Tag: Education

Teaching, Writing

Well, I’m not okay.

Alexandra Diane

Hormones and body dysmorphia is fun.

When your brain thinks it’s still in its twenties but you’re closer to forty. You looked at my hands and wondered who they belong to? Why do they seem to belong to a person who is decades older than you? You wonder if someone has replaced my skin with an alligator’s. There are days when you wonder how you’re an adult and you need an adultier adult to fix the situation, but you are the adultier adult now.

I wonder how I’m in charge of helping the three young beings grow into being adults. It feels overwhelming and exhausting and rewarding all at the same time. I wonder if I’m going to fail? How much will I give to watch them succeed? I know I will never give up, but how much of myself will I have to sacrifice for them?

I feel the same way about my students.

 I know my seniors, for the most part, really don’t give a fuck.

They just want to graduate and get out of school. I grasp that mindset completely. I wanted to do the same thing at their age. But my younger students I work hand in hand with. I try to make sure, as many of them as possible, understand what we are doing and how to create different things. But it’s just so frustrating and demoralizing when some of your students either won’t do the work or lie to their parents and say that I don’t care. I can only do so much. I am only one person. But I will never brush a student aside. I am always willing to help them. I make myself available outside school hours; they have my phone number, and know that they can text me if there’s ever an issue. I just really wish sometimes I could record my classes and show the students who put no effort and how I call them out in class. When I ask them where their assignment is and show their parents the shrug or nonchalant response that I receive. You would think I was asking them to recreate End Game instead of requesting them to put just the tiniest bit of effort into their schoolwork.

I have enough shit on my plate to deal with. I’m not completely sure why I thought being a teacher could be rewarding. Thankfully, transitioning to high school there have been more positive days than bad. However, on days like this, where I already hate myself, I just wonder if it is easier to return to the newsroom. Maybe 2am wake-up calls weren’t truly that bad. 

Bloganuary

The College Try

Alexandra Diane
Bloganuary writing prompt
If you could un-invent something, what would it be?
View all responses

I’m a millennial *queue annoying montage of people saying that over and over again.* But I am and growing up we were force fed the idea that college was our only option for a good life. However, as we know now, our generation is the over educated and grossly underpaid. So when the topic of “If you could un-invent something, what would it be?” was presented, I had a bunch of options run through my head. Did I wish for social media to disappear? Could bombs not been invented? Maybe I wished for AI to vanish? But as I was driving to work, a different thought crossed my mind. I wish the push for college education had never been invented. 

Now I can hear people saying that colleges have been around for hundreds of years. But I am not talking about being rid of higher education. I am talking about the propaganda that college is the only option for a successful future. I’m pretty sure my generation is a prime example of what can go wrong in a short amount of time if we rid ourselves of trades. We have a world filled with consumers and hardly any people who know how to produce. People complain about how hard it is to find someone to fix their AC or plumbing. Well yeah, we were told growing up that those jobs were beneath us. That no one of value should want to work with their hands. But now we’re seeing how untrue that logic is. 

There’s a social media trend discussing how millennials are skipping the midlife crisis phase and jumping right onto “grandparent hobbies.” I mean, do you blame us? We burnt out. We didn’t spend our lives outside like wild men like our parents did. Our parents kept a watchful eye on us because they had the chance to be free. They wanted us to experience opportunities they never had, and the advancement of technology pushed us in that direction. We were the generation of kids who took AP classes and dual enrollment classes, so we had a head start on college. Millennials don’t need to have a midlife crisis. Most of us had one during college or our twenties, as the world fell to shit for the third time. 

Now I look at my gen-z students and see how that process has amplified. Some of the most creative kids are being told they are failures because they don’t test well. However, I am proud of my school because we have a construction and automotive academy. These are amazing opportunities for our students to work with their hands. Also, my program of TV production is another outlet for students to challenge themselves outside of core classes. Within these programs, we are pushing students to earn their certification for the software or skills they have learned. Certifications are being more sought by employers over college degrees. We are giving students the opportunity to obtain them without the high cost they would have to pay if they were an adult trying to earn them. 

