Theodore Roosevelt once said, “It is hard to fail”
I’m going to go out on a limb and say that Mr. Rough-Rider Roosevelt (who also fought in a savage imperialist war on the Philippines) never met inner-city students living within our current public education system. For a healthy number of them, failing has been quite the easy feat this year. Actually receiving the failing grade has also not seemed to be a difficult experience for many of them as well.
In order to fail, you can do any number of simple and effortless things. For one, you can not listen to teachers directions during class. You could forget to do you homework over twenty times. You could not study for quizzes or tests before you take them. Or easiest yet, you can show up late or not even come to school! The resulting failure is not hard to achieve, nor hard to swallow for some many (who have never been equipped with the skills or work ethic to succeed in the first place). Failure has been a naturally easy state of being, and something they have yet to get frustrated or pained about. Yet.
Over the past few weeks since I last wrote and reflected, there continues to exist seemingly perpetual problems of student motivation. Most of us teachers have tried everything in the book to increase some kind of ownership over learning, but too many students persist in their immaturity. Many are still distracted, failing, and poorly organized as of the first two months of 8th grade.
We know that too many of our students have horrific home lives, live close to the poverty line, and in addition, may have added responsibilities of being grown ups at home. Nevertheless, most of what is in our control is what the students do within the friendly confines of our school. We’ve tried to adopt the attitude (as hard as it is to swallow), that we should just let many of them fail early on in the year, in the hopes that they can be shocked and make a change for the next part of the year.
Today marked the first day of the second marking period. We’re trying to frame it as a refreshing new start to forget about the assignments you missed, or poor mark you received, and start over again. In addition, I would be straight out lying if I didn’t say that it’s also a little fun to say in an evil Tony Montana voice, “Let them all fail! They need to fail”. It’s brutal, but it may be the only way to see a turnaround.
Alright already, enough of the boring school updates! “We don’t care THAT much about your students Mr. J, tell me something worthwhile”. Alright.
I’d like to take this time remind all the people out there that life in a middle/high school is still entertaining (even though depressing problems persist). I feel like I need to get back to showing how funny following 12 and 13-year olds can be day in and day out. They still say the darndest things.
A few weeks ago I was helping out during a Science lab with the class of students that I’m usually with at least two or three periods each day. The lead teacher (my good buddy), has them doing an assignment in small groups to review for a biology exam. While I’m floating around helping groups out by quizzing them on Mitosis, an eccentric chatterbox of a student begins bombarding me with questions about my hair out of the blue. “You must have a hard time gettin’ a comb through all that nappy hair!”. Before I can react another girl responds, “He doesn’t have nappy hair you dumbo!” “Well, you know what I mean! It’s all long and it would be really hard to brush it right?” At this point I’m fighting a smile and I try redirecting their attention to the Mitosis concept. Not so surprisingly, interactions and comments like this tend to spout out of students’ heads like cartoon thought bubbles that are uncontrollably verbalized regardless of setting or context.
At random parts of my day, whether it’d be, “What’s that mark on your face” during an explanation of a homework answer in English, or “I don’t like your tie today it doesn’t match your shirt or hair” while attempting to begin my seminar, I always need to be on the look out for a distracting comment about myself.
Another day last week, another image stuck in my head that I’d like to share. After our biggest hallway fight of the year (which I just missed witnessing/trying to break up), I remember seeing the aftermath. Long strands of thick brown and black dreads lay scattered on the blue stone hallway floor. After the contenders were split up by teachers and school security had barred them into separate rooms, noisy students walking by had to be threatened to get back to their classes. I remember coming late to join the hubbub of this girl-fight, and shuffle-swept seven or eight pieces of weave-dread into the stairwell door with my loafers. I felt like pushing them away from gossiping children passing by who might hover around them might help settle down the crowd. It’s just your standard kicking-a-bunch-of-dreadlocks out of sight move. Ahhhhh teaching.
Finally, if you’ve read the last couple posts on my blog, you’ll know a few important things. One is that this year has been more comfortable for me in my third year. Here are a few fragments to shortly explain why this is so: No grad school. No tedious education assignments. Only one grade to focus on at school. More free time. The extra free time and much more reasonable schedule have allowed me to reflect more on the year so far, and to take a step back from the sometimes very cloudy school time-warp more frequently. Hopefully it can result in some more quality blog entries to come. Godspeed until next time.