Tag: Education

Lent, Teaching

Day 17: Controlled Chaos in the control room

Alexandra Diane

When I asked one of my students what I should write about today, she said, “write about us!” I told her that I had before. However, I didn’t think today would turn out to be such controlled chaos.

Today was a hot mess express. Actually, the whole week has been a shit show and a half. Students are losing their damn minds with the full moon. If you don’t think the moon controls the kids, you haven’t spent enough time around hundreds of students on campus. But today was probably the most hilarious of them all. Usually, my students run the newscast by themselves without any assistance. But since the computer that usually does graphics died, and the replacement needs to have my profile on it, they can no longer do their job adult free. Not that I don’t fully trust them not to change their grades, but I’m not giving them the opportunity. 

Today’s class that handled the newscast has nine very vocal females and one far less vocal male. We had a guest classmate come in and add some testosterone to the room. It didn’t help much. The girls are still in complete control of the chaos. We did a few run-throughs of the script before recording. This gives everyone in the control room a chance to get familiar with what graphics will be coming up, who is tossing to weather, and setting the audio levels. Well, today wasn’t our smoothest rehearsal. 

First, we had audio issues. For some reason, the student running the board thought she should start the show with the volume faders all the way up. The moment the anchors’ mics came on, it sounded like our speakers were blown. Everything was overmodulated. She started screaming, confused about why everything was so loud. I told her to look at her levels and bring them down. Instead of bringing them down, she kept yelling over the anchors. Finally, the line producer leaned over and dropped their audio to a manageable level. 

The technical director rolled on our first take with the audio crisis averted. It should have been our only take since everything was going smoothly. That was until the audio operator forgot to unmute the weather anchor. Everyone in the back started yelling at her because we were only a story and a half away from being done with the newscast. My students pride themselves on being able to record in one take. They do their best to record live to tape and try not to leave anything for me to edit. They also know that the moment they mess up something, the ball starts rolling, and so many other things start to mess up.

And that is precisely what happened. 

The anchors flubbed their lines a few times, and I threatened to fire them. They quickly switched roles, so the other was now reading the names from the basketball game. Things seemed to be going great until our audio person became distracted and forgot to mute everyone while the weather opening played. The recording started over, and anchor one sounded dead while anchor two sounded like he took speed. I told them they were both about to lose their jobs, and they promised they’d do better. 

The line producer called standby and began the countdown. Then all hell broke loose. The floor director was in her own world and forgot to count the anchors in. So we just had the boys staring at the screen while the lounge producer started shouting in the head seat. Anchor one lost his shit, and my director ran out, nearly jumping up and down. She told him, “now read the announcements with that energy,” and he did. We were almost done with a great take until my audio operator squealed so loudly and threw up her arms that my weather anchor thought she had done something wrong. Everything was lost in the moment. We tried to pick up the take from the weather opening, but it was lost. We had to start over. 

At this point, we had fifteen minutes left of our fifty-minute class. The new floor director counted in the on-air talent, and Anchor one sounded like he could pass for a zombie while anchor two, well, he could read the names, so we just had to roll with it. 

I think I was ready to give up on the day. Everyone was out of sorts and making careless mistakes. We didn’t have time to switch, and the two that usually were my go-to on-air talent decided that today they were protesting because “like we always do it.” 

We finally got a passable take. There were some graphic errors because the right arrow became stuck. That problem was the only one that could be fixed in post, so we kept it. 

I really can’t be too frustrated. The kids did great. Repeating the script, punching the show, and rolling with tech issues with a fair amount of emotional control. I worked long enough in the professional world to know that not many adults could keep their composure as my 12 & 13-year-olds did. 

Lent, Teaching

Day 16: deep dive into mythical creatures, folklore, and urban legends

Alexandra Diane

The end of the third nine weeks has brought the end of getting my students back to working order. While I was away on maternity leave, things were lax, to say the least. So to get them used to working again, I let our big project stretch out longer than usual. As I talked with those who finished their project, we discussed the topic for the next news package. I really wanted to have them create a news package on their favorite book or comic, but the students didn’t seem as interested in the idea as I was. 

