some clarifying background information, shed light on an area in which you could improve to minimize the issue, and provide confidential commissary dialogue that will comfort you or at least assure you that you are not the problem. Or maybe you are.
Expiration Date: The therapy sessions are not enough to quell the rising tide of insults or injuries. None of the suggestions of your sage impact the situation to allow you to concentrate on teaching.
4. Confrontation
Stage: You step up to the plate and face the issue head-on by addressing it with said colleague. Run from adversity? Not you. You use lots of 'I' statements such as "I feel incompetent when you ask to check my lesson plans every week."
Benefit: This is a tactic that will yield immediate results. You may be able to resolve a misunderstanding or prevent a reoccurrence simply by standing up for yourself.
Expiration Date: Your friendly chat ends up in a screaming match. Not to be done while emotions are high. Accusatory confrontations are never fruitful.
Perhaps you have another tactic you'd like to use - if so, let me know - or a combination of those presented above. Either way, know that you are not alone. Suffer on, suffragette!
This is a delicate situation, akin to holding the pin of a grenade. At least I would imagine so from what I've observed in movies as I am wholly opposed to warfare and violence in all forms. I will address this only in regard to a colleague, and not a member of the administration, which is a separate issue and requires a different strategy.
I will guide you through the stages of action (or inaction), the benefit of each stage, and its expiration date.
1. Ignorance
Stage: You pretend there is no problem whatsoever and act like each injustice is the first. Each time a wrong is committed you sweep it under the proverbial rug and move on.
Benefit: You are viewed by others as laid back and easy to get along with. You do not bear the responsibility of confrontation and the disruption of the status quo.
Expiration Date: The behavior of this colleague is preventing you from fulfilling your role as an effective teacher.
2. The Mirage
Stage: You employ the power of positive thinking. You convince yourself that this person is not aware of the transgression or has no malicious motives and therefore it is YOUR attitude that needs to change. You 'fake it 'til you make it' and try to leave all pre-conceived notions behind.
Benefit: With some effort you may see your colleague in a different light. You will develop a view point that enriches your professional relationship and a skill that will be of use at other times in your career.
Expiration Date: The effort it takes to alter your natural prejudices yields minimal returns. You still find yourself cringing when you see your colleague in the hallway and you tune him/her out in meetings.
3. Hotline
Stage: You find a (read:one, experienced) trusted colleague who is without question a vault when it comes to information. You discuss your issue candidly and communicate your desire to remedy the situation.
Benefit: This person may be able to offer some clarifying background information, shed light on an area in which you could improve to minimize the issue, and provide confidential commissary dialogue that will comfort you or at least assure you that you are not the problem. Or maybe you are.
Expiration Date: The therapy sessions are not enough to quell the rising tide of insults or injuries. None of the suggestions of your sage impact the situation to allow you to concentrate on teaching.
4. Confrontation
Stage: You step up to the plate and face the issue head-on by addressing it with said colleague. Run from adversity? Not you. You use lots of 'I' statements such as "I feel incompetent when you ask to check my lesson plans every week."
Benefit: This is a tactic that will yield immediate results. You may be able to resolve a misunderstanding or prevent a reoccurrence simply by standing up for yourself.
Expiration Date: Your friendly chat ends up in a screaming match. Not to be done while emotions are high. Accusatory confrontations are never fruitful.
Perhaps you have another tactic you'd like to use - if so, let me know - or a combination of those presented above. Either way, know that you are not alone. Suffer on, suffragette!
Tuesday, February 26, 2013
Phenomenon: When People Take Liberties
I was shocked. I had been having a problem with a female student whose attitude had suddenly skyrocketed from disdainful to downright defiant, dang it. I needed some advice and so I went to visit her guidance counselor, a friendly young man whom I did not know well.
I explained the incident which brought me to him and proposed holding a meeting with her.
"You can do what you want, but leave me out of it," was his reply.
Now that gave me pause. Was he not, in fact, the very person appointed to guide this particular student? And she did, indeed, need guiding in this case.
"Beg your pardon?" I shifted in my seat.
"I've only seen the sweet side of her and I want to keep it that way."
I didn't think at the time that this was, um, allowed. For a guidance counselor to refuse to guide. Or meet, shall we say, with a student. But being new, I said nothing to anyone else and handled it on my own.
Months later I recounted this to my department head who looked at me quizzically.
"That should not have happened," she flatly said.
And that would lead me to the conclusion I inevitably felt with my gut the whole time: I was swindled.
Being a new teacher (or even just a young teacher, I've found), you will discover that people will do things and say things to you that they never would to a seasoned teacher. I do not as yet understand the point of shirking responsibility, or speaking rudely to a teacher - however new or young. The only option I've decided upon is that in certain circumstances people simply do not want to do the extra work. They know you are new and inexperienced and therefore you are not sure exactly what is acceptable and what is not, and they will take advantage of your naivete.
What do you think? What are the other reasons for this phenomenon? Please comment...
I explained the incident which brought me to him and proposed holding a meeting with her.
"You can do what you want, but leave me out of it," was his reply.
Now that gave me pause. Was he not, in fact, the very person appointed to guide this particular student? And she did, indeed, need guiding in this case.
"Beg your pardon?" I shifted in my seat.
"I've only seen the sweet side of her and I want to keep it that way."
I didn't think at the time that this was, um, allowed. For a guidance counselor to refuse to guide. Or meet, shall we say, with a student. But being new, I said nothing to anyone else and handled it on my own.
Months later I recounted this to my department head who looked at me quizzically.
"That should not have happened," she flatly said.
And that would lead me to the conclusion I inevitably felt with my gut the whole time: I was swindled.
Being a new teacher (or even just a young teacher, I've found), you will discover that people will do things and say things to you that they never would to a seasoned teacher. I do not as yet understand the point of shirking responsibility, or speaking rudely to a teacher - however new or young. The only option I've decided upon is that in certain circumstances people simply do not want to do the extra work. They know you are new and inexperienced and therefore you are not sure exactly what is acceptable and what is not, and they will take advantage of your naivete.
What do you think? What are the other reasons for this phenomenon? Please comment...
Subscribe to:
Posts (Atom)