This year hasn't been off to a great start. Saying it's been difficult is not the right expression. It is past difficult. Past frustrating. . . . I'm not an English teacher so I have no idea what other words I can use to describe what and how I'm feeling.
Since July, when I realized that I had to go back to teaching in a months time, I have been feeling dread. Dread that I had to go back to that classroom. Dread that I had to deal with parents more than students because parents seem to have nothing better to do than to harass teachers when the student doesn't get their way.
I haven't smiled. And I cry at that realization. For 2 months I haven't smiled. Not once. Not at my job, not when out with friends, not once. Oh, I've put on a happy face when I've had to. But no genuine smile. This place has sucked it all out of me.
The students I have this year are not willing to think for themselves. They want the answers but don't want to do the work to get the answer. When I tell them that the answers are there in front of them, they just need to figure it all out, they go home and complain, then I get harassed.
Like this morning.
This morning, I have my door locked like I always do at the beginning of each day, when there was a trial at the handle then some banging. I didn't answer it and it continued. I went over and opened it after I thought I heard the door handle fall off (it was hanging off) and there was a mother there with her son. Her son is the most lazy student I have. He would rather have someone hold his hand through the entire assignment (which I am not willing to do), than think and problem solve on his own. Yes, the assignments are hard. They are hard for a reason: to challenge their thinking and problem solving skills. And when I bluntly told that to this mother, she said that if I wasn't willing to help her son then she would take it up with the Principal and get me removed from the school. And in a huff, left the room.
Do I care? Not really. But this is what I deal with almost on a daily basis. Parents emailing or coming in and telling me what a horrible job I'm doing because I'm not willing to give their student the answers. Goodness forbid I actually get them to think or learn a new skill! What a shame that would be. . . (please note the sarcasm there).
The stress that I feel I can't get away from (due to all the new regulations and procedures and the like), I feel that I am slowly dying. I've had coworkers ask if I'm feeling alright. And when I ask why, they say that they've noticed a change from May until now. Like I'm sick or have lost weight, or other things. "There is a change," they say. And I have no answer. Am I supposed to say "I dislike my job so much that it is causing a depression that is eating away at me?" "I dislike the job atmosphere from my coworkers to the administration to the students so much that I get physically sick every time I walk into the building?" No, I can't say that, so I just give a fake smile say "Nothing. I'm fine." and walk away.
If I had the chance to go back in time to my 20 year old self and tell her that teaching will only eat away at who she is and to find something else and quick, I would. I was asked by a former professor of mine what I would tell those going into the teaching profession today. My reply: "Run. Run away as fast as you can. Go choose something else. Don't do it." To say that he was taken back by that response is putting it lightly. I would tell anyone trying to get into education to back away quickly. It isn't worth it.
If putting your health at risk because of students and parents and administration that simply don't care, then by all means. . . . continue with education.
I'm done. Yes, I just reached tenure. Yes I'm starting to earn more, but if the only reason I'm doing this is so that money is in the bank, then I'm not sure I can do this for much longer.
Thursday, September 18, 2014
Friday, August 22, 2014
Start of the 2014/2015 year
Well, it has started over again. And man, have I had a very rough start. Things have not been smooth one bit.
To start things off, you would think getting "newer" computers would be a good thing. More powerful, hopefully faster, but no. This has been the worst start to a school year than anything I've ever encountered. NOTHING WORKS!!! There are only 7 computers out of the 33 that are actually working. Yes, you read that number right . . . 7. And it isn't because I have been slacking off on getting them ready to go. Oh no. I actually have nothing to do with it. It falls all within the Tech people of the district and they keep shuffling their feet. "We'll look into it" is the reply I hear most often from them. I am beginning to hate that phrase.
So, not being able to use the computers (still, 4 days into the semester) has put me into a kind of a bind. What in the frack do I do with technology students when I can't use the technology? They have been doing worksheets. Yep, reading articles and filling out worksheets. Busy work. The one thing that I absolutely hate. They don't learn much--even though I try to find articles that would be somewhat educational. They aren't getting much out of it. They aren't learning the skills that they need to be successful in the class once the computers actually are up and running (which I believe will happen sometime this school year, just don't know when).
I stress every single day I go home over what I can do with the students the following days. Now I am dreading the weekend because that brings the start to a new week and the first two days of extended classes. On Mondays and Tuesdays we have 90 minute classes instead of the usual 45 minutes. What am I supposed to do; bring a movie and have them fill out yet another worksheet? I don't know what I am going to show them nor do I have any inkling what I actually can show them that would be beneficial to them in the long run.
