A week of fun-in-the-sun, spent laying on the beaches of the British Virgin Islands, left a colleague of ours tanned, relaxed, and ready for the envious ribbing he knew he'd be receiving from the partners left behind in cold, cloudy, Cleveland. After lauding the merits of SPF 30, he finally admitted getting a little sunburn on his back, which already was beginning to peel. Soon we were all recounting the somewhat twisted joys of peeling sunburned skin.
I smiled as I recalled a similar conversation some thirty years ago, with my ninth grade algebra teacher. How funny it is, after all of the lessons suffered, problems discussed , and equations solved, the information I remember most clearly from that class was a casual commentary about sunburn.
As teachers, we spend countless hours preparing our lessons. We research, we write, we gather materials. We pre-test, present, practice, apply, quiz, test, post-test, and re-test. Yet, studies have shown, almost 80% of the actual content taught in high school is forgotten in a few years, if it is not applied in a student's day-to-day life. What will be remembered are the things we spend little or no time thinking about. Our attitude, our enthusiasm, our sense of humor (or lack of it), the way we treat students. Were we rigid, were we fair, were we forgiving? Did we take time to listen, or were we impatient? Our students will remember for a lifetime casual conversations that we will forget that day as we drive home.
It is almost daunting to realize that some of our most influential lessons come not from what we teach, but from who we are.
Tuesday, March 29, 2005
Monday, March 28, 2005
A New Easter Tradition?
My best friend, Susan, and I will use any excuse to concoct an adventure. Easter was approaching, and we found ourselves bemoaning the loss of several candy stores in the Heights area. These stores had been great places to shop for unusual treats to fill the kids baskets. Next to the traditional jelly beans and bunnies, one could find wax lips, black-jack gum, and the ever-so-politically-incorrect candy cigarettes and bubblegum cigars. Oh dear! We were going to have to venture out of the neighborhood to find new sources of sugary entertainment.
Hmmm...Perhaps not.
Didn't that Asian grocer on the corner of Mayfield and Belvoir have an assortment of candy from the orient at the check-out counter? How about the new Mexican grocery on Mayfield past Brainard? Isn't there a Russian deli around there? There's the Italian grocery, and then the plaza with the little store that has signs in the window reading "FRESH VAGETABLES" and "Desi food and Movies sold Here". Although we were quite familiar with Italian goodies, "Desi food" left us clueless, and eager for an afternoon of exotic exploration. We found all of these little stores along a two-mile strip of Mayfield Road between South Euclid, and Mayfield Heights.
We spent the remainder of the day gathering up Japanese Poky, Mexican chili pepper candy, Russian chocolate with vodka centers, tamarind candy from India, Turkish Delight with walnuts, and Italian Easter biscotti.
We bought things in beautiful wrappers, with labels written in alphabets that we couldn't decipher. Thank goodness none of our children have allergies. Most of the clerks in the shops didn't speak English, so we didn't bother asking what is was we were buying.
By late afternoon our bags had more than just the intended Easter treats. We viewed so many foreign "delicacies" with feet, lips, suction cups, and eyeballs, Susan and I decided to purchase a little snack for our 13 year old sons. One that would elicit some "Fear Factor" bravado, and leave the indelible impression in those young minds that their mothers were indeed "Whacked". Dried whole shrimp (eyeballs intact) from Mexico, with hot sauce, fit the bill.
Needless to say, this Easter morning was memorable.
Hmmm...Perhaps not.
Didn't that Asian grocer on the corner of Mayfield and Belvoir have an assortment of candy from the orient at the check-out counter? How about the new Mexican grocery on Mayfield past Brainard? Isn't there a Russian deli around there? There's the Italian grocery, and then the plaza with the little store that has signs in the window reading "FRESH VAGETABLES" and "Desi food and Movies sold Here". Although we were quite familiar with Italian goodies, "Desi food" left us clueless, and eager for an afternoon of exotic exploration. We found all of these little stores along a two-mile strip of Mayfield Road between South Euclid, and Mayfield Heights.
We spent the remainder of the day gathering up Japanese Poky, Mexican chili pepper candy, Russian chocolate with vodka centers, tamarind candy from India, Turkish Delight with walnuts, and Italian Easter biscotti.
We bought things in beautiful wrappers, with labels written in alphabets that we couldn't decipher. Thank goodness none of our children have allergies. Most of the clerks in the shops didn't speak English, so we didn't bother asking what is was we were buying.
By late afternoon our bags had more than just the intended Easter treats. We viewed so many foreign "delicacies" with feet, lips, suction cups, and eyeballs, Susan and I decided to purchase a little snack for our 13 year old sons. One that would elicit some "Fear Factor" bravado, and leave the indelible impression in those young minds that their mothers were indeed "Whacked". Dried whole shrimp (eyeballs intact) from Mexico, with hot sauce, fit the bill.
Needless to say, this Easter morning was memorable.
Tuesday, March 22, 2005
Monday, March 21, 2005
Why I Blog
Last week I spent a couple of hours talking with Chris Sepher, a reporter from the Cleveland Plain Dealer. Chris was writing an article about blogging, and I was flattered that he asked me to talk about my blog and what motivated me to start writing.
I began blogging for two reasons:
First, was the reason I give in my profile. (See column on the right) I truly felt that CMSD teachers are, for the most part, misunderstood. We are perceived as either insane or saintly, money-grubbers or martyrs. The general public imagines the city schools to be disfunctional hell-holes of miseducation. I felt it was important to open up a window, and share an insider's experience of day-to-day life inside an urban classroom.
My second reason was self-discipline. I wanted to train myself to write better by writing often. For a number of years I have wanted to write a book. My audience would be young people, new teachers, rookies or interns, who where considering teaching in an inner-city school.
You see, many teacher education programs, and the professors who teach them, have no clue as to the realities of teaching in an urban school. Fact is, many of those folks have spent little or no time teaching in the inner-city. My own experience found way too many educators who left teaching, to become administrators or college professors, because they couldn't cut it in the classroom.