The shift in employers’ expectations is giving me hope for the younger generation. May now they will branch out into other professions without the stigma my generation faced. It would be nice to see blue-collar jobs appreciated for their worth. Because if we don’t have HVAC technicians, plumbers, mechanics of any kind, our world will fall apart. We need to encourage students to get out there and get dirty. Not everyone is meant to sit in an office all day. Not everyone is meant to write a twenty-page paper on the meaning of the color red in a film. Some people are meant to build homes, have grease under their fingernails, and make sure the world can still run. We need those people. 

Bloganuary, Writing

As a Mother, Educator, or Writer?

Alexandra Diane
Daily writing prompt
What is your mission?
View all responses

The prompt today is: What’s your mission? But that’s not a straightforward question to answer. I wear many hats, so how do I know which mission they are asking about? So I’ll answer for all. 

As a mother, my mission is not to raise assholes. Children are only children for such a short time. They will spend a majority of their lives beyond my home and care, making it my duty to raise decent humans. I know it may be a silly concept, but I am not talking about raising people pleasers either. I want my children to know when to be respectful, when to reach out to those in need, and be able to work with others. To know right from wrong, when to seek help or when to problem solve. More importantly, I want them to know when to stand up for themselves and how to leave a dangerous situation. 

Parenting is about love and care, and so is teaching. My course is an elective, a choice program that students apply to be a part of. It is considered a career and technical educational course. And for me, it’s so much more than teaching students how to use a camera and edit. I heavily focus my projects on critical thinking and problem solving. I want my students to understand how to research their topics and find credible sources. The aim is to expose the dangers of unquestioning information and to showcase the ease false information can be created. I usually go off script when students are required to engage in the school-wide Mental Health lessons. Most teachers just have the student watch the videos and answer the questions and leave it at that. The students find the lessons to be a waste of time because they include dated examples. However, I speak to the class about my personal life experiences that relate to the lessons. Many students have thanked me because they feel uneasy or need time to process the information after the lessons. After the Techsafe lesson, I have all my students take out their cellphones. I explain to them how metadata works and show them how their pictures create a map of everywhere they have gone. We then go through their settings and turn off different location trackers.

As for being a writer, I don’t have a mission for anyone aside from myself. Writing is therapy. Sometimes I use it to express emotions and negative feelings, and other times to share thoughts I don’t want to keep to myself. I have had thoughts that have been beneficial to others and have found the readers who needed to know they are not alone. However, I don’t market my work or seek attention for what I write. I write for myself, be it my blog, my short stories, or my book. I write because it is a passion, not a mission to make money.  

Bloganuary

My College Selection Process

Alexandra Diane
Daily writing prompt
What colleges have you attended?
View all responses

I could sum up today’s prompt in one word. What colleges have you attended? One, just one. But what fun would it be to end the conversation with just a word? It wouldn’t at all. If I left it up to the simple word of one, you wouldn’t know all that went into picking where I had my college experience. I look back at my reasons now and laugh. I’ve spent the last few months listening to stressed-out seniors freaking out about their college decisions. Part of me wonders if I should have put more pressure on myself, but in the end, it doesn’t matter where I earned my degree from. I wouldn’t change anything. 

When I started high school, I absolutely knew what I wanted to do with my life when I graduated: I wanted to be a marine biologist. I had spent nearly all my summers at marine biology camp studying fish and ocean life. Basically living at the beach for as much as someone could without a car and watching documentaries on marine life. While the internet wasn’t like it is today, I did as much research as I could about my future career. That was until I took my first biology class. I realized I’d rather swim in the ocean surrounded by fish than I liked the actual science behind the creatures. 

I felt perplexed. I had spent the last three young years of my life thinking I would dedicate my future to the study and survival of the marine world, and now I wanted nothing to do with it. I still loved spending time at the beach. However, it was more for an escape and a place to be rather than study. I shifted gears from marine biologist to an underwater videographer. I figured I could blend my two passions together. 