As two students were talking, I overheard them discussing Bloody Mary. Student A explained to Student B the urban legend, and most of it sounded like the legend I heard of when I was their age. However, what I didn’t hear was the origin story, and when I asked them if they knew who Bloody Mary was based on, they said no. That slightly aggravated me. I was and still am an inquisitive person. If I hear about an urban legend, myth, or magical thing, I look it up. Sadly my access to information was far more limited than theirs. So while I rattled off her back story, I made my decision. My students would do a deep dive into the backstory of their favorite mythical creatures, folklore, or urban legends. 

The next day, as my students edited, I had them stop so they could begin thinking about their next project. I decided to tease them with the idea of using their favorite book for their news package. The number of groans I received was hilarious. Even my students who loved reading complained this wasn’t their Ela class. So I gave them all a minute to calm down and asked them how they would feel about doing a project on their favorite mythical creature. This time the sound that erupted from my students was excitement and shouting over who would do what. But after three years of working with me, my eighth graders knew it would be a little more than that. I told them to avoid having ten projects on unicorns. They would have to select five different options and a summary of their topic. 

Everyone stopped editing and started googling what they were going to pick. I regretted telling them so early, but when they get excited about a project, they wrap up the old one fast. My students know that I’m not too fond of bare-bones information. Even if they were creating a one to two-minute news package, they needed enough research to answer any follow-up questions I might have. 

The point of the extra information is not just for my benefit. It’s also to help my students learn how to research, find multiple sources, and summarize their knowledge in an informative and exciting manner. This skill isn’t something they would only use in my class but throughout the rest of their academic and possibly personal life as well. My goal with my class has always been to encourage my students to be curious. If they hear about something interesting, my biggest hope is they want to learn more and, because of my class, will know how to find it and compare all sides. 

Student C, knowing I hate clowns, asked if she could research Pennywise. I asked her if she meant the character from IT. And she nodded with a ridiculous smile. I told her the only way she could prove the character was based on something that came before the novel. Of course, I already knew that it was based on John Wayne Gacy, but I wanted to see what she would come up with. The next morning she came running into my class telling me a giant laundry list of what she learned and all the rabbit holes it sent her on. She hadn’t even started the project and had already learned more about her favorite character than she had known for the last two years. 

I really do regret agreeing to let her choose pennywise however her seeking out the information was precisely the point of this exercise. I guess I’ll have to watch her project from behind my hands when it comes time to grade it. 

Lent

Day 14: School Guidance Counselors

Alexandra Diane

I think guidance counselors are one of the most underused tools at school. Wait, let me rephrase that I think guidance counselors are one of the tools incorrectly overused.  

When I look back at my school career, I can say I remember my elementary guidance counselor. She was tall with brown hair and a kind voice. No clue who the guidance counselors were at middle school. I’m almost sure that I didn’t know they even existed. And for high school, I would invade my guidance counselor’s office for nearly four years, asking her to help me find a college that had a degree in oceanography or something close to it. But not once do I remember my guidance counselors being as present as the fantastic staff at my school. 

If parents were to walk the campus of the middle school I work at, I promise you over half of them would be astonished by how present our guidance counselors and behavioral health specialists are. Students of all grade levels know their names, most of whom know where their offices are. The repore the students have with these professionals is impressive. For the most part, they feel comfortable talking about their issues with the staff and even will seek out help. And those students who kept their problems closer to the vest don’t usually fight the extra push in the right direction. I’ve heard from many of my students that after speaking with a guidance counselor, they don’t feel judged but actually heard for the first time. And I agree entirely with them. 

I don’t know how often I have found myself in one of the guidance counselors’ offices asking for advice. Sometimes it’s for assistance handling a student with a 504 or IEP. However, I’ve found myself in their offices more often than not with personal questions, sometimes self-care because my students have stressed me the fuck out, sometimes about my kids, and a few times about my postpartum mindset. I’m unsure if this is like that at all schools or if we are just blessed with an and staff. 

I think all companies should have guidance counselors. Not HR people because you can’t talk to the person in control of hiring and firing freely. No, a guidance counselor, psychologist, whatever you want to call the person, someone impartial to your career should be available to talk to. I think that could help avoid workplace burnout. 