My book would tell the story of my own education; what I've learned about teaching from my students.
I started my blog nearly a year ago, and I think I have accomplished some of my goals.
I am certainly getting a lot of writing practice, and although I have taken a few pauses in my journaling, I have not ever considered abandoning it.
I know by readers comments that the message is being heard. What I never expected was how many people have been following my blog. I am often amazed by the letters I get. They come from all over the country, and even some from readers as far away as India and Australia. Many ask questions or share information, while others offer words of encouragement.
Here are some excerpts from a few of letters that have kept me motivated:
I began blogging for two reasons:
First, was the reason I give in my profile. (See column on the right) I truly felt that CMSD teachers are, for the most part, misunderstood. We are perceived as either insane or saintly, money-grubbers or martyrs. The general public imagines the city schools to be disfunctional hell-holes of miseducation. I felt it was important to open up a window, and share an insider's experience of day-to-day life inside an urban classroom.
My second reason was self-discipline. I wanted to train myself to write better by writing often. For a number of years I have wanted to write a book. My audience would be young people, new teachers, rookies or interns, who where considering teaching in an inner-city school.
You see, many teacher education programs, and the professors who teach them, have no clue as to the realities of teaching in an urban school. Fact is, many of those folks have spent little or no time teaching in the inner-city. My own experience found way too many educators who left teaching, to become administrators or college professors, because they couldn't cut it in the classroom.
My book would tell the story of my own education; what I've learned about teaching from my students.
I started my blog nearly a year ago, and I think I have accomplished some of my goals.
I am certainly getting a lot of writing practice, and although I have taken a few pauses in my journaling, I have not ever considered abandoning it.
I know by readers comments that the message is being heard. What I never expected was how many people have been following my blog. I am often amazed by the letters I get. They come from all over the country, and even some from readers as far away as India and Australia. Many ask questions or share information, while others offer words of encouragement.
Here are some excerpts from a few of letters that have kept me motivated:
MB,
This is just brilliant, enlightening stuff. Your blog gives me the best possible window into what teaching in an urban school is really like. If Hollywood had any brains, they'd simply turn your life into a movie.
But thank god for teachers like you. They keep civilization going, and give me reason to hope for the best despite all the problems and challenges. Keep fighting and touching those kids...
____________________________________
Keep doing what you're doing, it sounds like you're doing it right.
____________________________________
Brought tears of frustration and sadness to my eyes to read this. As a parent of grade school children, I'm amazed at the changes in the public school system since I was a kid -- or even since my stepson was in grade school a dozen years ago. We're spending $50+ a year per student on supplies that are fundamental to the education process; I know the teachers are having to make up the shortfalls when some students cannot bring supplies. I don't know how teachers do it.
If I can make a suggestion, please consider putting a PayPal button on your site for donations -- or even an Amazon button for donations of books.
____________________________________
More rules => less critical thinking
Less critical thinking => increased "go with the flow" mentality
"go with the flow" mentality + impoverished surroundings => more of the same
It's almost as if that's what they want...
____________________________________
MaryBeth,
Your postings are inspirational. I was especially moved when you wrote that you and your students and fellow teachers felt abandoned by the greater community after the failure of the levy. The problem is so very big and many of us feel so small when trying to help. Thank you, thank you, thank you for having the fortitude to stay and work with your students when so many have left the city for other opportunities. I worry and pray so often about the kids just 3 - 4 miles from my own home who are living as if in another country from my children and me. I will also pray for you as you continue your work. Please keep writing - your words prod us to keep trying to make things better for these kids.
____________________________________
--MB, as I read about the public art being constructed for the Soapbox Derby group, I was wondering if your next project could be the Cleveland Rowing Foundation? We'll teach the kids how to row, you included. As a non-profit I think we could help with funding...
____________________________________
Thank God for teachers like you.
Thursday, March 17, 2005
Keeping My Cool
"zzzz..zzzz..ZZZZ... DING!" The third floor bell on the west end of the corridor issued its anemic warning. The latest repair had reduced the authoritative ring to a sound that could only be described as a bastardized hybrid, the illegitimate offspring of schoolbell and alarm clock buzzer.
"Hurry up you guys!"
I called to three ninth graders gathered at a locker outside my classroom.
"Shawn, If I didn't know better I would think you had no destination." The tall boy turned, grinned, and began a slow trot toward my classroom door. His friends began a slower saunter in the opposite direction.
"Yeow!!!...What the?...You bitch!"
The sound of a scuffle grabbed my attention and brought me quickly inside the art studio just in time to see three chairs fly across the room. One after another they crashed against wall, floor, and table-top. Students jumped out of the way, hands over heads, ducking for cover.
Launching the attack, was a pretty 15 year old girl, still a tom-boy, tall and athletic. Very hyperactive. One of the type of students my colleagues call "The kids who make us EARN our salaries".
Shaking my head I called to her. "Come here, hon'"
She looked up, smiled and reached for another chair.
"No...Put that down. Come here please. You know we just can't be throwing chairs across the room at each other. Come over here, honey."
Shooting a backward glance to her still cowering classmates, she ambled over to my desk.
"What is going on?" I asked quietly.
"He knocked my bottle out of my hand!" she shouted, and started to laugh.
"She dumped water down my back!" came the response from the middle of the room. Her victim was a bright serious student who normally kept to himself, concentrating on his assignments.
"You need to step into the hall. I can't have you in my classroom today. I am going to call security, and you will have to go to the office. Stand right here hon' and wait for the security guard."
My voice was low, the tone somewhat conversational, almost casual.
When my attention returned to the other students, to my great pleasure and surprise, they were all at their tables working, as if nothing out of the ordinary had just happened.
While filling out the office referral form, I marveled at my own response to the situation, and how I've changed over the years.
As a rookie, I often felt the need to assert my authority. A loud clipped voice, occasional yelling, and flashes of anger were the means of gaining control. Losing my temper could always get the students attention.
It also let the class know that they could rattle my cage. That was lot's of fun...For them.