I spent countless hours in my guidance counselor’s office trying to figure out what college would suit me best. God knows how much of that poor woman’s time I wasted. She was sweet and indulged my dreams. Looking back, I can see how she guided me in the best way she could, finding schools that dealt with ocean studies and still had a film department. Either way, I was doomed, because pursuing a career in film is just as challenging as marine biology. I am not sure when my gears shifted from the underwater world to the surface, but eventually I focused only on a communication degree. 

I remember some people asking what I planned on doing with my future, especially because I wasn’t seeking a journalism or a film degree. I told them I didn’t know. I know I enjoyed directing our student run newscast, but I also loved creative writing. At one point, I didn’t even want to get a degree and wanted to dive right into work. But my mom persuaded me to earn my degree, just in case I changed my mind. 

My choice in a more open degree allowed me more freedom in picking where I could go to school over my friends who were seeking a more specific degree. I knew I had to stay in Florida; I had earned bright futures, and out-of-state tuition was insanely expensive. My parents and I discussed different schools. Orlando had UCF, St. Augustine had Flagler College, Tallahassee had FSU, Jacksonville had UNF, and Gainesville had UF. My SAT scores ruled out UF and, for some reason, I had no interest in FSU. 

The university I toured was UCF. While the campus was pretty and was in very close relations with Disney and Universal, my mom and I had a weird vibe about the school. The tour guide focused on the engineering building. When we asked them to show us the film school, the person just pointed in the general direction and said we could go look after the tour was over. Now this wouldn’t be such a problem if the majors were mixed, but the tour was for communication and film majors, and yet the person outright refused to show us the film school. 

My students would be shocked if I told them this. UCF is where most Florida film students go now as their backup school if they do not get accepted into FSU’s film school. However, this was nearly two decades ago, and I’m not sure if the program had the same notoriety as it does now. 

Another hit the school had against it was its distance from the beach. Although I said I was focused on above water production, I still went to the beach in my free time. The thought of driving over an hour instead of the usual ten minutes was not appealing to me. Yes, I know this makes me sound a bit spoiled, but growing up in South Florida allows us certain luxuries that other places do not. We also spend a good portion of the year boiling from the sun and six months out of the year praying that hurricanes don’t hit, but it’s a give and take. The beach was my happy place and brought me peace, and I was certain I would need it in college. My mental health became more of a priority than I realized. 

The next university we looked at was FAU in Boca Raton. I knew little about the school, other than it was 45 minutes from my parents’ house and dangerously close to the beach. When we got to the campus, it was beautiful, filled with trees and history. The campus was initially built as an air force base during WWII. Despite the campus’ growing popularity and updates, remnants of its military past remained. Some of the old dorms were once barracks, and the breezeway was a runway. Our tour guide shared a lot of information about the school’s history, including Nazi submarines near the coast during the war. The tour of the campus had a different vibe than UCF. The students we saw looked relaxed and having fun. When we asked the tour guide about the communication program, they promptly took us over to the Art and Letters building and broke down what the school offered. They also informed us about two more campuses that housed the production classes. 

When we left the school, I felt comfortable, unlike when I left UFC. I knew a lot of my friends were applying to UCF and had plans to work for Disney and Universal, but I knew my path wasn’t the same. My mom asked when I wanted to go tour Flager and I said I didn’t want to. I wanted to go to FAU. She asked what if I didn’t get in? I laughed because no one got rejected from FAU. I told her I liked how the tour guides seemed excited about the school they went to. The school was small, so I would have more intimate classes. I also liked that I could take film, theater and any other classes that I was interested in without getting off track for my degree. Also, I loved how the tour guide brought up if there were a few hours between classes how easy it was to go to the beach. 

So while all my friends were stressing out about where they would go to school and how, whether or not they would get in, I started planning what classes I would take. I knew it was only a matter of time before I got my acceptance letter. I was eager to learn about the historic and academic side of film, along with the production side. But I was also excited to plan my days at the beach. 