As much as I sing the praises of our counselors, there is something that I disagree with that is done across the county when it comes to them. Guidance counselors are used in so many other areas that are well outside the realm of counselors that I wonder how they can do their actual job. 

The district requires them to present Social Emotional Learning (SEL) lessons to each grade level several times throughout the year. They also have to present to each grade level these mental health suite 360 lessons as well. The one coming up is about the Prevention of Suicide. And while yes, the topic is tough to present, they don’t have control over how to discuss the issue. 

I don’t think it’s fair that schools are given those extremely difficult and triggering topics, and all schools are expected to teach them the same way. I believe each school should be able to take the issue and tailor it to the school’s location. Because I seriously doubt that the discussions going on at the middle schools in Boca Raton are the same as Belle Glade and Pahokee. Also, our guidance counselors may know what emotional level to present these topics with better than one size fits all. If the guidance counselors weren’t busy being testing monitors or filling in for teacher duties, they could target groups of kids and have a more personal discussion with them. 

I know many of these duties that guidance counselors go through now are because of what happened in Parkland. We don’t want another student to slip through the cracks, but I’m not sure if we keep adding more tasks to their plates, they will be able to see the students. We will have all these fantastic PowerPoint and well-thought-out plans but no students left to save because those who are meant to help are bogged down with the extra work of the School Board bureaucracy. 

Lent

Day 13: Classroom Assault

Alexandra Diane

I was working on blog post 11 and 12 but stopped.

I hear endlessly that people don’t understand why there’s a teacher shortage, but the answer is simple. We don’t get paid enough. I’m not talking about being paid enough to cover supplies and random things we’d like to decorate our classrooms with. No, we do not get paid enough to put up with mental abuse from students, which some teachers deal with daily; more disturbing is the fear of being physically assaulted by a student.

In the last few months, the national news has been paying attention to two different attacks that happened to teachers. One was a six-year-old who shot his teacher, and the other was a fairly large ESE student who beat the living shit out of his para. If you have seen the attack video, you know there is no other way to describe what happened. While both incidents are horrible in their own right, they are not that unique. 

I have no answer, but reading over and over again that the schools failed is taking the easy way out. As a teacher who sees students of all learning abilities and ages, there is not one answer for why students in the public school system have become so toxic. Just as the mainstream media likes to blame the schools, I could easily blame the parents of these students. However, that’s unfair. I have been a part of parent-teacher conferences where parents do not understand why their children are cussing out the teachers or threatening them. At the same time, I’ve been a part of conferences where the parents are hostile and blame the teachers for their children’s behavior. 

An assault happened to one of my co-workers today, and while I can not openly discuss what happened with the teacher, if there had been a video, I’m sure it would have made the news. I don’t know how to handle discussing assaults on teachers. Yes, the public needs to be aware of the fucked up situations. However, I’m nervous that airing these incidents will cause copycats. 

Even if we never show or name another student in an assault case, students will still act out, and there need to be more severe consequences. I don’t know what other consequences are required, but suspensions aren’t enough. There are students who have told me they would rather get a two-day out-of-school suspension because they will watch Netflix the moment their parents leave. How is that a punishment for verbally assaulting an adult? How is that punishment for assaulting another student? How is out of out-of-school or in-school suspension a punishment for being late to class repeatedly? It isn’t. The students actively seek these out. I have a student that, the moment her boyfriend gets I.S.S or O.S.S. she tries to get whatever suspension he has so they can spend time with each other. 

While venting my frustrations, I suggested we should hold the parents more accountable. Maybe that might make those parents who ignore their children’s toxic behavior to become more aware. Maybe instead of I.S.S or O.S.S, the parents have to pay a fee after a student has received a certain amount of disciplinary referrals. It might make people more aware of the situation.

A lot of these assaults are perpetrated by students who can be classified as EBD. The mainstream media tend not to talk about students with disabilities. This is where a big Catch-22 comes in because we are now discussing disabilities.

A student with an emotional/behavioral disability has persistent (is not sufficiently responsive to implemented evidence-based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity.  

Basically, once these students get the EBD label, they act as if they are invincible. Yes,some of these students actually have a disability where they cannot control their temper and outburst, and other things along those lines may happen. However, some students will cause harm and say, oh, I can’t help it because of whatever label they’ve been given.

