The Perils of Being a Teacher #23

Today I’ve been given a Year 8 Maths class to cover for a teacher who is away. 

Maths. Seriously? 

I struggled with Year 8 Maths when I was in Year 8. I have no hope of appearing to master it now, no matter how good an actress or improviser I may be. 

So I advised the class: “I expect you to work quietly and stay focused on your work. If you need help, I strongly advise asking one of your classmates, because I am not going to be of any help to you.”

One boy raised his hand and asked incredulously, “Are you saying you can’t do Year 8 Maths?”

“What I’m saying,” I replied, “Is that my career as a teacher should be an encouragement to anyone who struggles in one area or another. You can be successful, even if something like Maths defies you.”

The strugglers in the class smiled, and everyone settled down to their work. They seem to know what they’re doing. 

Phew. Dodged a bullet there. 

The Perils of Being a Teacher #17

In a hurry to get ready for my next class, I *almost* mistook a glue stick for my lip balm. 

Let’s just say it’s a very good thing that I have a keen sense of smell. 

As It turns out, I’m not funny. 

As I was walking through the corridor to the library, one of my Y10 students smiled and said, “See you later’ alligator!”

I stopped her and asked if she knew the difference between an alligator and a crocodile.

Three Y3 girls nearby listened with interest. 

“Not really,” she said, “What is it?”

I answered with a grin, “One will see you later, and one will see you in a while.”

She rolled her eyes and groaned, and then one of the younger girls said, very loudly, “I don’t get it.”

“Yeah!” said one of her friends. “That’s a dumb joke.”

The third little girl, with a look of grave admonition on her face, said, “Teachers shouldn’t tell jokes when it sounds like they’re going to teach you something good.”
That’s me. Failing since 1.05pm today. 

Transplant material?

My office buddy just called someone on the phone and said, “Hello, I’d like to order 16 brains, please…”

She got a little distracted when I laughed and asked who they were for.

image

Can’t get enough?

Three Prep girls are playing “school” in the library. 

“Stop laughing and draw some socks!”
Too cute.

Not quite what he meant…

Student essay “Quote of the Day”: “The wealthy people in ‘Pride and Prejudice’ have big houses, expensive horses and carriages, and big balls.”

I’m still laughing.

Alternate ed.

While in Detroit staying with my cousins, I spent a day visiting the school where my cousin David teaches.  It’s an alternate ed school on the same campus as a regular high school in the suburb of Birmingham. Classes are open age and not organised by grade level. 

I’ve had some interaction with one of the Hunanities teachers here before, as we have set up some interaction and communication between our history classes. It was great for our students to share their experiences and perspectives, and to find out their similarities and differences in the ways they view and understand world events and the ways in which they enjoy recreation, sports and entertainment. It was wonderful to meet with Mallory and continue our collaboration in person. 

I took the opportunity to share with several classes about the similarities and differences between the USA and Australia. Geography, politics, government, food, popular culture, flora and fauna, and history have all been topics of conversation. The students have been really interested and keen to discuss things, so I’ve really had a lot of fun. Talking with teens comes naturally to me, so I have been very blessed to have these opportunities. 

I also had the chance to watch my cousin teach geometry to a student who hates math. In his words, “Every moment of this is agony for her.” By the end of this one-on-one instruction time, she is mentally exhausted but she has achieved two learning goals and shown that she is making progress. She takes a nap for the remainder of the session: this is both her reward and essential recovery time after a lesson in which she has fought to achieve mastery of skills and knowledge that many students might take for granted as “basic”. 

I can understand where she is coming from. I hated math too: I found it very difficult, and my teacher was neither patient nor understanding of my weaknesses. I have to say that if my math teacher had been as gentle and encouraging as my cousin is with his students, I might have leaned more. There really is a art to teaching “math as a foreign language”, as David so neatly puts it. Other students in the room are more self-driven and work quietly in the relaxed learning environment where there’s blues music playing and the communication is casual and comfortable, even though the expectations and academic standards are maintained.  

I am so impressed. The students here are getting a chance to succeed and graduate where the regular classroom did not work for them. The staff are very proactive and constructive in their communication. In that, they are very much like the teachers with whom I work and, I’m sure, most teachers the world over.  It’s not really a unique thing that we do, but each of us has incredible opportunities to impact every student’s day, every student’s willingness to learn, and the outcomes of that in every student’s life. Here, where the kids face other issues in addition to those generally faced by teens in regular schools, there’s some powerful work being done to engage and mentor young people who are at very real risk of otherwise “falling through the cracks” or dropping out altogether. 