This year has started off on the wrong foot 100%. I'm not sure if this is even worth doing anymore. Yes, it is a paycheck but at what expense. . . . . . . .me.
To start things off, you would think getting "newer" computers would be a good thing. More powerful, hopefully faster, but no. This has been the worst start to a school year than anything I've ever encountered. NOTHING WORKS!!! There are only 7 computers out of the 33 that are actually working. Yes, you read that number right . . . 7. And it isn't because I have been slacking off on getting them ready to go. Oh no. I actually have nothing to do with it. It falls all within the Tech people of the district and they keep shuffling their feet. "We'll look into it" is the reply I hear most often from them. I am beginning to hate that phrase.
So, not being able to use the computers (still, 4 days into the semester) has put me into a kind of a bind. What in the frack do I do with technology students when I can't use the technology? They have been doing worksheets. Yep, reading articles and filling out worksheets. Busy work. The one thing that I absolutely hate. They don't learn much--even though I try to find articles that would be somewhat educational. They aren't getting much out of it. They aren't learning the skills that they need to be successful in the class once the computers actually are up and running (which I believe will happen sometime this school year, just don't know when).
I stress every single day I go home over what I can do with the students the following days. Now I am dreading the weekend because that brings the start to a new week and the first two days of extended classes. On Mondays and Tuesdays we have 90 minute classes instead of the usual 45 minutes. What am I supposed to do; bring a movie and have them fill out yet another worksheet? I don't know what I am going to show them nor do I have any inkling what I actually can show them that would be beneficial to them in the long run.
This year has started off on the wrong foot 100%. I'm not sure if this is even worth doing anymore. Yes, it is a paycheck but at what expense. . . . . . . .me.
Wednesday, May 7, 2014
End of the year
This is the time of the year that is a double edged sword for me. I love it and I hate it. Yes, I really do have a love/hate relationship with the month of May (especially the last two weeks of it).
Love:
That the flowers are blooming and things are starting to look pretty.
Hate:
That it makes me and half my students sneeze. I think I go through double the amount of tissue boxes during April and May than I do during the winter months.
Love:
Sunshine and not having to rely on the florescent lighting in my classroom by letting the sun through the high windows I've got.
Hate:
That is makes it impossible for my screen to be seen or my projector to be seen easily by the students unless I close the blinds---and that is not an easy feat.
Love:
That my time with the little "darlings" is coming to a close!
Hate:
That they start acting worse now than they ever did.
Love:
That the the school year is closing off.
Hate:
That the students believe it is free time whether or not they have assignments done.
Love:
16 more school days and I'm off for a while.
Hate:
That the students believe that the last few days of school are just play time and I'm relegated to babysitting duty.
Love:
This year I didn't have to give up my lab for testing. They found a way around the schedule so I get my lab, meaning I can actually accomplish everything I have to and not feel like I'm scrambling at the end.
Hate:
That for many students, their testing is over and they have the mentality "Oh, testing is done. No more learning for me then." and believe that goofing off is the best way to use their time.
I think this year has been one of the toughest that I've had yet. The caliber of students has dropped significantly. They don't want to do anything and I really don't want to be here either. I get that, we're both in the same boat. But I've still got 16 days with these "darlings" and believe me, I am trying to make it all work.
Today I gave the ultimatum that if they didn't shape up and start acting respectfully then they would suffer the consequences. . . . and one class decided to put that into play today. Those that didn't pay attention or were goofing off/being disrespectful had to clean. And I mean clean by themselves. There is glitter on the counter from a project: each piece needed to be picked up and they couldn't use a wet paper towel to accomplish it. And we're talking about the small glitter.
I'm also done with late work and those students who are waiting until the end to try and get their work done. I've put a sign on my door that states that the students have until this friday to turn in anything that is late and no late work will be accepted on assignments from next week on. I wish I would have taken a picture of one class' faces. They looked like I had told them that they needed to drown puppies or something. They looked horrified!
Also, the slippage of grades drives me nuts! And the parents behind those students are even worse. They continually ask what their student can do to "get better", but when I tell them that they need to do the work in class, they get all huffy and say that I am trying to sabotage their student and their grade. Blah, blah, blah. I think I've just tuned it all out recently.