As my career progressed I've come to understand that adding negative energy to a situation only makes it take more time to diffuse. Over time, I've learned to keep my cool.
Would I be called unflappable?...Hardly.
Patient?...With teenagers, definitely.
With adults who should know better, definitely not!
But, I'm working on it.
"Hurry up you guys!"
I called to three ninth graders gathered at a locker outside my classroom.
"Shawn, If I didn't know better I would think you had no destination." The tall boy turned, grinned, and began a slow trot toward my classroom door. His friends began a slower saunter in the opposite direction.
"Yeow!!!...What the?...You bitch!"
The sound of a scuffle grabbed my attention and brought me quickly inside the art studio just in time to see three chairs fly across the room. One after another they crashed against wall, floor, and table-top. Students jumped out of the way, hands over heads, ducking for cover.
Launching the attack, was a pretty 15 year old girl, still a tom-boy, tall and athletic. Very hyperactive. One of the type of students my colleagues call "The kids who make us EARN our salaries".
Shaking my head I called to her. "Come here, hon'"
She looked up, smiled and reached for another chair.
"No...Put that down. Come here please. You know we just can't be throwing chairs across the room at each other. Come over here, honey."
Shooting a backward glance to her still cowering classmates, she ambled over to my desk.
"What is going on?" I asked quietly.
"He knocked my bottle out of my hand!" she shouted, and started to laugh.
"She dumped water down my back!" came the response from the middle of the room. Her victim was a bright serious student who normally kept to himself, concentrating on his assignments.
"You need to step into the hall. I can't have you in my classroom today. I am going to call security, and you will have to go to the office. Stand right here hon' and wait for the security guard."
My voice was low, the tone somewhat conversational, almost casual.
When my attention returned to the other students, to my great pleasure and surprise, they were all at their tables working, as if nothing out of the ordinary had just happened.
While filling out the office referral form, I marveled at my own response to the situation, and how I've changed over the years.
As a rookie, I often felt the need to assert my authority. A loud clipped voice, occasional yelling, and flashes of anger were the means of gaining control. Losing my temper could always get the students attention.
It also let the class know that they could rattle my cage. That was lot's of fun...For them.
As my career progressed I've come to understand that adding negative energy to a situation only makes it take more time to diffuse. Over time, I've learned to keep my cool.
Would I be called unflappable?...Hardly.
Patient?...With teenagers, definitely.
With adults who should know better, definitely not!
But, I'm working on it.
New Project
I have a good excuse...Really.
I know, I've heard you, I realize I've not posted anything in over a month.
But c'mon folks, you do understand that there are only 24 hours in a day, don't you?
Well, to exhonorate myself, please take a look at how I've been spending my time.
Click on this link, we call it RAMTEC
I know what you are thinking...quite a stretch for a high school art teacher. But, after all, this is me we're talking about.
Here's how it all got started:
The idea for RAMTEC was the result of conversation between friends about the state of the manufacturing industry. The following excerpt is from the March 2nd presentation by members of the RAMTEC team at a forum held by REI at the Peter B Lewis building at the Case Weatherhead School of Management. This is a portion of my speech which tells the story.
Since the spring of this past year, I have been attending the REI Tuesday discussions. My interest in regional economy stems from my work with Cleveland kids, the poorest demographic, living in the most impoverished city in America. I’ve especially been concerned with workforce development in the industrial trades and manufacturing, since I am currently teaching at Max S Hayes Vocational School in the Cleveland Municipal School District.
Topics at REI Tuesdays were always thought provoking, and I made certain to take full advantage of the networking opportunities. Through REI, I have been able to bring people and ideas back to Max Hayes that are now instrumental in the development of new projects, and providing new opportunities for our students. Already, lives are being changed.
As mentioned before, I’ve had a special interest in workforce development in the area of industry and manufacturing. Throughout the year, a recurrent theme at REI discussions has been the importance of educating the region’s workforce for tomorrow’s jobs. Other themes have included, building the area’s manufacturing base, encouraging innovation and entrepreneurship, and appreciative inquiry.
I began to apply this information, as well as the appreciative inquiry method of making and sustaining change, to the dilemmas that face my students and colleagues each day. One of the very apparent problems is the employment paradox facing Cleveland. The city has vast numbers of unemployed persons, yet the manufacturing industry is facing a worker shortage. Many area manufacturing companies have "Help Wanted" signs posted 365 days a year.
Max Hayes is a vocational school that trains people for manufacturing, yet very few of our students are looking for jobs in the industry. I witness the problems first hand, each and every day. There is a huge gap that exists between the needs of the manufacturing industry, and the programs in our vocational schools and community colleges. State-of-the-art equiptment that is used in the industry today is quite pricey ($200,000 - $1,000,000) and most schools can't afford to put so much money into a program that attracts very few students.
The other big problem facing the manufacturing industry is the outsourcing of jobs to China, attributed to the rising costs of manufacturing here in the United States. The high costs are due, in large part, to the standard of living in the US, and the cost of heath care benefits. Automation and robotics easily address the outsourcing problem by making production costs of American products competitive with the Chinese. One robot can do the work of 3-5 employees...no breaks...24/7...364 days a year...no insurance benefits...no salary...average lifespan...15 years.
Yet, they are being underutilized in the manufacturing industry, jobs are going overseas, companies are closing their doors, and the skilled-worker shortage remains.
I approached friends in the manufacturing industry with my questions.
What is needed to fill the gap? What can be done to save the industry?
Their answers were immediate and simple.
What is needed is a new approach to education. A manufacturing education center focusing on the specific needs of the industry, as opposed to general manufacturing job training programs. A teaching factory that could provide companies with complete automated systems and robots, as well as the operators, programmers, integration specialists, and maintenance technicians to support them. A production, training, research and development facility that would sustain itself financially. A manufacturing showcase which would attract people to the industry. And just to show that it could be done…..It would be green.
Is anything like this being done anywhere? We searched the internet…..Nothing like it.
