Mamacita says: It was his third strike for the same offense. Last Wednesday morning, after class, I had to play “Plagiaristic Confrontation” again, and it was no fun. It’s never fun. All throughout my career, I’ve listened to teachers brag and purr about ‘bringing a student down,’ and I’ve sat there shaking my head in amazement, wondering what kind of people were in charge of classrooms these days. “Bringing a student down” was never a goal of mine; I am frankly horrified that anyone would do so happily, and that anyone could gloat about it afterwards. I always thought that one of my functions was to help students UP, not bring them down and brag about it to others who sat there applauding.
Maybe I’m just an old softy (although there are those who would argue that point!!) but I just can not even imagine being happy about a student who was in trouble. Even when that trouble was the student’s own choice and fault, I’m still sorry, not gleeful. I might think things like, “Well, too bad, but life is full of choices and choices bring consequences, etc. etc.” but I couldn’t clap my hands and laugh because someone who is supposed to be the adult in charge gets off on bringing someone who is SUPPOSED to need help, down.
I might cry, but I wouldn’t laugh.
Wednesday, in the hallway after class, talking to that student, reminding him about all the previous reminders, explaining the consequences of his choice to him, watching him wilt and lean against the wall and then cover his face with his hands and weep, did something to me that day. It made me want to write a post about younger students, and how we as the adults who are in charge need to do everything in our power to help them attain the skills they so desperately need in order to care for themselves and others as they grow up; we need to help our children appreciate culture so they might understand music and art and allow them to enrich and soothe their souls and give them something positive to do with leisure time; we need to help our children learn and understand everything we can possibly expose them to in the short amount of time they are entrusted to us; we need to show them how to figure things out all by themselves, and to appreciate those things that have no explanation at all, and to help them see that these are often the coolest things of all. We need to teach them compassion by demonstrating compassion; even more importantly, we need to teach them about empathy.
THIS is the job of the parent-school team. Not drilling for ISTEP, not months of reviewing so a school will look good on paper and get more money, not sitting for seven hours in a classroom for thirty minutes of enchantment and a list of vocabulary words, not going over the same stuff again and again and again because two kids still can’t do it, not hanging posters that say “Zero Tolerance” all over a school that publically advertises its refusal to give second chances. . . . .
Good schools are not all about more money. You can throw money into a pigpen all day, and the pigs won’t care. Good schools are all about education. Education has been defined as “A change in behavior.” I want to qualify that statement by saying that to me, education is a POSITIVE change in behavior. And if we have to do a little tweaking to get the students’ attention, then so be it. And if we have to do a little strong -arming to get some parents to cooperate, well, so be that, too. Let the tweaking and strong-arming begin.
We must help our children learn, that they might become educated, that perhaps the behavior of the entire world might change..
If we do these things, then our children will never have to stand out in the hall with me, faces crumpled in horror, leaning against the wall and weeping because of the consequences of their own actions.
And I won’t have to go home and do the same.