I'm getting ready to be done. I need these next few months off and I need them as quick as they'll get here. I'm not even sure if I'm willing to come back next year. I'm going to spend part of the summer looking for something else. I deserve to be treated better than I have been
Love:
That the flowers are blooming and things are starting to look pretty.
Hate:
That it makes me and half my students sneeze. I think I go through double the amount of tissue boxes during April and May than I do during the winter months.
Love:
Sunshine and not having to rely on the florescent lighting in my classroom by letting the sun through the high windows I've got.
Hate:
That is makes it impossible for my screen to be seen or my projector to be seen easily by the students unless I close the blinds---and that is not an easy feat.
Love:
That my time with the little "darlings" is coming to a close!
Hate:
That they start acting worse now than they ever did.
Love:
That the the school year is closing off.
Hate:
That the students believe it is free time whether or not they have assignments done.
Love:
16 more school days and I'm off for a while.
Hate:
That the students believe that the last few days of school are just play time and I'm relegated to babysitting duty.
Love:
This year I didn't have to give up my lab for testing. They found a way around the schedule so I get my lab, meaning I can actually accomplish everything I have to and not feel like I'm scrambling at the end.
Hate:
That for many students, their testing is over and they have the mentality "Oh, testing is done. No more learning for me then." and believe that goofing off is the best way to use their time.
I think this year has been one of the toughest that I've had yet. The caliber of students has dropped significantly. They don't want to do anything and I really don't want to be here either. I get that, we're both in the same boat. But I've still got 16 days with these "darlings" and believe me, I am trying to make it all work.
Today I gave the ultimatum that if they didn't shape up and start acting respectfully then they would suffer the consequences. . . . and one class decided to put that into play today. Those that didn't pay attention or were goofing off/being disrespectful had to clean. And I mean clean by themselves. There is glitter on the counter from a project: each piece needed to be picked up and they couldn't use a wet paper towel to accomplish it. And we're talking about the small glitter.
I'm also done with late work and those students who are waiting until the end to try and get their work done. I've put a sign on my door that states that the students have until this friday to turn in anything that is late and no late work will be accepted on assignments from next week on. I wish I would have taken a picture of one class' faces. They looked like I had told them that they needed to drown puppies or something. They looked horrified!
Also, the slippage of grades drives me nuts! And the parents behind those students are even worse. They continually ask what their student can do to "get better", but when I tell them that they need to do the work in class, they get all huffy and say that I am trying to sabotage their student and their grade. Blah, blah, blah. I think I've just tuned it all out recently.
I'm getting ready to be done. I need these next few months off and I need them as quick as they'll get here. I'm not even sure if I'm willing to come back next year. I'm going to spend part of the summer looking for something else. I deserve to be treated better than I have been
Wednesday, April 23, 2014
Parents vs Teachers
Now Crier came in a bit late, but not late enough that if he worked at it, he would have been able to catch up and get everything that he was missing in. But, I decided that he could be excused from the first 10 assignments and only be responsible for the missing typing since we were switching to a new unit and the students were taking a test 2 days after he arrived. It wouldn't have been fair to him to have him tested on material that he didn't learn from me.Seem fair enough? We started into the new unit and he decided that he didn't have to work. That has continued until this day. Crier gets emotional any time you ask him to do work and get back on task. Seriously, he starts balling thinking that is going to get me to change my mind.
Crier had a bad week last week (the week after Spring Break) because he didn't work on his assignment at home at all and he is now failing my class--plus three others. He is what we call a Choice Student. That means he doesn't live in the school boundaries but as long as his parents are willing to get him to the school and he meets certain requirements, he can stay. The school called him on the fact that he failed more than one class his first term here and what he is currently failing. The parents came in and the mother decided to put his grades in my face and have me explain it while the kid sat back and just grinned. "He's got __________, and ___________, and __________", she said to me. "Thats why he doesn't do the work. But you're supposed to make him pass. And if he doesn't want to do it, you still have to pass him. And he should be allowed to play like the other students even if he doesn't finish his work."
How is it my fault that Crier decided not to do his work and to have a horrible attitude? How in the WORLD is her logic sound? I don't have to pass him if he isn't doing work. I don't give grades; the student earns them. You know: earns? Where you actually have to do work in order to gain something? And lady, the other students have privileges because they've earned them. Privileges. If Crier wants the privilege of playing games, he needs to finish is work first. Plain and simple.
Yep. I found that cartoon and that totally explains everything.