Could it be done here in Cleveland? There could be no better place to build it.
We outlined a proposal, RAMTEC (Regional Automated Manufacturing & Technology Education Center) and are now seeking support from various sources that might be served by this project.
I know, I've heard you, I realize I've not posted anything in over a month.
But c'mon folks, you do understand that there are only 24 hours in a day, don't you?
Well, to exhonorate myself, please take a look at how I've been spending my time.
Click on this link, we call it RAMTEC
I know what you are thinking...quite a stretch for a high school art teacher. But, after all, this is me we're talking about.
Here's how it all got started:
The idea for RAMTEC was the result of conversation between friends about the state of the manufacturing industry. The following excerpt is from the March 2nd presentation by members of the RAMTEC team at a forum held by REI at the Peter B Lewis building at the Case Weatherhead School of Management. This is a portion of my speech which tells the story.
Since the spring of this past year, I have been attending the REI Tuesday discussions. My interest in regional economy stems from my work with Cleveland kids, the poorest demographic, living in the most impoverished city in America. I’ve especially been concerned with workforce development in the industrial trades and manufacturing, since I am currently teaching at Max S Hayes Vocational School in the Cleveland Municipal School District.
Topics at REI Tuesdays were always thought provoking, and I made certain to take full advantage of the networking opportunities. Through REI, I have been able to bring people and ideas back to Max Hayes that are now instrumental in the development of new projects, and providing new opportunities for our students. Already, lives are being changed.
As mentioned before, I’ve had a special interest in workforce development in the area of industry and manufacturing. Throughout the year, a recurrent theme at REI discussions has been the importance of educating the region’s workforce for tomorrow’s jobs. Other themes have included, building the area’s manufacturing base, encouraging innovation and entrepreneurship, and appreciative inquiry.
I began to apply this information, as well as the appreciative inquiry method of making and sustaining change, to the dilemmas that face my students and colleagues each day. One of the very apparent problems is the employment paradox facing Cleveland. The city has vast numbers of unemployed persons, yet the manufacturing industry is facing a worker shortage. Many area manufacturing companies have "Help Wanted" signs posted 365 days a year.
Max Hayes is a vocational school that trains people for manufacturing, yet very few of our students are looking for jobs in the industry. I witness the problems first hand, each and every day. There is a huge gap that exists between the needs of the manufacturing industry, and the programs in our vocational schools and community colleges. State-of-the-art equiptment that is used in the industry today is quite pricey ($200,000 - $1,000,000) and most schools can't afford to put so much money into a program that attracts very few students.
The other big problem facing the manufacturing industry is the outsourcing of jobs to China, attributed to the rising costs of manufacturing here in the United States. The high costs are due, in large part, to the standard of living in the US, and the cost of heath care benefits. Automation and robotics easily address the outsourcing problem by making production costs of American products competitive with the Chinese. One robot can do the work of 3-5 employees...no breaks...24/7...364 days a year...no insurance benefits...no salary...average lifespan...15 years.
Yet, they are being underutilized in the manufacturing industry, jobs are going overseas, companies are closing their doors, and the skilled-worker shortage remains.
I approached friends in the manufacturing industry with my questions.
What is needed to fill the gap? What can be done to save the industry?
Their answers were immediate and simple.
What is needed is a new approach to education. A manufacturing education center focusing on the specific needs of the industry, as opposed to general manufacturing job training programs. A teaching factory that could provide companies with complete automated systems and robots, as well as the operators, programmers, integration specialists, and maintenance technicians to support them. A production, training, research and development facility that would sustain itself financially. A manufacturing showcase which would attract people to the industry. And just to show that it could be done…..It would be green.
Is anything like this being done anywhere? We searched the internet…..Nothing like it.
Could it be done here in Cleveland? There could be no better place to build it.
We outlined a proposal, RAMTEC (Regional Automated Manufacturing & Technology Education Center) and are now seeking support from various sources that might be served by this project.
Friday, February 11, 2005
Sick Day
I was awakened in the wee hours of the morning by the ferocity of my own hacking. Like a five-pack-a-day smoker coughing up a hairball, the sound was as painful as my throat. The commotion brought Max, my Doberman, trotting to the side of my bed. Hot dog-breath in my face triggered the next round of coughing.
"Go away!"
My pathetic squeak, heard only by Max and myself was, nonetheless, embarrassing.
A teacher with no voice is useless.
Geez...I'm going to have to take a sick day.
It's rare that I've ever taken a sick day because I was actually sick. As the mother of three kids, most of the sick time I've ever used was because I had to stay home with a feverish child, or spend time with my dad in the hospital, or the week I had to take off work when my house caught fire. Then there were the days when I was driving the old Subaru and she just couldn't get herself out of the driveway.
My substitute folder has emergency lesson plans for my classes which don't require any art supplies. Problem is, my students are really good at conning subs into letting them continue working on their projects. What they aren't so good at is cleaning up with out commandant-like supervision.
We are in the middle of a painting unit.
I can only pray that my classroom is not a complete disaster when I return.
"Go away!"
My pathetic squeak, heard only by Max and myself was, nonetheless, embarrassing.
A teacher with no voice is useless.
Geez...I'm going to have to take a sick day.
It's rare that I've ever taken a sick day because I was actually sick. As the mother of three kids, most of the sick time I've ever used was because I had to stay home with a feverish child, or spend time with my dad in the hospital, or the week I had to take off work when my house caught fire. Then there were the days when I was driving the old Subaru and she just couldn't get herself out of the driveway.
My substitute folder has emergency lesson plans for my classes which don't require any art supplies. Problem is, my students are really good at conning subs into letting them continue working on their projects. What they aren't so good at is cleaning up with out commandant-like supervision.
We are in the middle of a painting unit.
I can only pray that my classroom is not a complete disaster when I return.
Tuesday, February 08, 2005
We Mourn Again
From the Cleveland Plain Dealer, Tuesday, February 8, 2005
A very sad day at Max Hayes.