I believe every child should receive an education and their best education.However, there has to be a line. I don’t think that students should return if they have already been to juvie for assaulting a police officer at the school. We need to establish a clear boundary. When do we put other students at risk because we want to ensure that everything is inclusive?

Not all behavior issues are attributed to disabilities. Some students are outright a*holes. It doesn’t matter their socioeconomic background or how good or bad their parents are. They’re just not good people. And it’s extremely unfortunate because no matter how hard their parents try, the students do not care.

So I am at a loss for what to do. Teachers shouldn’t have to worry about being verbally or physically assaulted by their students. Everybody deserves an education. But how many chances do students deserve before they are hindering everyone’s ability classroom? How many chances before the student causes disturbances that disrupt an entire school? What is the answer? I don’t know, maybe you do.

Lent

Day 6: Witchcraft

Alexandra Diane

Today my students made me laugh. 

Student A came up to me extremely concerned. She asked if manifesting something into existence was witchcraft. I explained to her, no; it was not witchcraft. I did my best to tell her that manifesting something into existence was the same as putting out positive energy and hoping to get positive energy and return. It also helps people keep a positive mindset while working towards a particular goal.

 Student A fidgeted slightly before looking back at Student B.  “Well, Student B is doing witchcraft. She wrote the boy’s name on a piece of paper and stuck it in her shoe.”

Student B quickly took offense, not for being accused of witchcraft but because it wouldn’t work. “It’s not going to work,” age pouted. “I forgot to burn the paper, and it won’t work if I don’t burn it. I just wasted my time.” 

“See, I told you!” Student A said, throwing her arms dramatically in the air. “Mrs. Jenkins tell her she shouldn’t do witchcraft.” 

I looked over at Student B. She had her arms folded over her chest and rolled her eyes as I told her, “you Shouldn’t do witchcraft.” 

“and why not?” she demanded. 

And I signed at both girls. “Aside from my number one rule, don’t discuss boys in my class. Why would you want to date a boy who doesn’t even know you’re alive? Don’t waste your time on boys who don’t know you exist. You’re too awesome for that.” 

Now student B is fidgeting in her seat, “whatever, it’s not going to work anyways. I did it wrong.” 

All of this made me laugh. Twenty-plus years later and middle school girls are still doing the same ridiculous things that they probably have been doing for generations. I remember lighting candles and doing silly rituals, hoping some boy would know I was alive. And let me tell you how glad none of that magic actually works. 

God lord, middle school girls have awful taste. I could count on one hand with half my fingers missing how happy I would have been ending up with my middle school crush.  I’ve seen what some of my crushes have grown up to look like, and they are far from what my adult self finds attractive. 

I try to explain to the girls and boys, when they listen, that it’s okay to have relationships, but don’t act like your life is ending because you broke up with the guy you’ve been “dating” for two weeks. I remind them they have plenty of years left ahead of them to torture their love interests. 

When Student B brought up magic again, I explained to her I know of one couple that has been together since middle school, and it wasn’t magic that kept them together. It was hard work, communication, and a strong foundation. Something that wouldn’t come from sticking a piece of paper in the bottom of your shoe and lighting it on fire. 

Lent, Teaching

Day 4: Work Life Balance

Alexandra Diane

There is something strange about having a tiny communications device always attached to you. Because of this, it gives people the false sense that they are entitled to your time. This way of thinking is highly prominent when it comes to work-life balance. People expect you to respond to them immediately and get upset when you don’t. They don’t understand that, yes, they may send you a message, but that does not mean that you are under any obligation to respond. 

I have found this way of thinking to have been amplified since becoming a teacher. 

When I worked in broadcasting, I received a plethora of emails at odd hours. The network I worked at aired in the Middle East, and since I lived on the east coast of Florida, it meant my primary communications would be late at night or in the early morning hours. But I also worked from 3 to 11 at night to accommodate this kind of communication. 

There were a few times when I was on vacation that I had to call into work and walk someone through where to find the files. I received compensation for working during my time off. 

This kind of compensation is not extended to teachers or really to anyone for that matter. 