Monday, March 10, 2014
Hodgepodge post about keyboarding
Being a tech teacher isn't the easiest thing in a public school. You don't always have the same technology that the students are using at home and many times it it much older than the students have ever used. I don't have access to the "latest and greatest" when it comes to software. . .I use what is given to me.
Students today are entering more and more into the digital world much younger than the generation before, yet they have no idea how to use the technology that surrounds them. They look at a computer, yet have no idea how to actually use the keyboard correctly. They don't understand that there is a technique, a process, to learning and you can't just think that one instance when you are exposed to the technology is enough for you to understand what is going on and how to use it. Just like an instrument, or dance, or sports, you need to practice the skill in order to use it correctly.
It is hard when students aren't being "forced" to do it correctly at home, yet I try to get them to do it correctly in my classroom. Yes, I'm talking mostly about keyboarding. Many think that it is a skill that isn't needed anymore due to the improvements in voice manipulation and control, but businesses are still requiring their workers to be able to type. If you don't know the keyboard at the middle school level, it just gets harder and harder to know how to use it effectively as you get older.
I try to let the students know that they need to practice correctly at home constantly, but that doesn't always work. I know of a few of my students who don't have access to a keyboard at home (let a lone a computer) but they are the ones who understand that they need to practice while they are around one in school. It is those who actually have the technology at home that feel they don't have to put forth the effort.
Students today believe that they really don't have to try in order to get by. I don't know if that is because of how they have been "led" along in the elementary level or because parents today are just shoving all the responsibility on the teacher and expecting it to be met only at school; yet not holding them accountable for what they need to practice at home.
When I send them typing homework, it should be treated with the same effort as you want them to do their math, or reading, or spelling. Not just "okay, here's the computer. Get on with it." A program doesn't actually teach them how to type. It is a person with them, letting them know that they are doing it correctly/incorrectly along the way. It is someone showing them that their skills will come into play. However, many parents don't believe that teaching good habits on the computer now will amount to anything. (Yes, I've had a parent tell me that keyboarding is antiquated, yet they couldn't tell me which finger actually typed which letter). That may be the other issue. Many parents don't have the good habits and when their students see them not using the correct technique, they believe that it isn't important and they don't have to do it either.
I guess it comes down to parents helping the teacher in supporting, not coming into the classroom and saying that it "isn't the way it is done in my house and if you want me to support you, then you need to do it my way" (again, something that has been said to me by a parent). I'm sorry, but I've got 33-35 students every 45 minutes. I don't have the time, willingness, nor the energy to do it 33 different ways for each student.
Students today are entering more and more into the digital world much younger than the generation before, yet they have no idea how to use the technology that surrounds them. They look at a computer, yet have no idea how to actually use the keyboard correctly. They don't understand that there is a technique, a process, to learning and you can't just think that one instance when you are exposed to the technology is enough for you to understand what is going on and how to use it. Just like an instrument, or dance, or sports, you need to practice the skill in order to use it correctly.
It is hard when students aren't being "forced" to do it correctly at home, yet I try to get them to do it correctly in my classroom. Yes, I'm talking mostly about keyboarding. Many think that it is a skill that isn't needed anymore due to the improvements in voice manipulation and control, but businesses are still requiring their workers to be able to type. If you don't know the keyboard at the middle school level, it just gets harder and harder to know how to use it effectively as you get older.
I try to let the students know that they need to practice correctly at home constantly, but that doesn't always work. I know of a few of my students who don't have access to a keyboard at home (let a lone a computer) but they are the ones who understand that they need to practice while they are around one in school. It is those who actually have the technology at home that feel they don't have to put forth the effort.
Students today believe that they really don't have to try in order to get by. I don't know if that is because of how they have been "led" along in the elementary level or because parents today are just shoving all the responsibility on the teacher and expecting it to be met only at school; yet not holding them accountable for what they need to practice at home.
When I send them typing homework, it should be treated with the same effort as you want them to do their math, or reading, or spelling. Not just "okay, here's the computer. Get on with it." A program doesn't actually teach them how to type. It is a person with them, letting them know that they are doing it correctly/incorrectly along the way. It is someone showing them that their skills will come into play. However, many parents don't believe that teaching good habits on the computer now will amount to anything. (Yes, I've had a parent tell me that keyboarding is antiquated, yet they couldn't tell me which finger actually typed which letter). That may be the other issue. Many parents don't have the good habits and when their students see them not using the correct technique, they believe that it isn't important and they don't have to do it either.
