"You is Like my White Momma!"

Last year, I had the brilliant idea of making my students write letters to their teachers for Teacher Appreciation Week.  It was wildly successful and motivated so many teachers that I have done it again this year.  I always say something to the effect of, "I know I am everyone's favorite teacher, but if you have another teacher you would like to write to, please do.  I don't want anyone to feel like they have to suck up or be worried they will hurt my feelings."  Many write to me anyway, and I'm always and touched and amused by their thoughts. Last year, a student wrote "You is like my white momma!"  I will never forget it.  I am also shocked by who actually writes me.  It is often the person who I think hates me, or who has made little effort to interact with me, or this year, comes from the class I enjoy the least. 

Here are some gems from this year's letters (grammar and spelling intentionally not changed):

"Your really funny & whenever you get mad at people, it's even more funny.  Before the year is over, you should go in front of all the buses and start dancing."

"Your what I call a New School Party Animal with a spicy side if needed to be brought out." <what does this mean?  It sounds vaguely inappropriate!>

"I choose you as my favorite teacher to adknowledge because of your kindness, bad ass gangster coolness, and your humor and commitment towards your students." <this may be my favorite of the year>

"I feel comfortable in your class, which has definitely helped me since I am a newer student.  You know when to be funny and joyful in class which makes you that much better as my teacher."

"No matter how much you yell at me or give us alot of work your always here even when I'm failing your class."

"When I gave up on myself you was there and pushed me to do better."

<This one means so much because this student and I butted heads at the start of the year.> "Whenever I need help your there to help me.  Your a really nice teacher and you will always be there for your students no matter what."

"I appreciate the love you give to each and everyone of your students, especially me."

"I appreciate you because you didn't give up on me when I was straight up failing your class."

"At first I was like, 'Oh my gosh, this class is boring,' but now I love it."

Annnnnd a last minute entry that I just received at the end of the school day today (brace yourself),

"You always gives such good advice.  Member that time I was like Imma punch that bitch and you was like naw, don't do that?  I'm glad I listed to you." <I assume she means listened and I literally spit my drink out reading that one>.

How to Tame the Tigers

This year is my "tenure" year.  That means, that it is the end of my third year and that I have some job stability after this point.  Through this year, if there are cuts in my department, I am at risk.  Of course, the people who have joined the faculty more recently go first, but it happens.  As part of my tenure, I have to create this "justify my existence" binder that includes documentation in categories such as professional development, instructional delivery, and learning environment.  One thing that is to be included is my "classroom management philosophy."  It is ever-evolving, but as I end my third year, I feel like I have a decent handle on it.  So, for what it's worth--here it is:

Fred Jones, classroom management guru, says that you are either consistent or inconsistent.  There is no in between.  They key to successful management is a combination of clear and consistent expectations, and building strong student relationships.  The first day of school, I let my students know what the expectations are.  We review them daily for the first 2 weeks.  They never change.  I post my expectations in visible places around the room, as well as outside the classroom. 

Building strong relationships helps to reinforce those rules because a student will not behave for a teacher he does not respect.  If a student believes a teacher truly cares about him, he is more likely to follow classroom expectations.  I greet my students at the door each day, as if seeing them is the best thing that has happened to me all day.  I always say hello to them in the halls.  I compliment their clothes, nails, hair, and shoes.  I make an effort to know them—who their friends are, what their interests are, what their challenges are.  I attend as many school events as I can.  Many behaviors are attention seeking.  Especially with this population, students can be so desperate for attention that they do not care if it is positive or negative.  I reward positive behaviors (students are very motivated by candy) on a daily basis.  By giving positive attention, the negative attention-seeking behavior typically diminishes. 

I make a point to develop interesting lesson plans that my students will enjoy.  If I am bored teaching it, they most certainly are bored learning it.  I select literature and writing topics that are relatable and meaningful.  I change up activities every 15 minutes.  I do collaborative work often because not only does it give them a chance to engage and talk in an appropriate way, they really do learn from each other.  I use technology regularly –they love using the computers.  I have fully integrated Edmodo into my lesson planning.  I post handouts and power points, and use it for quizzes and tests.   An engaged student has far fewer opportunities to misbehave.