Maria was in my art class a couple years ago as a ninth grader. She was a tiny, beautiful, quiet, latina.
She quit school last year amid controversy with some of the other girls. Typical teen-girl trash-talk-leading-to-ass-kicking type of thing.
Today there were many tears, many regrets, and more than a little guilt.
Girl found dead in basement; man surrenders
Tuesday, February 08, 2005
A 17-year-old Cleveland girl was found dead Monday afternoon in the basement of a home on West 90th Street.
A 9-1-1 caller told Cleveland police Maria Isabella Anglero had been strangled.
A man seen driving away from the home surrendered about 5:30 p.m. at the 2nd District police station, about an hour after police were notified about the girl's death. Police did not release the name of the suspect.
Lt. Wayne Drummond would say only that based on the condition of the body, the girl's death appeared to have been violent.
The Cuyahoga County coroner's office will rule on the cause of death.
Drummond had no information on the relationship between the girl and the man. But an initial police report indicated the girl's mother was the man's ex-girlfriend.
Police were made aware that the man was coming to the police station to surrender, and he was arrested in the parking lot.
A very sad day at Max Hayes.
Maria was in my art class a couple years ago as a ninth grader. She was a tiny, beautiful, quiet, latina.
She quit school last year amid controversy with some of the other girls. Typical teen-girl trash-talk-leading-to-ass-kicking type of thing.
Today there were many tears, many regrets, and more than a little guilt.
The Silent Treatment
What can ever be gained by shutting down? When people stop talking, the possibilities for forgiveness come to an abrubpt end. There can be no understanding without communicating.
Silence amplifies pain.
Suffering in silence is not holy martyrdom, it is passive/aggressive manipulation.
It is manipulation that often backfires. Relationships die in silence.
So yell, shout, swear, vent the anger, express the hurt. Just don't stop talking.
Silence amplifies pain.
Suffering in silence is not holy martyrdom, it is passive/aggressive manipulation.
It is manipulation that often backfires. Relationships die in silence.
So yell, shout, swear, vent the anger, express the hurt. Just don't stop talking.
Saturday, January 29, 2005
Winston Churchill's Life Lesson
You haven't learned life's lesson very well if you haven't noticed that you can give the tone or color, or decide the reaction you want of people in advance. It's unbelievably simple. If you want them to take an interest in you, take an interest in them first. If you want to make them nervous, become nervous yourself...It's as simple as that.
People will treat you as you treat them. It's no secret. Look about you. You can prove it with the next person you meet.
Winston Churchill
I read Churchill's statement years ago and discovered, upon testing the challenge, the truth of his observations.
"People will treat you as you treat them."
The novice teacher who struggles to develop productive relationships in a classroom would do well to take Mr. Churchill's advice. If you want respect, give respect. If you want students to be interested in what you have to say, be interested in what they are saying. If you act like you can't stand being around them, they will hate being with you. If you treat them like morons, they will act moronic.
Like the man says, "It's as simple as that."
Thursday, January 27, 2005
Today's Topic: Your Own Death
"I don't like that word. Don't say it."
I knew full well what the young man meant, but I pressed him anyway.
"Which word was that?"
"You know. Don't make me say it."
"Ohhh! Do you mean the word 'dead'?"
"Don't say it!"
"Why? Death is a part of living. We all will have to die one day."
"Not me. I refuse to do it."
By this time his classmates were beginning to snicker.
"Angel is immortal...he's gonna live forever."
"You know, most of us feel that way when we are young. Like we are going to live forever. Unless someone that we are close to dies, or gets very sick. That's when reality brings us into check. How many of you have been to the funeral of someone who died young?"
More than half of the hands went up.
Death and dying is not usually a topic one would expect to be discussing in a high school art class, but I was preparing them for a video we would be watching about organ donation. An area organization called Life Bank sponsors an annual poster contest for high school students aimed to encourage young people to become organ donors.
Good strategy.
The video made us think about a topic most people try to avoid.
Dying young.
It was a documentary about teenagers whose lives were saved by an organ transplant, and interviews with the families of young organ donors.
After the video, my students started thinking and talking and asking quetions. I love when that happens.
Difficult topics make for the best discussions, and the most opportunities for learning. Today's discussion might even save a life someday.
Most of my students who answered 'No' to the question "Would you like to be an organ donor?", after today's class, will now be answering 'Yes'.
I knew full well what the young man meant, but I pressed him anyway.
"Which word was that?"
"You know. Don't make me say it."
"Ohhh! Do you mean the word 'dead'?"
"Don't say it!"
"Why? Death is a part of living. We all will have to die one day."
"Not me. I refuse to do it."
By this time his classmates were beginning to snicker.
"Angel is immortal...he's gonna live forever."
"You know, most of us feel that way when we are young. Like we are going to live forever. Unless someone that we are close to dies, or gets very sick. That's when reality brings us into check. How many of you have been to the funeral of someone who died young?"
More than half of the hands went up.
Death and dying is not usually a topic one would expect to be discussing in a high school art class, but I was preparing them for a video we would be watching about organ donation. An area organization called Life Bank sponsors an annual poster contest for high school students aimed to encourage young people to become organ donors.
Good strategy.
The video made us think about a topic most people try to avoid.
Dying young.
It was a documentary about teenagers whose lives were saved by an organ transplant, and interviews with the families of young organ donors.
After the video, my students started thinking and talking and asking quetions. I love when that happens.
Difficult topics make for the best discussions, and the most opportunities for learning. Today's discussion might even save a life someday.
Most of my students who answered 'No' to the question "Would you like to be an organ donor?", after today's class, will now be answering 'Yes'.
Wednesday, January 26, 2005
No Child Left Behind: Again
One of the reasons I began posting my thoughts on education and my experiences in the inner-city classroom was to give the general public the chance to read a first-hand account of what we deal with as teachers in large urban districts.
I've mentioned before the reactions I've received from strangers when I am introduced as a high school teacher in the city of Cleveland. They run the gamut from "You are surely a saint", to "You've gotta be bad-ass" to "You must be nuts"
And to each of these I respond "Yes...kinda", and "Absolutely", and "So I've been told".