As a teacher, I expect emails from parents and students, but I did not expect the entitlement of how quickly both parties expect responses back. I have received emails from students while I was teaching, and I could not respond. That student sent me six emails in a matter of fifteen minutes, demanding I answer their question. Mind you; this student asked when I would enter their grade for their late work that should have been turned in three weeks prior. While this kind of correspondence is utterly uncalled for, I can excuse it slightly because my students’ ages range from 11 to 14.

What isn’t excusable is the same behavior from their parents. 

My contracted work hours are from 8:45 am – 4:15 pm, Monday through Friday. I do not earn extra pay or time off working outside those hours. I arrive at work usually around 8:15 and begin answering emails. I will even answer emails after hours if I’m not busy with my family. In the last three years, parents and students have exploited this time extension. 

When I started teaching, the emails came between 4:30 to five. But now, in my third year, emails are coming in at all hours of the night. Students and parents are emailing me between nine and ten at night. A: I don’t read them because my newborn needs my full attention, B: I’m usually getting ready for bed, and C: I teach tv production, and nothing significant requires an immediate answer. 

Students have become so accustomed to emailing teachers whenever they feel like it they don’t ask questions during school hours. They don’t feel it’s necessary because if they have any issues, they can email at midnight. Even though it’s not expected or encouraged for teachers to communicate after hours, that does not mean I haven’t received hostile emails from parents because I didn’t respond when their student asked me a question—those emails I choose to ignore until the next school day. There are zero reasons for me to get upset or flustered over things I can’t fix at home. 

If a student had a question on a project, they should have asked it during class. I make sure students have ample time to complete their work in school. I know students these days have a lot on their plate, and as I said, I teach TV Production. They shouldn’t be stressing over my class when they have much more complicated math and ela classes to worry about. 

It’s disappointing how many emails I have waiting for me when all my students know my classroom door opens a full hour before school starts. When I have encouraged them to come in in the mornings for help, they tell me it’s too early, or their parents won’t bring them because it doesn’t fit into their schedule. I’ve been told that if I just answered my emails over the weekend, they wouldn’t have to come in early. But then I informed them that answering their emails after hours didn’t fit into my schedule. 

Lent

Lent 40 days of no social media and 40 nights of writing

Alexandra Diane

Today is Ash Wednesday, the beginning of Lent. This year, I aim to remove social media from my life and to fill the wasted time with writing.

What I originally planned on writing today had to do with my faith and the journey I’ve been on, instead, I’m going to vent about a training that our district is being forced to take. It’s called Youth Mental Health First Aid: A Manual for Adults Assisting Young People by Betty Kitchener. I understand the point of ensuring people have mental health tools, but throwing everyone into the same training is not the best idea. 

They offer the training as an all-day event that people can take online or in person. I chose to take the training virtually. I thought this might be an easier way to digest it; however, I was wrong. There is no way to digest these topics, especially when living with these problems. The only thing that made it easier was vocalizing that this is fucking stupid instead of internalizing it. 

I am already dealing with postpartum depression. Only a few weeks ago, before I started my antidepressants, I was sitting on the edge of the pool watching my daughter swim and wondering how long it would take for anyone to notice that I was no longer there. How could I sink myself to the bottom of the pool, or if I could walk off the pier and into the lake and never breathe again? Thankfully, I didn’t do it. Not sure how I could have done it. I think my body would have gone into auto-drive and brought itself to the surface to breathe. I kept thinking about how I could stop saving myself, and while doing that, my daughter didn’t leave my side. 

It was by far the worst experience to go through. I felt as if I was trapped inside my head, screaming, banging on a glass wall, trying to break through and stop the person who had hijacked my brain. I didn’t understand why I would want to leave her alone to go through life without her mom to help her. She’s an emotional little creature who needs both her parents, and I wanted to wear cement shoes on the bottom of a lake. 

Until today, I thought I had things under control. Who knew that a six-hour training would throw me into a tailspin? The whole thing is supposed to make teachers and other school employees aware of mental health issues with our students, but not once did they think about asking us if we were okay with the topics they were covering? They rushed to throw everything out there. They broke us up into three groups and asked to read little fictional stories and ask how we would handle them. 