I believe that about 50% of behaviors can be ignored.  This is where good student relationships come in handy.  Typically, the class self-manages so other students will tell the offending student to be quiet or cut it out.  If there is an issue in class, I typically redirect or give a warning.  An ongoing or severe issue results in a student being asked to step outside.  Students will dig their own grave just to prove a point and not back down in front of their peers, so removing them gives them an opportunity to change the behavior without losing face.  Outside the classroom talks always come from a position of loving concern, never anger.  Our students see anger and hear yelling all the time and it has little impact.  I usually start with, “What’s going on?  You know better than that…”  I refer to the classroom expectations I have posted outside my classroom as a reminder that they do indeed know that is not acceptable behavior in my class.  I also throw in a “You know I care about you and your behavior really hurts my feelings…” That usually garners an apology.  High school is a difficult time and often their behavior is a direct reflection of some sort of stress unrelated to my class.  The outside conferences are always very quick and then we return to class.  If they need more time outside to calm down, I allow them that.  Then they can slip back in unnoticed while the rest of the class is working.

I develop parent relationships from Week 1.  I typically call every parent the first week of school to introduce myself.  One of my first teaching mentors told me, “There are few parent conversations that can’t be turned around by presenting your concern from the position that you want their student to be successful.”   I get emails and phone numbers and address any concerns I have upfront and document them.  MIRs* are also an excellent way to document a history of unacceptable behaviors.  This way, if there is a major issue that I have to turn over to administration, I have documentation of trying to address the behavior.

Finally, there are incidents of unacceptable behaviors that require immediate administrative action.  It is important to show the rest of the class that certain behaviors will not be tolerated, but with a minimal amount of disruption.  I try to stay calm and react from a place of stability rather than emotion.  There is nothing more satisfying to a student than to see that he has rattled a teacher.  Once the student is gone, I continue class like nothing happened.  The next time I see that student, I act like I always do.  There is always an opportunity for a fresh start in my class.  

*Minor Incident Reports--they serve as a written warning.  You get 3 in a 9 weeks and you get an administrative referral.

A sequel to "How You Gonna Fail Me?" entitled "Awwww HELL NO!"

Act I - in the Lecture Hall where Miz N is graciously spending her planning time proctoring an SOL.  Annie walks in and sees Miz N standing there.

Annie:  Awwww HELL NO!  I ain't goin' in there to take my SOL if she's gonna be in here!

Dr:  C:  Now Annie, you know you have to take this SOL.  Besides, Miz N is leaving with a smaller group of students; she won't even be in here...<quietly, to Miz N> She's such a delightful child, isn't she?

Miz N:  A dream!  Makes me excited to come to work!



Act II: Outside Miz N's classroom later that day.  Miz N is greeting her students.  Annie is standing there.  Miz N is ignoring her, partially for fear of incurring Annie's wrath and having another scene.  Miz N has had enough of scenes.

Annie:  Miz N, can I come back to your class?

Miz N:  No.

Annie:  <shocked, all innocent outrage>  Why not?

Miz N:  Because you are finished in here.  <walks into classroom>

Teaching is not for Sisiyphussies

I am so. unbelievably. tired.  If my daughter ever asks me (and I doubt she will) what the essence of being a teacher means, I will tell her it is exhaustion.  I am exhausted in every conceivable definition of the word:  physically, mentally, spiritually, and psychologically.  When people ask me what I do on my breaks, the answer is always the same.  I sleep. 

My students, for some inexplicable reason, like to ask me if I went "to da club this weekend." My answer usually goes something like this, "No, I did not.  My weekends usually involve my husband hoping that I can make it through a movie we rented without falling asleep--which is typically around 9:30."  I feel like  Sisyphus.  Every morning I have to get up in the dark, work all day doing the impossible, come home and attempt to pay attention to my children and husband's needs, and then fall into bed exhausted, only to do it all again the next day.

Last week was ridiculous--I had to make a CPS call (the details of which I obviously can't go in to, but obviously, that is never a happy thing), "Annie," the muse for my play "How You Gonna Fail Me?" threatened me with bodily harm, and then there were all kinds of fun personal dramas plaguing me.  I happily took Friday off, went to a Barry Manilow concert with my gay bff, had a few drinks and then settled in for a luxurious night's sleep with no requirement to get up at any particular time.

Then I woke up at 5:57.

WTF?

Why is it that Monday through Friday, 6:00 a.m. comes and I am pulled out of a dead sleep by my alarm, but if I don't have to get up, I wake up?  I didn't just wake up; I was wide awake.  Luckily, I was able to fall back asleep...and then...my cell phone rang.

"Miz Nilknarf!  Where are you?"  It was Devon.  I have no idea how he got my phone number.  I don't really keep it a secret--I have no problem with my students calling me.  I just don't recall giving it to him specifically. 

"I am out today, remember?"  I responded with all kinds of dramatic yawning.

"Well, when are you going to be back?"  he demanded.