I guess it comes down to parents helping the teacher in supporting, not coming into the classroom and saying that it "isn't the way it is done in my house and if you want me to support you, then you need to do it my way" (again, something that has been said to me by a parent). I'm sorry, but I've got 33-35 students every 45 minutes. I don't have the time, willingness, nor the energy to do it 33 different ways for each student.
Thursday, February 27, 2014
What is in the water?
Seriously? It is only 10:50 in the morning and already I've had issues.
~2 students had a "melt-down" when I wouldn't pass them so they "wouldn't be grounded anymore" instead of actually doing their missing work.
~1 student decide that permanent marker goes well with the computer screen.
~1 student tripped another, causing him to crack his nose on the kid's head.
~2 students yelling "it isn't fair!" when I told them that if they didn't save their work, there was nothing I could do if the computer decided to freeze/shut down. I'm not going to spend my time trying to recover their work when I tell them multiple times to save!
~Another student decided it would be 'funny' to go around and unplug the keyboards and mice from the back of each computer and swap them with the computer next to them. . . this happened while I was talking with a parent who just couldn't wait another 10 minutes for class to get over because (and I quote) "My time is much more valuable than a teacher's time".
~1 parent emailed me to tell me that her son needed more time on an assignment that they've had 3 weeks of class time to work on (and they could have taken it home as homework as well). When I replied with the timeline of what he was actually doing in class, she called me a liar and that she was going to go to the Principal because I was being such a "horrible teacher. I can't believe they let you keep your license".
I understand that it is a Thursday and the students are about as antsy as I am to get out of here, but come on! Really?
Does this mean that the rest of the day will be smooth or is this a preview of the remaining 5 classes I have to teach?
~2 students had a "melt-down" when I wouldn't pass them so they "wouldn't be grounded anymore" instead of actually doing their missing work.
~1 student decide that permanent marker goes well with the computer screen.
~1 student tripped another, causing him to crack his nose on the kid's head.
~2 students yelling "it isn't fair!" when I told them that if they didn't save their work, there was nothing I could do if the computer decided to freeze/shut down. I'm not going to spend my time trying to recover their work when I tell them multiple times to save!
~Another student decided it would be 'funny' to go around and unplug the keyboards and mice from the back of each computer and swap them with the computer next to them. . . this happened while I was talking with a parent who just couldn't wait another 10 minutes for class to get over because (and I quote) "My time is much more valuable than a teacher's time".
~1 parent emailed me to tell me that her son needed more time on an assignment that they've had 3 weeks of class time to work on (and they could have taken it home as homework as well). When I replied with the timeline of what he was actually doing in class, she called me a liar and that she was going to go to the Principal because I was being such a "horrible teacher. I can't believe they let you keep your license".
I understand that it is a Thursday and the students are about as antsy as I am to get out of here, but come on! Really?
Does this mean that the rest of the day will be smooth or is this a preview of the remaining 5 classes I have to teach?
Monday, February 24, 2014
PTC
Yeah, it came and went. And I think this may have been the worst one yet. I've always of the mind that PTCs don't work. You rarely get the parents that you need to talk to, and frankly, I get paid to watch a movie, read a book, or sketch. Because I'm not "core", parents usually don't see the need to come chat with me. . . unless their student is failing. Then I am the one that gets chewed out. Yeah, happened at this last one as well--multiple times. Too many instances to write about, but here are the "tamest" of them all.
1st story--We'll call her Crocodile Tears. Crocodile Tears is a chronic liar. She's accused most of her teachers of losing her assignments (which she just doesn't turn in), she has accused the school of being demeaning and bullying her (yes, the school; not individual people). Example--the math teacher she had, she kept saying that when she would hand him her assignments, he would rip them or throw them away or shred them right in front of her and the class yet nobody in the class can confirm that. For me, she is constantly missing class, so I mark her absent. Even if she comes in with 5 minutes remaining in class, I mark her absent--she wasn't there for the majority of class. Apparently, she has been telling her parents that we are picking on h er and making her late. Yes, me as a teacher, I am making her late; not just a few minutes late but almost a whole period late. She didn't tell her parents about the PTC last week but they found out because one of the teachers called them and asked them to come.
