So as we warily watch the path of tropical storm Isaac as it sneaks into the Gulf of Mexico with a chance of veering toward New Orleans, let us take some time now to reflect on the classroom week that was in Mr. Lucker’s English class. Read this and you’ll see why it’s hard for me to get too worked-up about the possibility of the potential chaos of a possible evacuation.
We got this.
We finally got all of our computer snafus ironed out and student class schedules completed on Wednesday, leaving me and my co-teacher Ms. A with (as of Friday’s count) 97 students. This includes two sophomore English II classes and our end-of-the-day (eh!) Intermediate Composition class featuring deeeeeelightful-but-feral-freshman. The first two days with just them (see my previous post, ‘Annnnnnnd We’re Of’ https://poetluckerate.wordpress.com/2012/08/18/annnnnnnd-were-off-2012-13-edition/) were interesting. Not productive from a lesson standpoint, but interesting.
First we need to teach these freshmen ‘high school’ before we can even get to the ‘composition’ aspect. (Sidebar to school administrators: don’t ever…EVER schedule a freshman comp class the last period of the day. High school freshmen are not nocturnal and classroom distribution of No-Doz is no-go, no-no.)
Now, let’s go right to the ol’ End of Week Three (EOW3) scorecard for Mr. Lucker’s classes, shall we?
Our number of confirmed cases of kids with probation officers now stands at five, though we suspect at least two others of having their own ‘behavior buddies’. (I have noticed, oddly, that P.O’s don’t show up on any teacher’s syllabus supply list. Huh. Go figure.) On the plus side, I did not have to sign any court excuses this week, though I did have four students return from I.S.S. (In School Suspension) in various stages of grumpiness but without recidivist incident.
One of our freshman comp students, Mr. Potty Mouth (MPM) from my previous post in this spot, has anger management (among other) issues. During a phone conversation with his counselor (not school counselor, but a therapist working with the family) the kid’s mom, who had apparently been listening to the conversation, began profanely yelling at her son as I was giving the counselor the details on his classroom misadventures.
That escapade was proof that, as the educational pros always tell us, ‘every child can learn’.
Also on the classroom management/student behavior front, one mother I spoke with understood her son’s non-compliance issues, and spent ten minutes tearfully explaining to me that it was ‘all her fault’ for the way she handled her divorce from the kid’s father. Seems her son had come home the other day angry that an in-class writing assignment focused on telling about himself, and he abhors talking about his past, which triggered his classroom defiance. Her story/excuse for him, anyway.
Aside from the fact that mom went into TMI-mode about a minute into the conversation, I appreciated the insight, but this could be a long semester for the kid, as the tenth-grade writing curriculum is heavily weighted toward self-discovery and making a personal connection with the texts.
Writing-as-therapy: worked for a teen-mom I had last year. This guy? We’ll see.
On the plus side, we ended the week on a high-note, parent wise: I finally touched base with a dad that I had been playing phone-tag with for three days. Turns out he is a police officer, and in his words “Mr. Lucker, I. Don’t. Play.” I believe that, based on the change in the kids behavior just from him knowing I had left his dad a voice mail. The dad’s parting, made-my-Friday words? “Mr. Lucker, if he even looks at you funny…you call me right away.”
We got this.
On the health front, our number of teen parents remains equally balanced at one sixteen year old dad and one sixteen year old mom, though Ms. A had to escort one of our English II students to the health center for a pregnancy test; to basically confirm the results of the DIY version. And one of my homeroom juniors learned this week that he is going to be the father…of twins.
No, we will not be distributing bubble gum cigars at any time.
Ms. A and I actually got some bona-fide teaching in this week – I think some of it may have even been effective. Knowledge retained to be applied? We’ll find out this coming week. We have developed a bit of a rhythm and work well together, so I hope we are able to stay partnered, though as an inclusion teacher, she may be moved to a class with a higher percentage of SPED students.
Ours may not have the official labels, but there are a sizable number of them we are sure qualify.
We leave you with this rather curious exchange from one of our lighter morning moments with our sophomores. While preparing to leave, some students were asking if they could approach a certain issue from a bit different perspective than what we had discussed in class. Impressed with their creative thinking and trying to be affirming, I responded, “That sounds great. I’m jiggy with it.”
The other kids at his table shrug and shake their heads as the bell rings. I left it at that.
Sigh. Kids these days.