There are other comments too.
Teachers usually won't hear these until there is a snow-day, a levy on the ballot, or a teacher's strike. They usually come from the portion of the adult population who have not set foot in a public school in many, many years. If ever.
These folks will dare not disparage us individually, it is much easier to discuss the larger group... "Those lazy, greedy, teacher's unions".
Today I received a comment from a reader who was responding to my post concerning the "No Child Left Behind" legislation. (Link to post here for entire comment)
I think teacher need to get into the real world with their contracts. NO ONE in the private sector has fully funded health care. NO ONE in the private sector gets the multiple other benefits teachers get in the way of time off, pension plans, job security, as well as admiration from their students as well as parents. When is the last time a child (other than their own) admired a computer programmer or a chef ..etc..
NCLB is not the end all, be all for saving the schools. It is a great start though. I think we need to expect more from our inner city schools and hopefully they will respond. If not, they need to be totally reorganized. There is an old saying in sports, you can't fire all the players; so you get rid of the coach
Oh boy. This is precisely the misinformation that I've wanted to address here in this weblog.
The first blaring comment that caught my pop-eyed attention was the reference to fully funded healthcare.
Wait-a-minute..let me look at my last paystub.
Hmmm...Healthcare deductions...$387.75.
So I gave my friend, a nurse in private practice, a quick call.
"Healthcare benefits?" I ask.
Her response, "Fully funded."
As for time off:
How many other professions require continuous coursework in graduate school and the attainment of at least a Masters degree in order to maintain employment?
When does this happen? When the kids aren't in school.
As for job security:
Has anybody talked to the 1,400 Cleveland teachers who were laid-off this year?
Enough said.
As for admiration:
Those of us in teaching must learn to take the sour as well as the sweet.
Granted, Some of us earn the respect of our students, and may even develop close relationships with our kids and their families. I am blessed nearly every day with at least one student who will call out, "Love you Ms Matt!"
Yet, on that very same day I, or any of my colleagues, will also hear, "Bitch" or "Go f_ck yourself" or "I don't have to listen to you a__hole!". These are phrases so common they no longer shock. They are a part of our job.
Another part of our job is dealing with disgruntled parents. They are far more vocal than the appreciative ones. There are very few teachers in an urban district who have not had this conversation with a parent on the phone:
"Listen, I am sick and tired of you goddamn teachers always calling me up. I can't do anything else with that f-ckin' kid. When he's in school he's your problem."
Finally, addressing the sports analogy being applied to education:
Why would one apply a practice that doesn't work in sports (Remember, Cleveland fired Bill Belichik? Where is he today? Where are the Browns?) to educating inner-city children?
As NCLB demands accountability from public schools, the ultimate solution that NCLB offers when a school fails to acheive the mandated goals is to turn the school into a tax-funded charter or tax/voucher funded private for-profit school with NO mandated public accountability. For-profit schools, as private businesses, may keep their records closed to the public.
Perhaps I am a bit jaded, but it looks to me like the fox is guarding the hen-house.
I've mentioned before the reactions I've received from strangers when I am introduced as a high school teacher in the city of Cleveland. They run the gamut from "You are surely a saint", to "You've gotta be bad-ass" to "You must be nuts"
And to each of these I respond "Yes...kinda", and "Absolutely", and "So I've been told".
There are other comments too.
Teachers usually won't hear these until there is a snow-day, a levy on the ballot, or a teacher's strike. They usually come from the portion of the adult population who have not set foot in a public school in many, many years. If ever.
These folks will dare not disparage us individually, it is much easier to discuss the larger group... "Those lazy, greedy, teacher's unions".
Today I received a comment from a reader who was responding to my post concerning the "No Child Left Behind" legislation. (Link to post here for entire comment)
I think teacher need to get into the real world with their contracts. NO ONE in the private sector has fully funded health care. NO ONE in the private sector gets the multiple other benefits teachers get in the way of time off, pension plans, job security, as well as admiration from their students as well as parents. When is the last time a child (other than their own) admired a computer programmer or a chef ..etc..
NCLB is not the end all, be all for saving the schools. It is a great start though. I think we need to expect more from our inner city schools and hopefully they will respond. If not, they need to be totally reorganized. There is an old saying in sports, you can't fire all the players; so you get rid of the coach
Oh boy. This is precisely the misinformation that I've wanted to address here in this weblog.
The first blaring comment that caught my pop-eyed attention was the reference to fully funded healthcare.
Wait-a-minute..let me look at my last paystub.
Hmmm...Healthcare deductions...$387.75.
So I gave my friend, a nurse in private practice, a quick call.
"Healthcare benefits?" I ask.
Her response, "Fully funded."
As for time off:
How many other professions require continuous coursework in graduate school and the attainment of at least a Masters degree in order to maintain employment?
When does this happen? When the kids aren't in school.
As for job security:
Has anybody talked to the 1,400 Cleveland teachers who were laid-off this year?
Enough said.
As for admiration:
Those of us in teaching must learn to take the sour as well as the sweet.
Granted, Some of us earn the respect of our students, and may even develop close relationships with our kids and their families. I am blessed nearly every day with at least one student who will call out, "Love you Ms Matt!"
Yet, on that very same day I, or any of my colleagues, will also hear, "Bitch" or "Go f_ck yourself" or "I don't have to listen to you a__hole!". These are phrases so common they no longer shock. They are a part of our job.
Another part of our job is dealing with disgruntled parents. They are far more vocal than the appreciative ones. There are very few teachers in an urban district who have not had this conversation with a parent on the phone:
"Listen, I am sick and tired of you goddamn teachers always calling me up. I can't do anything else with that f-ckin' kid. When he's in school he's your problem."
Finally, addressing the sports analogy being applied to education:
Why would one apply a practice that doesn't work in sports (Remember, Cleveland fired Bill Belichik? Where is he today? Where are the Browns?) to educating inner-city children?