Now, the parents speak little to no English, so they had a translator go around with them--a school provided one. I understand Spanish, but I don't let on about it and I certainly don't speak it with the students. Crocodile Tears and her family stopped by my table and she instantly started accusing me about the latest absence, that she was in class and even turned in missing assignments (which she didn't). I explained to her that even through she may have came in, if she came in at all, if it was after a certain point, then it would remain an absence. She started turning on the tears and her father shot me a look. This is the one point that I am glad that we have all the teachers in the same room and I happened to be sitting by the Special Ed coordinator. C.T. is in Special Ed for speech only, but the Coordinator can pull up all her records and she did. I was not the only teacher that marked her absent for that day. I have her 2nd period and she was "gone" until 4th. That many teachers made "mistakes" as she put it and she wanted us to change it. I told her flat out No and the tears started again. I just sighed and told her that tears weren't going to work so she could knock off the fakery right then and there. And of course she stopped and shot me a look. Again I told her that all the looks in the world were not going to change anything, that she had been ditching my class and I was not going to change the absence. She's passing, just be aware of that. The parents demanded to see the Principal, so the Coordinator said that she would go get him. While she went, C.T. and her parents started talking in Spanish, saying horrible things about me and accusing me of things that just didn't happen. A few minutes later Coordinator came back saying that the Principal was not available and they would have to set up a time to meet with him. I told them all that there is nothing more to discuss at the moment and there are 2 other people waiting in line, so we were done. Have a good day. Yet they kept sitting there. The translator started getting up but the parents weren't budging. I actually had to say it again in Spanish and give them and shooing motion with my hand before they realized that I wasn't going to talk with them anymore.
Needless to say, the next day she went and complained to the counseling office that she was physically shoved away from my table (I didn't even get up from my chair, let alone touch them across a table and I have 4 other teachers around that can collaborate). And again, she was hung up on the fact that she had the absences in my class and I was just "out to get her". Again, she is still passing and when she is in class, she gets the work done. It is a few days later and I'm still dealing with the crap that C.T. is saying. No I'm not going to give in and change her absences the way that other teachers have, but I am getting sick and tired of what is going on and I am a little worried about the repercussions that could happen. I don't know what the family is into or who they know.
2nd story--It seems that some parents are just fools when it comes to what their student actually acts like when they aren't around. I sometimes video tape my classes, many times to I can see how I am actually coming off towards the students; but a few times it is because of the way that a student(s) are acting. And I keep the footage when necessary. Luckily I had some footage of a student on my laptop when this parent came in. RubicCube's dad didn't believe me that his son was being rude, belligerent, and off task consistently. He had the whole "My son isn't like that and you're just picking on him" kind of attitude. . .that is until I showed him the week's worth of footage of that class and how his son was acting. "He knew the camera was there, that's why he was acting the way he was" was the excuse he gave me for every clip. The students do know that my class is being filmed (I told them at the beginning of the year and it is in my disclosure), so if that is the way that he acts when the camera is actually recording, imagine how he acts when it isn't.
3rd story--This year we added a T.V. Broadcasting class to my schedule. I like teaching film and broadcasting, but as the year is going on, it is getting worse and worse to deal with some of the students and worst off, their parents, when they think that the grade I give them for their work ethic and segments is "wrong". One in particular is TrashCan. TrashCan is a 7th grader but has the social skills and mentality of a 4th grader. He is CONSTANTLY talking, telling stories, arguing with people that their ideas are wrong and his are the only ones that are right, etc. Yeah, not a good combination in a class that is self driven and group orientated. I have tried numerous times to get him out of the class but there is no where else to put him (elective wise), so I've got to deal with him until the end of the year and I think that is going to drive me batty. Anyway, I'm getting off the point.