My story was about a student who was developing an eating disorder. The only thing is that this topic isn’t fictional for me. I just had to handle this with a student upon returning from maternity leave. Listening to other educators talk about how they would be uncomfortable handling the situation brought me back to high school when I was dealing with my budding eating disorder. No one was aware of what I was going through. It also made me truly grateful for my relationships with my students. 

As I listened to the people in my group present what we discussed, I word-vomited how I handled my situation. How that only in a week or so back from maternity leave, I noticed one of my girls kept putting her head down, how she had transformed from an energetic student to one dragging through the day. When she returned from lunch, she talked about how she didn’t eat again, and I snapped. I responded as if I was out to brunch with girlfriends and asked, “Are you anorexic? Is that why you’re skipping meals?”

She just stared at me. “What’s that?”  she asked.

I explained to her and her other classmates that anorexia is when a person controls, limits, or stops eating because you don’t like the way you look or feel out of control in your life.

My student looked like I had just peeled a cover off her eyes. “Yes, it’s both.”

I told her I would notify the guidance counselor, and she asked why. I explained because I loved her and this was not the path she needed to go down. It only causes pain and more trouble. 

The trainer said I did what the purpose of the class was. Only she missed the part where I said I lived with this and didn’t have the mental bandwidth to handle my students’ issues. Not once did she ask how I felt returning from maternity leave and being inundated with students’ problems. But, you know, why would you want to check on the people asked to be aware of students in crisis? Obviously, we are all fully prepared and qualified to help students and guide them on where to go for help after a few rushed hours glancing over highlights of anxiety, depression, and psychotic disorders.

But we did get a solid hour or so being inundated with the worst guidance on suicide help and prevention. 

As the instructor spoke, I took a Xanax. I felt like I was going to crawl out of my skin. I kept staring at the webcam, not covering my mouth as I talked to my co-worker, who was in the same session. We both could not believe what they were covering as suicide prevention. It was like listening to someone who had never experienced or knew someone close that suffered from suicidal thoughts or depression. I swear, if anyone had approached me and asked, “Are you going to kill yourself?” or “How do you plan on killing yourself?” things would not have gone over well. When I expressed this to the behavioral health specialist, he said it was proven to stop people from killing themselves. I don’t believe this. 

I watched the screens of the other people in the session, and you could see those visibly disturbed and uncomfortable, and not once did the instructors say hey, let’s take a break or check in with us. No, because today isn’t about finding out if the adults are qualified to handle their students in crisis. Today was about the district covering their ass because they lack the proper amount of mental health professionals to help every student. Now, they can claim that everyone on campus, including those who work indirectly with the students, has received training from experts to be aware of mental illness and health problems. 

Oh, the best part, after spending most of my day being triggered and slipping back into a dark space, I have to teach until the end of the workday. 

So thanks, Palm Beach County School District, for thinking this is the best way to handle things. 

woman in red long sleeve writing on chalk board
Teaching

Teaching during the strangest time ever

Alexandra Diane

I entered teaching at probably the strangest time ever. On my first day, I wasn’t standing in front of a classroom full of kids that I had no idea who they were, and they had no idea who I was. Instead, I wore pajama bottoms and a professional-looking shirt and had a steaming cup of coffee next to me as I logged into my computer. 

Everyone said that this would be the hardest thing I have ever done. In reality, starting teaching virtually where I wasn’t genuinely face-to-face with these kids was really easy and probably the more comfortable way of transitioning into this career. 

Now it’s my second year of teaching, and kids are at school for the most part. We have kids that are constantly being quarantined and missing out, but I’m not logging on setting up a Google Meet.  If these kids are truly sick, I want them home recovering, not worrying about school. 

What I do miss from that first year of teaching virtually is if the kids who didn’t want to participate in class turned the cameras off. They weren’t disrupting class. They weren’t being rude or disrespectful or screaming in the hallways or kicking my door. They just didn’t answer when I called on them. And sometimes, I would like to go back to not having those disruptions in class, which allowed those who truly wanted to learn the chance to learn. But there’s a catch. When they’re at home avoiding class, not learning, playing video games, or zoning out binge-watching TV, something is being missed, and it’s not just an education. 

