Vagaries in the Classroom contribution
- 1. Edward LewisLitzinger Universityof Pittsburgh,Bachelorof ArtsinProfessional Writing IndianaUniversityof Pennsylvania,Masterof Artsin TeachingEnglish Substitute Teacher,K-12(6 years) My narrative isaboutmy experience withastudent receivingmultiple suspensionsatthe verybeginning of the school yearand mydiscussionwithateacheraboutthe resultantworkloadforthe faculty. Generally,Iwrote aboutabsenteeismandthe consequencesof astudentbeingchronicallyabsent: disruptionof instructional time forteachersandstudents,anabundance of unanticipatedpaperworkfor faculty, andthe improbabilityof learningforand teachers’ successful assessmentsof those students. “He isfacinghisfourthsuspensioninfive weeks;he will have beenabsentmore daysfromclassthan beingpresent,”afellow teachergrumblesoverthe absurdity. The month isOctober. Mrs. Davis shufflesthroughanotherpacketof papersconcerningthe student’srecentlyobservedbehaviors- one thatshe did notexpecttobe completingat7:30 ona Monday morning.The papersrequestinformationaboutthe student’soutwardappearance,irregular habits,incidentsof insubordination,numberof timestobe redirected,numberof timesoff-task,level of participation,andanumberof otheritemsand checklists(all forachildshe hadbeengivenzero opportunitytomeet.) Almostlamentingthe probabilityof the principal resortingtoexpulsion,she uttersthe numberof ways inwhicha single studentcancreate so much extraworkfor teachers. When“behavioral”studentsdisturbinstructional time,theymustbe disciplinedif theyare tobe deterredfromrepeatingthe same actions. A teacherextendsthe disruptionfurtherinordertocarry out the appropriate disciplinaryreaction,andevenfurtherstill,whenmarkingnotesonthe necessary documentationforms.Howmuchtime,then,iswastedinone classperiod? The dominoescontinue to fall fromhere. The studentiseitherprescribedareferral,adetention,In-School Suspension(ISS) orOut of School Suspension(OSS).Fortwoor three of these,teachersmustprepare the assignments“to-go” like anexpresspick-upline,andthistakesanenormousamountof time whichcouldhave beenusedfor carefullypreparingmore enrichingactivities.The regular,cooperative studentsloseoutagain.If the studentfailstocollectandthe teacherfailstodeliver,thenthe studentonlyplummetsdeeperintoa discouragingpitof unfinishedassignments. Asa substitute teacher,I have spokentoplentyof veteranteachersabouttheirmajor grievances,andthe mostprominentandharrowingdisruptionsforthem are those notentirely unforeseen.Studentabsencesare predictable,evenmanageable,butchronicabsenteeismbecomesa colossal headache.Teachinganemptydeskisimpossible.Unlesstheirparentsare teachersandcan affordthe time to instructat home (whichismostlynotthe case),absentstudentsare notlearning.