This brings to mind a phenomenon, that I like to call "You are a teacher, therefore you must not have a life or even exist for that matter, outside of school grounds."  My first department head said that students think we are robots that are powered down for the night after school is over each day.  Don't believe me?  How else can one explain the complete and utter shock students have when they see me out in public?  Say I run into a student at the mall.  They will run to me with eyes wide and say, "WHAT ARE YOU DOING HERE?"  with the same amount of astonished horror that I would ask that question of say, running into my mother in a crack house.  It's just not fathomable.  Bottom line, they are allowed to skip class, stay home from school, sleep in class, etc.  However, I am expected to be there with a smile on my face no matter what!  Consider this note I found on the top of a test students took when I was absent earlier this year. 

It's kind of sweet actually (if you are inclined to ignore the poor grammar).   It is nice to know I am loved (except  by Annie, who continues to assert that I am failing her for no reason).  Anyway, Teacher Appreciation Week is coming up May 6-10.  If you have kids in school, if you are in school, or if you have a way to contact a teacher that made a difference in your life, take the time to write them a note.  Gifts are awesome, but not necessary.  Tell them you value what they do.  I promise you it will mean so much to that person. 

A Short Play Entitled, "How You Gonna Fail Me?"

Characters:

Annie:  A senior, in my 10th grade English class for the 2nd year.
Ms. T:  Guidance Counselor (or as we just call them now, "Professional Counselor")
Dr. C:  Vice Principal
Miz N:  English teacher supreme


Act I scene i:  Scene opens with teacher sitting at her desk creating rigorous and relevant lesson plans that support the 10th grade SOLs (Standards of Learning). 

Annie:  Miz N, I need to talk to you about making up my work.

Miz N:  Annie, you have not earned higher than a 50 any quarter so far.  You have barely been in class all year.  Repeated opportunities to make up missed work have been ignored.  I have tried to work with you.  It is time for you to accept that you will not be passing this class.

Annie:  But your class is the only one that I'm not passing and because of you I'm not going to graduate!

Miz N:  That is really too bad that you did not do the work to ensure on time graduation.  To pass you would not be fair to everyone else who has come to class and done their work.

Annie:  But I'm not like everyone else!  I gots kidney stones and depression!

Miz N:  I have tried to work with you and you have made no effort. 

<student walks out of classroom and slams the door>

Scene ii:  Counselor's office

Miz N:  As I have told you, Annie will not be able to pass my class due to her ongoing absences and unwillingness to meet my generous deadlines to make up her work.  She claims my class is the only problem.  Is this true?

Ms. T:  No, she is failing almost all of her classes, plus she has not passed her 11th grade SOL.  She is well aware of her graduation status.  I will talk to her again.

Scene iii:  Administrator's Office

Miz N:  I would like to talk to you about Annie.  I have tried to work with her, but it looks like she is going to fail English 10 a second time.

Dr. T:  Oh, I am well aware.  She has missed 65 days of school this year.  She has seat time* to make up and came to ask me for a waiver.  I told her that since she has not made up a single hour of seat time, and continues to miss school, I'm not really inclined to be sympathetic. 

Act II:  Miz N's class, later that day.  Bell Rings.

Miz N:  Ok, projects are due, so let's get those out.

Annie <who doesn't have her project>:  I ain't stayin' here....<walks out, slams door>

Miz N: <calling security on phone>  Hello, Annie Lazy just walked out of my class.

Students:  What's her problem?

Miz N:  She's mad because she hasn't been here all year and her choices are catching up with her. 

<a few minutes later, Ms. T returns Annie to class>

Miz N:  She does not get to return to my class today after walking out and slamming the door.  She needs to go to In School Detention.  <Annie is now disrupting the class, talking to other students about how mean Miz N is for failing her for no reason.>  Annie, can you please stop disrupting the students who have chosen to stay in class and do their work today?

Annie:  How you gonna fail me?  Why you tell them I'm failing?  That ain't none of their business?

Miz N:  Annie, it is no big secret, you haven't been here all year and they know it. You need to leave with Ms. T and go to ISD.

Annie:  I heard you, you ain't gotta tell me 50 Damn Times!

aaaaaaaaaaaaaaaaaaaaaaaaand scene.

*Seat Time is a completely ridiculous option where a student can still possibly graduate even if they have missed more than the allowed absences (assuming they are passing their classes).  Students literally stay after school or come on Saturdays to "sit" and write essays, thus making up their absences.  The playwrite thinks that is bullshit.

"Just you..."

The opportunity to build relationships is really what can make teaching rewarding.  However, with the population I teach, the opportunity to build relationships that are not just supportive, but can be a lifeline and impact a student in a tangible way is all around me.  Often these kids are not likeable, are discipline problems, and poor students. 