Some students genuinely need their teachers, and it has nothing to do with what’s in a book. Teachers see your student every single day. We may notice something is off with a child before a parent ever does. Schools give kids a chance to learn and grow socially, whereas when you’re at home and have a device stuck in your face, you’re never going to do that. People are braver behind a keyboard when they don’t think anybody can see what they do or experience the hurt they may cause someone with their words. So while I wish I could go back to last year and not have to deal with some of these students who drive me up a wall, I wouldn’t. 

I have seen how much help teachers can give students. I have seen how much guidance teachers can provide parents who are lost and don’t know how to help their child. I have been an advocate and have seen other teachers be advocates for students who need help with learning disabilities that their parents don’t realize that their child may have.

When I worked in news, I turned off my computer and went home. I didn’t think about anything else. The show was over, and there was nothing I could do to fix it. However, you turn off your computer at this job, and things stick with you because sometimes these kids only have their teachers to take care of them, even if they drive their teachers crazy most days.

I read an article the other day that said they expect 20% of the teachers to quit by the end of the school year. I get that. I see how much these people love their job and love their students, but the shit that teachers deal with day-to-day would have most people quit their jobs. Teachers don’t just come to work and teach. Aside from creating their lesson plans participating in parent teacher conferences, they must also complete a variety of continued education courses and district-wide compliance courses. Some of it makes sense, and some of it is complete bullshit. Most teachers walk on a fine line about what they can talk to their students about and what they can’t. I have seen videos of teachers losing their absolute minds and being downright disrespectful to their students to the point where if it happened to my child, I’d be taking the teacher to court. However, at the same time, many parents allow their children to be disrespectful to their teachers, scream at their teacher, argue, and fight, and when a parent hears about it, their very first reaction is to blame the teacher. 

No adult wants to put up with this kind of mental abuse on a day-to-day basis. Many people wouldn’t last a week in this field. They would look at their paycheck and say, “Fuck this. I’m out.” And guess what? A lot are about to do just that. 

I used to joke and say, why do kids get so many days off school. Well, now I know they’re completely burnt out. A large part of the students’ education, crammed into their heads, seems to be solely for a test, not something practical. There are so many standardized tests that these children must pass and, half the time, it’s just reflecting on if the teacher was able to spit out what the district thinks the kids should know in that particular window. There is nothing that focuses on what the teacher has truly taught them or even if the kids are learning and retaining. Some kids are great test-takers while others aren’t, and those test-takers earn the school district a better grade. 

In these two short years, I’ve learned that those days off aren’t just for the kids, and they are there for the adults who have to watch your kids while you go to work and have free time away from children. So while these teachers and administrators love their jobs and want to take care of your kids to make sure that they become well-rounded adults, most don’t have the support from their community. They could be like Palm Beach County and have an entire school board filled with people who have never been inside a classroom making decisions for teachers. 

These are things that I would never have known sitting in a newsroom. These are things that I would never have known as a parent when my daughter enters kindergarten next year. 

Something has to change because the people who take care of your kids when you’re at work will be gone soon. And while I may still be here, six other teachers might be gone. Something has to change because we can’t keep saying that this is the strangest time ever to teach because eventually the strangest time becomes routine, and people don’t won’t put up with this kind of bullshit for long.

Teaching

Not a Waste of Time

Alexandra Diane

As my last class of the day ended, a student of mine informed me that one of her academic teachers did not like my class. The woman’s words were, “That class is just a waste of time.”


I’m not going to lie; many snarky comments ran through my mind, and then I remembered that I teach middle school and what I say affects them. So my only response was, “that’s unfortunate.” What was truly unfortunate, aside from this woman’s thoughts towards my class, was that I’ve never had a negative interaction with her. I’ve never said anything bad about her, yet she was still trash-talking my class to the middle school students.


How wonderful is that?


What is even more unfortunate, outside a trash-talking adult, was that this adult was putting down the student. The student was discussing the upcoming project when the teacher decided to share her opinion.


After digesting my frustration, I stopped to think for a moment. I don’t believe this person understands everything my class has to offer. It’s not just a place for students to learn technical skills that can be used in a future career. It is a chance for them to express themselves where they most certainly would not have the opportunity to do so in an academic classroom.