As David and I walked out at the end of the day, I was struck by the difference in appearance between his school and the one upstairs, which clearly gets more funding and attention than the other. It may look nicer up there, but I have developed a very soft spot for the students and the staff at Lincoln St Alternate Ed. What happens there is very, very special indeed. 

An Almighty Promotion

I was in the auditorium setting up for tonight’s performance with Ryan, our sound and lighting guy.
Ryan went out to get some dinner while I kept working.

5.39PM
Person A: “Where’s Ryan?”
Me: “He’s on a mission from God.”

5.40 PM
Person B: “Where’s Ryan?”
Me: “He’s on a mission from God.”

5.41PM
Person C: “Where’s Ryan?”
Person B: “Ms X sent him to do sommething.”

I think I just got a promotion.
I’m looking forward to the pay rise.

Actually, what I really want is the superpowers.

Exhibiting the Courage to Care

Today I was privileged to accompany 45 students on a visit to the Courage to Care exhibition in Portland.

We heard the personal story of a man named Harry, a Holocaust survivor from Poland. Harry’s story was incredibly powerful. So were the tears he shed while telling it. You couldn’t help but be moved by this first-hand account of the terrible things that were done during World War II. 

Courage to Care exists because they are passionate about telling many, many stories just like Harry’s. Given that we are celebrating the 70th anniversary of the end of the war, they know that it won’t be long before there are no survivors left to tell their stories to the generations that follow them. 

  

The message is not just about the Holocaust. It’s a message against any form of prejudice, hatred, intolerance or bullying. Differences between people are only ever superficial; underneath our skin, we’re all the same. 

Everyone who visits the exhibition is encouraged to be “Upstanders, not Bystanders”. It’s hard to leave without experiencing the conviction that you will never accept or condone discrimination again.

I cried as Harry told his story, not just for Harry but for every family who lived through the same thing. I cried for parents who lost children, children who lost parents, and siblings who lost each other.  

I cried again when I read the stories of two families in Rotterdam who worked with the Dutch Resistance and help save Jewish people from the Nazis. They almost certainly knew my grandfather, who worked for the Dutch Reaistance throughout the war, and was personally hunted by the Nazis as a result. 

   

My Opa told me stories about his experiences during the war when I was a young girl reading books like ‘The Hiding Place’ and The Diary of Anne Frank’. They were always very serious and quite emotional conversations. It was very important to him that I understood how important it is to oppose evil and to stand against hatred.

He told me more of his story when I was a little older and studying history. I guess he thought I could handle more of the horrible truth then. It certainly made my studies more personally relevant.

 It also explained why he would leave the room or turn the TV off whenever there was a scene where German soldiers marched or where Hitler addressed the crowd. I don’t know why I hadn’t made that connection before, but after that, I could not watch those scenes without thinking about how powerfully real and haunting it still was for him and, doubtless, everyone else who had survived it. I was very privileged today to meet Harry, to shake his hand and talk with him. I told him about my grandfather and the connection with the stories displayed in the exhibition, and cried again. He hugged me and we shed tears together.

Honestly, I’ve never been such a sook in public. The whole experience was very moving, and not just because it made me think about my grandfather. 

I saw the students responding in a similarly emotional way. They spoke up about bullying, booing at footballers, and the way different ethnic groups in Australia are perceived and treated. One of my students, a young man who generally seems to have not a care in the world, had tears in his eyes, just like I did. 

I saw the light in the eyes of the Courage to Care members as they were inspired by the responses of the young people in front of them. The conversations were serious and sombre. 

Every student took a wristband and put it on immediately, proud to be an Upstander. 

There is hope yet for our nation and our world. Young or old, we can make a stand against hatred and vilification.

All that is needed is the courage to care and to stand up for what is right.

  

Clear communication.

A conversation overheard today, in my office, between two English teachers:

Teacher A: “I’m looking for my blue ribbon. I was sure I left it in here, but I can’t find it. Looks like I’m going to have to go to the shops.”

Teacher B: “Oh! I have blue ribbon!”

Teacher A: “Oh! What kind?”

Teacher B: “You know… riboon…”

Teacher A: “And what colour?”

Teacher B: “Blue…”

Teacher A: “How much have you got?”

Teacher B: “I dunno, a length…”

Me: “You two ought to be teachers. You’ve really got that communication thing going on.”

Teacher A: “If you tell anyone about this… I’ll…”

Me: *smiles innocently*
*opens laptop to write blog entry*