TrashCan's mother came and sat at my table while I was trying to talk to another parent. She just kept glaring at me and him, thinking that it would finish up our conversation faster. Finally I think the guy just started getting really uncomfortable and finished and left. She slid over with a "finally" and then started berating me for "giving" her son a B+ and wanted to know what I would do to fix it. I must have sat there for a moment because she repeated her statement. I know that my face gave it away that I wasn't amused with that and she continued to say that this class was supposed to just be an easy class that they didn't get graded on. THAT I had an issue with and I asked her where did she read that. She said it's in your disclosure. I replied with an alright and proceeded to pull up my disclosure from my website and asked her to find in there where I said that. Of course, she looked taken back but played the game and tried to find it. It isn't in there. She continued to say that I must have changed the disclosure and that it was in there, she knew it and that I was calling her a liar to her face wasn't very "teacherly" of me. (Yep, she used that word). Then I tried to find out what she really wanted to talk about with TrashCan's performance in class. She said that my grading practices were unfair and that I should let the students decide on how and when they get graded, if at all. "School shouldn't be about grades and you all are ruining the learning experience for them." Since this was near the end of the time, I scoffed. Yep, out loud and to her face. "If that is how you feel, then perhaps you should homeschool him." "I don't have time or the energy for that nor would I want to." I just shook my head and tried to explain that TrashCan's behavior and attitude is what holds him back in class and causes friction in the groups. I don't put them in groups, they choose and I've had multiple students say that they don't want to work with him because he takes over and then tries to sabotage their efforts when they 'don't listen'. She got all offended with that, stood up and seriously stormed off. . . straight over to the counselors (who weren't that far off from me) and I could hear her berate them about me. Few minutes later, she was practically dragging the counselor over and told the counselor to tell me that her son is an A student and that he doesn't deserve the treatment that I was giving him and if they didn't do something to change my attitude towards him and his grade that she would take it to the district level. Luckily at that point the Principal came over the P.A. system and said that PTCs were over. I started putting my computer away and she grabbed at it. I calmly asked her to remove her hand or I would do it for her. She started screaming that I was threatening her and she wouldn't stand for it.
I don't like it when other teachers have to come to my "rescue", but this time I was grateful for the two teachers who stepped up and between the two of us. Even the counselor decided to act and "led" me out and away while the other two corralled her.
And why do I call this student TrashCan? Well, during the first segment he did, he asked his group to throw him into the large trash can outside the school. The refused multiple times until he started throwing stuff at them so one of the boys did as he requested. . . and TrashCan went home and complained that his clothes were ruined because there was 'fresh trash in the can'.
1st story--We'll call her Crocodile Tears. Crocodile Tears is a chronic liar. She's accused most of her teachers of losing her assignments (which she just doesn't turn in), she has accused the school of being demeaning and bullying her (yes, the school; not individual people). Example--the math teacher she had, she kept saying that when she would hand him her assignments, he would rip them or throw them away or shred them right in front of her and the class yet nobody in the class can confirm that. For me, she is constantly missing class, so I mark her absent. Even if she comes in with 5 minutes remaining in class, I mark her absent--she wasn't there for the majority of class. Apparently, she has been telling her parents that we are picking on h er and making her late. Yes, me as a teacher, I am making her late; not just a few minutes late but almost a whole period late. She didn't tell her parents about the PTC last week but they found out because one of the teachers called them and asked them to come.
Now, the parents speak little to no English, so they had a translator go around with them--a school provided one. I understand Spanish, but I don't let on about it and I certainly don't speak it with the students. Crocodile Tears and her family stopped by my table and she instantly started accusing me about the latest absence, that she was in class and even turned in missing assignments (which she didn't). I explained to her that even through she may have came in, if she came in at all, if it was after a certain point, then it would remain an absence. She started turning on the tears and her father shot me a look. This is the one point that I am glad that we have all the teachers in the same room and I happened to be sitting by the Special Ed coordinator. C.T. is in Special Ed for speech only, but the Coordinator can pull up all her records and she did. I was not the only teacher that marked her absent for that day. I have her 2nd period and she was "gone" until 4th. That many teachers made "mistakes" as she put it and she wanted us to change it. I told her flat out No and the tears started again. I just sighed and told her that tears weren't going to work so she could knock off the fakery right then and there. And of course she stopped and shot me a look. Again I told her that all the looks in the world were not going to change anything, that she had been ditching my class and I was not going to change the absence. She's passing, just be aware of that. The parents demanded to see the Principal, so the Coordinator said that she would go get him. While she went, C.T. and her parents started talking in Spanish, saying horrible things about me and accusing me of things that just didn't happen. A few minutes later Coordinator came back saying that the Principal was not available and they would have to set up a time to meet with him. I told them all that there is nothing more to discuss at the moment and there are 2 other people waiting in line, so we were done. Have a good day. Yet they kept sitting there. The translator started getting up but the parents weren't budging. I actually had to say it again in Spanish and give them and shooing motion with my hand before they realized that I wasn't going to talk with them anymore.