Devon is what we call a "hot mess."  He is frequently in trouble, his grades are marginal at best, and he has a really bad habit of telling outrageous lies for attention.  He came in about a quarter of the way into the school year and my first memorable experience with him was when he came into my mid-term exam saying,

"Man!  I gots to get da fuk outta here!"

"But," I said, more than a little taken aback, "you have to take your exam first!"

"FUCK DAT!" Devon responded, and then he walked out.

 Luckily, we bonded back when I asked him to teach me some moves for the Old Skool Dance we had last winter. The look on his face watching me attempt to imitate him was priceless.  He would shake his head and go, "Miz Nilknarf!  Why you so stiff?  You gotta stop being so white!"

We've gotten to a much better place and now he is like a puppy. An omnipresent puppy, always getting into things and keeping me from getting my work done! He lives with his grandparents and I try to sift through the tales he tells me to discover what is real and what is not.  Whatever it is, it isn't good. I still struggle to be patient with him. He isn't defiant anymore, but he needs constant redirection, puts forth minimal effort, and is very quick to take advantage. 

Anyway, we are doing a project on archetypes in literature (the hero, the villain, the mentor, the faithful companion).  I asked them to create a collage where they are the hero and tell their story, assigning archetypes to significant people in their lives.  As I'm explaining this to Devon again after class he says,

"So would I put Derek Jeter on there for my mentor?"

"No, a mentor isn't the same thing as an idol.  A mentor is someone who is a part of your life that inspires and guides you," I explain again. 

"Well, Derek Jeter does that for me."

"No," I sigh, trying again, "a mentor archetype is someone the hero knows who is involved in his life, who cares about him and gives him good advice.  Like Yoda did for Luke Skywalker."

Literally, the child started tearing up.  He says, "Well I don't have nobody like that...just you."

This is the moment where I want to burst into tears, hug him, and invite him to live with me, and right all of the various injustices that Life has handed this poor kid. 

Instead I smiled and said, "Well, then put me on there.  That would be an honor." 

Yearbook and the Moment I've Been Expecting Since my First Year

Over the last school year, I have alluded to the challenges of my first year as yearbook adviser.  I haven't really had the energy to go into it because sometimes something sucks so much that it's not worth the emotion and energy it takes to write it down.  Yearbook was like being a first year teacher again.  Here is why:  I had no idea what I was doing, I had no idea how to manage the kids, I lived under constant fear (self-imposed) of being fired, the kids had absolutely no concern at all about the yearbook or their grade in the class, and that was all just the first few weeks!  After many nights of insomnia worrying about how I was going to meet deadlines and many afternoons coming home frustrated to the point of tears, I am happy to say that a yearbook I am proud of was uploaded on time.  I also came to have a great relationship with the kids and we became a family.  I went from saying no way on this earth would I ever do yearbook again to being excited about next year.  I am in the process now of interviewing staff (which is nice, because I can pick kids I know and have a relationship with) and making plans for next year.

Typically, the staff should consist of well-behaved, bright students, who are motivated and require little supervision.  But since there are only about a dozen of those in the entire school...bwahahahaha!  No seriously, I've got some good kids coming in.  I also picked a student that I actually failed in English 10 last year.  Jordan is good-natured and personable, but he slept through most of my class last year and never turned any work in.  When I called his dad, I was told that, "Jordan has a first class case of the 'I don't give a shits' and we are out of ideas."  This year, Jordan has matured quite a bit and also comes to visit me every single day.  He volunteered to do work for the yearbook, taking pictures after school, to prove to me that he deserved a chance.  He is a great example of not only how a kid can mature over the course of high school, but how building a relationship with a teacher can facilitate that. 

Other big news--the moment I've been expecting since about 8 weeks into my first year teaching, came when our principal announced that he is leaving.  I'm not sure what exactly the story is, other than that his five year contract is up and either he decided not to renew it or the county did.  I have mixed feelings about his leaving.  On the one hand, after a rocky start, he and I have built a great relationship and I know that he likes, respects, and trusts me.  He also has been very supportive of me in some pretty intense situations (see my previous blog post for an example).  For better or worse, I understand how the school works with him as the head of it and know how to navigate it.  That said, it would be super awesome if we can get a real ball buster in there who the teachers all can get behind and who the students can respect and trust.  I am hoping that one of our current vice principals gets the position. 

Finally, I am back to enjoying teaching again.  After months of the tedium of teaching 5 paragraph persuasive essays to prep for the SOL, I am so excited to get back to the kind of creative lesson planning that teaching literature can inspire.  With us into the last quarter of the year, which always flies by, I know that summer will be here soon enough.