Prompted by the writings of my erstwhile high school seniors, I coined a new phrase for a phenomenon I never knew existed.
It all started with a simple start of class, ‘Do Now’ writing prompt one day a few weeks back. When my students come in, there is a prompt up on the smart board that they are to quietly write on in their journals for ten minutes. Sometimes I post a simple statement or quotation as a brain jump-start, or it could be a multiple-part question, sometimes it is something visual. Most days, there is a visual along with an idea. Usually the prompts relate in some way to whatever we happen to be working on in class, though some days they are just (meant to be) thought-provoking or just a humorous day starter.
As we transition from the daily ‘Do Now’ into the meat of the day, I replace the writing prompt on the screen with the daily agenda, which my students are supposed to copy down. While this is going on, I collect the notebooks and invite students to verbally share their responses to the Do Now prompt.
Sharing is a hit-or-miss proposition with my students; truly feast or famine. Mostly, we starve. The main reason I chose the picture below with no caption was that we had been in a bit of a sharing dry spell and I thought they could have some fun with it.
A few did, though a significant number of my street-smart, urban teens saw the event portrayed a less than humorous – some to the point where they refused to write at all about what some of their classmates saw as amusing, though not uproarious.
Ronald McDonald getting arrested was not funny, apparently. Even if it is just a statue of him. The ‘why’ is what got me.
I may have become a bit jaded after six years of teaching here: the visceral vehemence with which some of my students approached this one did not strike me as all that unusual. At least at first.
My rather over-the-top third period group of thirty-three students saw at least six of them tell essentially the same story in different ways. Once one student shared their story, two others wanted to give their take on the situation portrayed. My fourth period group of twenty-five had roughly the same ratio of similar takes on the same theme, though only one felt compelled to share his out loud.
The situation my students saw (with some notable variations) in this picture was that of Ronald McDonald being arrested after either confronting and/or assaulting a restaurant customer for the apparently commonplace-but-much-frowned-upon practice of…
…getting a water cup, then going to the fountain dispenser and putting Sprite in it.
The first kid who shared his version of Vigilante Ronald told it humorously, but with a fair amount of physical violence. The offender was an “old lady who should have known better” and Ronald took care of her after jumping over the counter, leading to his arrest. It was cartoonish, but with some serious and very violent overtones. This prompted a girl in the class to share her version of Ronald and a soda scofflaw; hers lacked any humorous subtlety and while there was less physical violence, Ronald apparently can have quite the mouth on him when provoked.
I chuckled warily in response to both versions of the story. “Okay, anybody else have a take on this one that they want to share?”
Two more students imparted their perspectives on customer’s pilfering of pop, and Ronald’s subsequent arrest-inducing response.
“Seriously? Is ‘Sprite Rage’ really such a big deal?” I was asking only semi-rhetorically, though; I was curious to see how much of a big deal this really was to my students.
“Because I think it’s funny.” I started picking up notebooks.
“You never seen that?”
“Seen people putting Sprite into a water cup? Yeah, I’ve seen that, but I’ve never seen anybody get all bent-out-of-shape about it…”
The resulting tumult was instant and incredulous.
“Mr. Lucker! You serious?!”
“Mr. Lucker, where you been?”
“I work at McDonalds, Mr. Lucker; we got to do that all the time! My manager jumps over the counter yelling at people when he sees ‘em doing it!”
“Oh, man, that happens all the time, Mr. Lucker!”
“Mr.Lucker, man, don’t you ever eat at McDonalds?”
“I do, but I have never experienced ‘Sprite Rage.’” I continued picking up notebooks.
There was a pause.
“Mr. Lucker – why you call it that?”
“Because that’s what y’all are telling me. If somebody at McDonalds gets a water cup and puts Sprite in it, somebody goes off on ’em. It sounds to me like road rage, only in McDonalds, not in cars.”
“It aint funny, man. I seen people get beat up for that s***!”
“I’ve seen other customers beat up people for that!”
“Seriously?” Now it was my turn to be incredulous, though I should know better by now.
Nods of approval came from all corners of my classroom
“Seriously?” I repeated. It was all I could think of. I stopped and stared at them. Had it been April first I would have felt like I was being punked, but there had been no time for coordination, or even jumping on a lets-jerk-Mr.Lucker’s-chain-today bandwagon. This was purely spontaneous, and heartfelt.
Struck a nerve, I did, with one of the most innocuous of visual writing prompts.
Interestingly, Sprite Rage seems to be a very commonplace shared experience amongst my students, and the circumstances don’t change much: In all but one case, the stories they wrote portrayed older women as the pop-for-water perpetrators and resulting recipients of Ronald’s (to me) overzealous response.
Calling Dr. Phil.
As my students completed their agendas and I finished picking up the notebooks, the daily writing coup de grâce was delivered solemnly by a kid who normally writes a fair amount but doesn’t say much in class:
“I’ve seen it happen at Burger King, too.”
Apparently, I need to get out more often.
When I do, I’ll play it safe…and just order a shake.