Needless to say, the next day she went and complained to the counseling office that she was physically shoved away from my table (I didn't even get up from my chair, let alone touch them across a table and I have 4 other teachers around that can collaborate). And again, she was hung up on the fact that she had the absences in my class and I was just "out to get her". Again, she is still passing and when she is in class, she gets the work done. It is a few days later and I'm still dealing with the crap that C.T. is saying. No I'm not going to give in and change her absences the way that other teachers have, but I am getting sick and tired of what is going on and I am a little worried about the repercussions that could happen. I don't know what the family is into or who they know.
2nd story--It seems that some parents are just fools when it comes to what their student actually acts like when they aren't around. I sometimes video tape my classes, many times to I can see how I am actually coming off towards the students; but a few times it is because of the way that a student(s) are acting. And I keep the footage when necessary. Luckily I had some footage of a student on my laptop when this parent came in. RubicCube's dad didn't believe me that his son was being rude, belligerent, and off task consistently. He had the whole "My son isn't like that and you're just picking on him" kind of attitude. . .that is until I showed him the week's worth of footage of that class and how his son was acting. "He knew the camera was there, that's why he was acting the way he was" was the excuse he gave me for every clip. The students do know that my class is being filmed (I told them at the beginning of the year and it is in my disclosure), so if that is the way that he acts when the camera is actually recording, imagine how he acts when it isn't.
3rd story--This year we added a T.V. Broadcasting class to my schedule. I like teaching film and broadcasting, but as the year is going on, it is getting worse and worse to deal with some of the students and worst off, their parents, when they think that the grade I give them for their work ethic and segments is "wrong". One in particular is TrashCan. TrashCan is a 7th grader but has the social skills and mentality of a 4th grader. He is CONSTANTLY talking, telling stories, arguing with people that their ideas are wrong and his are the only ones that are right, etc. Yeah, not a good combination in a class that is self driven and group orientated. I have tried numerous times to get him out of the class but there is no where else to put him (elective wise), so I've got to deal with him until the end of the year and I think that is going to drive me batty. Anyway, I'm getting off the point.
TrashCan's mother came and sat at my table while I was trying to talk to another parent. She just kept glaring at me and him, thinking that it would finish up our conversation faster. Finally I think the guy just started getting really uncomfortable and finished and left. She slid over with a "finally" and then started berating me for "giving" her son a B+ and wanted to know what I would do to fix it. I must have sat there for a moment because she repeated her statement. I know that my face gave it away that I wasn't amused with that and she continued to say that this class was supposed to just be an easy class that they didn't get graded on. THAT I had an issue with and I asked her where did she read that. She said it's in your disclosure. I replied with an alright and proceeded to pull up my disclosure from my website and asked her to find in there where I said that. Of course, she looked taken back but played the game and tried to find it. It isn't in there. She continued to say that I must have changed the disclosure and that it was in there, she knew it and that I was calling her a liar to her face wasn't very "teacherly" of me. (Yep, she used that word). Then I tried to find out what she really wanted to talk about with TrashCan's performance in class. She said that my grading practices were unfair and that I should let the students decide on how and when they get graded, if at all. "School shouldn't be about grades and you all are ruining the learning experience for them." Since this was near the end of the time, I scoffed. Yep, out loud and to her face. "If that is how you feel, then perhaps you should homeschool him." "I don't have time or the energy for that nor would I want to." I just shook my head and tried to explain that TrashCan's behavior and attitude is what holds him back in class and causes friction in the groups. I don't put them in groups, they choose and I've had multiple students say that they don't want to work with him because he takes over and then tries to sabotage their efforts when they 'don't listen'. She got all offended with that, stood up and seriously stormed off. . . straight over to the counselors (who weren't that far off from me) and I could hear her berate them about me. Few minutes later, she was practically dragging the counselor over and told the counselor to tell me that her son is an A student and that he doesn't deserve the treatment that I was giving him and if they didn't do something to change my attitude towards him and his grade that she would take it to the district level. Luckily at that point the Principal came over the P.A. system and said that PTCs were over. I started putting my computer away and she grabbed at it. I calmly asked her to remove her hand or I would do it for her. She started screaming that I was threatening her and she wouldn't stand for it.
I don't like it when other teachers have to come to my "rescue", but this time I was grateful for the two teachers who stepped up and between the two of us. Even the counselor decided to act and "led" me out and away while the other two corralled her.
And why do I call this student TrashCan? Well, during the first segment he did, he asked his group to throw him into the large trash can outside the school. The refused multiple times until he started throwing stuff at them so one of the boys did as he requested. . . and TrashCan went home and complained that his clothes were ruined because there was 'fresh trash in the can'.
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