- 2. Those studentscancontinue approachingtheirteachersbefore,afterandduringclass-time formissed work,but theyare simplyreceivingtoolswithoutknowinghow touse them.Above all else,how can those students’progressbe assessed?Canevaluationadequatelytake place withonlyacollectionof gradesfor take-home work? Chronicabsenteeismisanissue thatshouldbe resolvedbetweenthe parentsand administrators,yetitisleftuptothe teachers towork withit.What isfair forthe studentto achieve well andearngoodgrades?How is itpossible toworkinextenuatingconditions?Theseare difficult situationsthatcall forindividual attentiononastudent-by-studentbasis.Studenthelperscanassistin beingassignedthe responsibilityof distributingmaterialsto absentstudents andcatchingthemupwith lessons.Systemsof “While youwere out”centerscouldbe established,forexample.Mostof all, teacherscan communicate the importance of attendance andattempttomake the classroom environmentone inwhichstudentsfeel comfortable,asafe havenwhere studentswanttoreturn.And as teachers,letusnot err awayfromour own attendance;we mustbe presenttodothe job,as ourown attendance is,of course,justas tantamount. Stage II Reflection: After writing my story and thinking about it again with Danielson’s frameworkin mind, I realize that good educators should not allow themselves to feel frustrated with problems deemed “outside” of their responsibilities or control. No matter the mission we are on or the careers we’ve chosen, we must all expect to face unpredictable challenges and irreparable, shattered ruins. This does not permit teachers to throw in the towel-especially when the struggle revolvesaround a student with a world of possibility ahead. There is never an absence of hope in a child. And why else does a teacher do the job, but for the youth of tomorrow? The progress of a group of students can sometimes be stifled by the actions (or inaction) of a single student, whether the child may be one with special needs or whoacts out of behavior, or a student who is missing from class altogether. The student who is present and disrupts class is comparable to the absent student whodisrupts class. I have worked withteachers who complain about taking on extra responsibilities forstudents whoare actively disruptive during class and would rather have them removed from the traditional classroom setting. Some instances callfor it, while others seem to be more of a grey area when attempting to make the decision. Teachers have been more distressed about the paperwork and documentation that pile up on their desks than the actual handling of the student by the parents and administration. But these tools are essential. Most of these kinds of documents are used by special needs teachers and schooladministrators to determine improvement plans for these problematic situations. These are all responsibilities that should be expected. A part of the teacher’s job is to provide attention to each individual; however, I understand how it might seem unfair if one child is taking time away froma wholegroup of cooperative students. Educators are expected to do the
- 3. best they can withthe resources and strategies available. Danielson’s first domain, “Preparation and Planning” is of utmost importance as teachers should, after having gotten to know the students, cater to their interests, abilities, and learning styles. Itis even best to become familiar with the chronically absent student and formulate lessons and activities in such a way that might raise the chances of the student wanting to come back and participate once again. This might involve incorporating the student’s interests, providing approachable activities that can be easily understood and engaging for the student, for the purposes of serving specific learning styles. Nurturing the classroom environment goes hand-in-hand withplanning and preparation. Most specifically,building rapport with students and encouraging them to build relationships with one another are the absolute best waysthat ensure a fun and engaging community of learners. All students truly love attending class when they can feel most comfortablewith their neighbors, as well as with the authority figure in the room. I have found it best to consistently show genuine interest in the lives of students, without ever being intrusive, inappropriate or unprofessional. Having brief, 3-minute conversations at the beginnings or conclusions of class periods and showcasing interactions in the hallways withstudents or other teachers can make a worldof difference in how the children will perceive the teacher and how positive relationships should be modeled after. Likewise with demonstrating proper social interactions, Danielson’s fourth domain highlights the professionalism we should uphold. If a student is repeatedly absent, a concerning note home to parents should reveal that their child is in the hands of someone whowants the best for their boy or girl. Finally, I thought of how community involvement and extracurricular activities could definitely subvert the absenteeism of a student. Pry politely into the lives of questionable students, talk to them about where their interests lie, and ask them to participate in outside activities. I often have conversations regularly withstudents about the potential they may not have discovered in themselves nor the loves and passions they may not have yet realized in their lives. I share withmy students how some of the best experiences of my life have been discovering the things I love most and the skills in which I excel, (sometimes having to do with subjects I never knew existed.) I enjoy trying to intrigue students withthe vast body of infinite knowledge and facts in existence, that the world is exceedingly more beautiful and complex than Math and English inside of school and their videogames outside of school. I implore them to search forthe subjects that interest them. I have students with parents who don’t ask them about their interests, whodon’t fret over their failing grades, and who are never found on the benches at their ball games. For those students, teachers couldattend those games and make sure to let them know that their involvement is admired by the community and that their achievements are celebrated and will be remembered. Youcannot be an effectiveteacher without the care and conviction. A teacher’s job is not to gripe about the work but to boost their students, so that they can one day learn to stand on their ownand carry on that compassion forothers whichwill ripple outward forall the world.