As NCLB demands accountability from public schools, the ultimate solution that NCLB offers when a school fails to acheive the mandated goals is to turn the school into a tax-funded charter or tax/voucher funded private for-profit school with NO mandated public accountability. For-profit schools, as private businesses, may keep their records closed to the public.
Perhaps I am a bit jaded, but it looks to me like the fox is guarding the hen-house.
Who Raised the Bar?
Sometimes it is not enough to do your best. Sometimes you have to do what is required.
My good friend and colleague, Richard Hart, has this phrase posted in his classroom, and I have heard him repeat it often over the years, to his young welding students, in his booming bass voice.
It is often too easy for any of us to excuse our half-assed attempts at a task, by using the pat "Well, I did my best." As teachers we often tell our students, "Just do your best."
The problem with doing our best, is that often we underestimate ourselves, we fail to raise our own bar, and sometimes our best doesn't cut it. Sometimes we need to do what is required, even if we need to push ourselves that much harder.
My good friend and colleague, Richard Hart, has this phrase posted in his classroom, and I have heard him repeat it often over the years, to his young welding students, in his booming bass voice.
It is often too easy for any of us to excuse our half-assed attempts at a task, by using the pat "Well, I did my best." As teachers we often tell our students, "Just do your best."
The problem with doing our best, is that often we underestimate ourselves, we fail to raise our own bar, and sometimes our best doesn't cut it. Sometimes we need to do what is required, even if we need to push ourselves that much harder.
Monday, January 24, 2005
Candid Thoughts on "No Child Left Behind"
Rarely will I keep an opinion to myself when I have one, and when it comes to the "No Child Left Behind" Act, my experience gives me plenty of opportunity to form a few opinions.
I began writing this post originally as a response to a request by a reader (thank you Ali) to share my thinking about the NCLB legislation. It was going to stay in the "comments" section, but as I wrote, my frustrations got the better of me, and I decided to publish my thoughts here instead.
It is insidious
My own gut-reaction to NCLB is that it is, indeed, a stealth piece of Republican legislation which will result in the destruction of the public school systems in large urban areas, and render the powerful (mostly Democratic) teacher's unions in those regions ineffective.
One aspect of No Child Left Behind mandates that any school which cannot meet NCLB standards loses some federal funding and may be reconstituted or taken over by a charter school or a private for-profit education company.
It will be interesting to see what happens to the schools in Cleveland, our nation's poorest city, that fail to measure up to NCLB. Several have been classified as failing schools, and the probationary period is almost up. I shall be most curious as to how NCLB will move to rescue the kids in these schools.
Who will be tapped to play the hero?
My money is on Republican businessman David Brennan's White Hat Management company.
I wonder how many Cleveland Municipal Schools will become for-profit Hope Academies.
I began writing this post originally as a response to a request by a reader (thank you Ali) to share my thinking about the NCLB legislation. It was going to stay in the "comments" section, but as I wrote, my frustrations got the better of me, and I decided to publish my thoughts here instead.
It is insidious
My own gut-reaction to NCLB is that it is, indeed, a stealth piece of Republican legislation which will result in the destruction of the public school systems in large urban areas, and render the powerful (mostly Democratic) teacher's unions in those regions ineffective.
One aspect of No Child Left Behind mandates that any school which cannot meet NCLB standards loses some federal funding and may be reconstituted or taken over by a charter school or a private for-profit education company.
It will be interesting to see what happens to the schools in Cleveland, our nation's poorest city, that fail to measure up to NCLB. Several have been classified as failing schools, and the probationary period is almost up. I shall be most curious as to how NCLB will move to rescue the kids in these schools.
Who will be tapped to play the hero?
My money is on Republican businessman David Brennan's White Hat Management company.
I wonder how many Cleveland Municipal Schools will become for-profit Hope Academies.
Cold
The red needle is centered smack-dab in the middle of the zero on my outdoor thermometer. The numbers are big and bold, easy to read from the warm comfort of my kitchen window.
Oh yeah, it's a Monday morning, and I'm still at home.
The Cleveland city schools are closed today. Unplowed sidestreets, impassable sidewalks, and dangerous temperatures,I'm certain, made the decision fairly easy. I can't help but think that the school district, beleaguered by a debt, that at one hundred million dollars can only be described as awesome, will also save a few dollars by not heating the buildings on this most bitter of days. Probably more than a few.
Cold mornings in Cleveland will find the students in my morning classes bundled up in wool afghans,working Cratchet-like at their drawing boards. No matter how hard or hot the uni-vents blow, they will not often keep pace with the icy drafts of air that pour through the cracks, spaces, and holes of the single pane windows in their ill-fitting frames, along the north wall of my classroom.
Winter morning room-temperatures in the forties prompted my purchase of about fifteen hand-knit blankets and afghans from church rummage sales. I keep them in a box at the back of the room, and the kids will sometimes argue over their favorites.
We laugh at how pathetic we look and how "ghetto" it is for us to have to work like this.
We console ourselves with the idea that hardships make us stronger, scrappier, tougher.
Still, I get angry when I think about the public schools a few miles up the road, in the suburbs, whose communities would never tolerate such conditions for their children.
The taunt "No child left behind." infuriates me so much more during Cleveland's long, cold, winters.
Oh yeah, it's a Monday morning, and I'm still at home.
The Cleveland city schools are closed today. Unplowed sidestreets, impassable sidewalks, and dangerous temperatures,I'm certain, made the decision fairly easy. I can't help but think that the school district, beleaguered by a debt, that at one hundred million dollars can only be described as awesome, will also save a few dollars by not heating the buildings on this most bitter of days. Probably more than a few.
Cold mornings in Cleveland will find the students in my morning classes bundled up in wool afghans,working Cratchet-like at their drawing boards. No matter how hard or hot the uni-vents blow, they will not often keep pace with the icy drafts of air that pour through the cracks, spaces, and holes of the single pane windows in their ill-fitting frames, along the north wall of my classroom.