First and foremost, video editing is no longer isolated to the broadcast world. When I was looking to switch careers, nearly all job postings asked for basic video editing skills. The main reason for this has to do with social media. Almost all companies now use social media to promote themselves. Employers are looking for people who understand design to drive business to their social media accounts, websites, or even better, their front door. So if I can instill a basic understanding of graphic design and video production into my students at a young age, I am giving them an extra building block they will need in their adult life.


If we look beyond the technical aspect of my class and at what else there is to offer, you will see how vital the arts are to all students—especially those at the middle school level where they are trying to discover themselves.


When I started at this school, I was warned not to expect much from my students. They are young, and they probably won’t be able to handle everything I expected them to do. I listened. I assessed, and I decided that everyone was completely wrong. If we constantly tell our students they can’t do something or are too young to do it, they won’t be able to do it. But if we push them and give them the tools to climb the ladder, these kids have no clue that they “shouldn’t be able to do it.”


I have a group of 11-13-year-olds shooting live to tape news productions. I spent two weeks with them, teaching them how to use the Tricaster, line producer (basic line producing but still pretty hard), along with every other job in the control room and those in the studio.


Do they mess up?

Heck yes, they do.

But do they give up?

No.

It’s not in their vocabulary.



At the beginning of the year, I had a parent who wanted to pull her daughter from my program because she was scared her daughter wouldn’t be able to handle the pressure. I expressed to my guidance counselor that that particular student was fully capable of doing everything in my class. The only reason she had issues last year was she didn’t log into class until it was a quarter over and didn’t want to do the work. Five weeks into the school year, I knew if I needed to send out a student to get a news story or collect footage for a project, her hand would be one of the first to go up. She is now interested in either line producing or technical directing—two of the most challenging jobs outside of reading the newscast.


This student wasn’t my only shy student. Nearly all my classes have a handful of those who don’t want to be on camera. I get that sentiment. I hate being on camera. It’s why I’ve spent my career behind the scenes. However, I do not let my students hide. They are allowed to work through their anxieties, but they cannot succumb to their fears.


Last year, one of my strongest anchors was a boy who refused to turn on his camera at the beginning of the year. When he returned to school, he was very shy, so I tasked him with being my floor director. That meant he had to speak up and relay the messages from the control room to those in the studio. It may not have been his words, but he was finding his voice. About a month into it, one of my anchors was absent, and he asked if he could anchor. I very enthusiastically said yes. Every single student in the class was in shock. Students who had grown up with him said he barely talked. Let me tell you, that was no longer the case. His other teachers said they saw a boost in confidence that wasn’t there in his prior two years at the school.


Confidence.


Confidence is probably one of the most beneficial life-changing things that a student could take away from my program. Students gain confidence from failing while growing from their failures. I have students of all academic levels, from honor students to high functioning ESE. I hold them all to the same standards. Though I do not expect the same level of work, I expect them all to try their hardest and execute their best. Not everyone’s best will be the same. Thankfully, since I am not a core class, I know that I’m not forced to reach specific standards or pressured by a statewide test, and I have the chance to pause and work with my students.
This year my T.V. One students will be creating a 2-3 minute silent film that they have written. They will create a travel promotional project that expands their knowledge of different cultures and places worldwide. They will be making a text-based informational video about one of our 50 states, teaching themselves and classmates interesting facts they didn’t know before. The last project they will be creating is a 5 minute documentary on a topic of their choice. In making their documentary, the students learn how to research, analyze facts, and present a compelling narrative with the least bias possible.


But you know this class is a waste of time.


My second and third-year tv students are writing a 15-page script. I will be able to workshop with my students and review their work. I will be able to expand on what their ELA and Reading teachers are teaching in class. Because Lord help me, these students write like they are texting. The finished film will be about 15 minutes long. The directors, actors, crew, and basically every step of the production are under the control of the students. I am just there to help along the way when needed. Students are not only learning teamwork; they are learning time management and problem-solving skills.


Again this is a total waste of time.


This teacher was right. Students shouldn’t worry about my class. Their entire school experience should be about their core classes because those teachers can get in their standards while expanding on other necessary skills that young minds need to learn.


Or maybe people can see the value of having a well-rounded education and not judge what they do not know.