Winter morning room-temperatures in the forties prompted my purchase of about fifteen hand-knit blankets and afghans from church rummage sales. I keep them in a box at the back of the room, and the kids will sometimes argue over their favorites.
We laugh at how pathetic we look and how "ghetto" it is for us to have to work like this.
We console ourselves with the idea that hardships make us stronger, scrappier, tougher.
Still, I get angry when I think about the public schools a few miles up the road, in the suburbs, whose communities would never tolerate such conditions for their children.
The taunt "No child left behind." infuriates me so much more during Cleveland's long, cold, winters.
Saturday, January 22, 2005
Senility Prayer
God grant me the senility to forget the people I never liked anyway
The good fortune to run into the ones I do
And the eyesight to tell the difference
Anonymous
Hmmmm...Now where did I leave my keys?
Wednesday, January 19, 2005
On Ego, Guilt, and an Accused Rapist.
I know. I know.
I have been neglecting my journal...and I promised that I would get back to writing, since my original intention was to use my writing as an attempt to organize my thoughts and discipline myself to manage my time.
Okay...those who know me well could have predicted this lapse, as organization and discipline are not words normally associated with me, nor qualities I have ever been accused of possessing.
What I admit to possessing is an ego.
Last night, attending an event at Case University, I was chastised by two different sets of people who noticed my virtual silence. It felt good to be missed.
So many things have been happening at school which I should have been writing about, that in order to assuage my Catholic guilt, I will have to share with you in the next few days.
The latest incident was the arrest of a security guard in our building this past weekend. The guard was accused of molesting/raping two 15 year old female students during school hours in the security office. The story broke on television Monday night, and Tuesday morning, my classes were all abuzz.
Of course, in order to take what could be a gossip-fest and turn it into a teachable moment, I was required to use a bit of a tricky manipulation, since so much of the information that was circulating was innuendo.
We did have some insightful conversations, however, on the difference between rape and consensual sex, statutory rape, employee hiring practices, and the justice system.
Not exactly what I had planned for my morning classes...but it probably will have more impact on these kids lives than a lecture about color theory.
I have been neglecting my journal...and I promised that I would get back to writing, since my original intention was to use my writing as an attempt to organize my thoughts and discipline myself to manage my time.
Okay...those who know me well could have predicted this lapse, as organization and discipline are not words normally associated with me, nor qualities I have ever been accused of possessing.
What I admit to possessing is an ego.
Last night, attending an event at Case University, I was chastised by two different sets of people who noticed my virtual silence. It felt good to be missed.
So many things have been happening at school which I should have been writing about, that in order to assuage my Catholic guilt, I will have to share with you in the next few days.
The latest incident was the arrest of a security guard in our building this past weekend. The guard was accused of molesting/raping two 15 year old female students during school hours in the security office. The story broke on television Monday night, and Tuesday morning, my classes were all abuzz.
Of course, in order to take what could be a gossip-fest and turn it into a teachable moment, I was required to use a bit of a tricky manipulation, since so much of the information that was circulating was innuendo.
We did have some insightful conversations, however, on the difference between rape and consensual sex, statutory rape, employee hiring practices, and the justice system.
Not exactly what I had planned for my morning classes...but it probably will have more impact on these kids lives than a lecture about color theory.
Monday, December 06, 2004
Grief-filled Christmas
Marianne Siroka walked into my classroom, just in time to catch me starting to doze off in front of my computer screen, as I was waiting for the old dinosaur to download a PDF.
She wanted to tell us about a collection the faculty was taking up for one student's family.
Mike is one of the 10th grade boys in my Art 1 class. A tall, quiet, red-head, he mostly keeps to himself.
We knew that his dad had been very ill for quite some time. Hospitalized.
Today, Marianne spoke with Mike's mom. She informed us that the father's condition had deteriorated considerably, he might not live until Christmas. They had just lost their home to bank foreclosure, and were to be moving this week to a nearby apartment. If matters couldn't be worse, the dad's truck broke down, and they had no money to fix it. This was the only vehicle in the family.
Mom, of course, is concerned about the kids and the Christmas holiday. No home, no husband, no car, no money.
We know that this family will be in need of more than we can ever hope to collect. We will try to get them in touch with all of the social service programs that are available. In the meantime, perhaps we can do our part to make a little bit of Christmas for them on what is sure to be a greif-filled holiday.
She wanted to tell us about a collection the faculty was taking up for one student's family.
Mike is one of the 10th grade boys in my Art 1 class. A tall, quiet, red-head, he mostly keeps to himself.
We knew that his dad had been very ill for quite some time. Hospitalized.
Today, Marianne spoke with Mike's mom. She informed us that the father's condition had deteriorated considerably, he might not live until Christmas. They had just lost their home to bank foreclosure, and were to be moving this week to a nearby apartment. If matters couldn't be worse, the dad's truck broke down, and they had no money to fix it. This was the only vehicle in the family.
Mom, of course, is concerned about the kids and the Christmas holiday. No home, no husband, no car, no money.
We know that this family will be in need of more than we can ever hope to collect. We will try to get them in touch with all of the social service programs that are available. In the meantime, perhaps we can do our part to make a little bit of Christmas for them on what is sure to be a greif-filled holiday.
Tuesday, November 30, 2004
Season of Love
What does love look like? It has the hands to help others. It has the feet to hasten to the poor and needy. It has the eyes to see misery and want. It has the ears to hear the sighs and sorrows of men. That is what love looks like.
Saint Augustine.
I am rapidly becoming overwhelmed by the Christmas advertising blitz in their attempt to convince us that we need to spend lots of money to show our love. This year I am determined to devote less time to the the shallow materialism of the American holiday season. Instead I will focus more of my energy on the gifts that come from the heart.
Saint Augustine.
I am rapidly becoming overwhelmed by the Christmas advertising blitz in their attempt to convince us that we need to spend lots of money to show our love. This year I am determined to devote less time to the the shallow materialism of the American holiday season. Instead I will focus more of my energy on the gifts that come from the heart.
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