Lent, Teaching

Day 38: The danger of misinformation, especially with school safety

Alexandra Diane

Today was a shit show and a half. But the chaos started the day before. 

We were in code red before the first period was over. Only this time, it wasn’t a drill. My students were outstanding. We all went to the secure location, and everyone was silent. While we waited for a clear, all I could think about were the students out filming. Not even five minutes after the code started, the all-clear was called. 

When my students returned to my class, I asked them where they had gone. Some entered other teachers’ rooms, some entered the bathrooms, and others headed to grade-level offices. Two students told me they left the camera rolling when they ran off. I said that’s fine; maybe you captured something interesting. However, a few told me they were worried about the equipment. I reminded them I could always buy new cameras. I couldn’t purchase their life back if the unthinkable happened. 

Finally, the last three students returned to class. And boy, did they have a story. They were recording as the incident began. A male student had become hostile and was verbally threatening a teacher. The girls were packing up. They didn’t want him to break the camera. He was punching the doors and shouting at any and all authority that came near him. Before that could return to class, the code red started. They left the gear and went to a secure location. They could still hear the student yelling and threatening as the Administration detained the hostile student. Two of the three girls said they were concerned about his behavior, and my third said she wanted to stay and get footage because it would be a good news story. I joked and said, “Well, we know who the future newscaster will be. But in all seriousness, your safety is the number one priority.” 

We all went about our day, and aside from thinking about how well our students handled the situation, I gave little thought to it. 

This morning we had our monthly faculty meeting, and we found out the teacher didn’t mean to activate the code red. Although I think it was good, who knows if the Hostile student could have lashed out at an unexpected student walking in the halls? We learned that pressing our emergency badges three times, pausing, and then pressing them three times again counts as six times. And if they were pressed after that, it activates a code red. We all assumed that pushing it three times would alert the administration that they were needed in the room, and if we waited a moment or two in between that, it would just reactivate the administration call. Most of our teachers didn’t realize that even if there were moments between the three punches, it would activate a code red, which is what happened. 

When we arrived at school today, there was more police activity on campus than usual. Most of them chalked it up to the code red. That was until the principal told us the suspended student had posted a threat on social media. The principal wasn’t even aware of the danger until he arrived on campus. We have an extremely good system where parents and students can report social media threats or any threat. However, our local police force was on our campus faster than the reporting system this time. Somebody had notified them about the student making a threat to our school. Our principal had just found out this information not too soon before our meeting started. Our principal is amazing and very transparent with the teachers, the students, and their parents. He composed a message to inform us that there was a report and that the police were already handling the situation, which he sent out once our meeting was completed. However, that wasn’t soon enough.

Students were already making their way to campus in the morning. Those who travel by bus leave insanely early, and many parents drop off their students before school hours because they have to go to work. So while we were in the meeting, students were already on social media sharing the post that the student had threatened the school. And they panicked without knowing that the situation was being handled. They did not give us a chance to calm the storm before it took place. The rumor mill had already begun. 

This was probably the most dangerous part of the day. Teenagers gossiping. Students are not talking to adults but to each other, exaggerating and making the situation worse. Kids were already calling and texting their parents, asking to be picked up. Parents calling the school jammed the phone lines, limiting communication. 

But while there were kids that were worried and calling their parents, those who wanted to be sure the Administration saw every single post made. They wanted to ensure everyone was aware of the situation, and I was so proud of these things. They wanted to make sure that there was no possibility of anything wrong. Unfortunately, things became worse when rumors grew.

This was when I started getting emails from parents asking me what was happening. I told them everything was normal, and we were all fine. I asked where they heard things, and they said a teacher told their children the suspended student had returned to school. Which I knew was not true. I reassured them that everything was safe and that even though everything was safe, out of an abundance of caution, we had an excessive amount of police force on campus. Then some parents sent me screenshots of the local community input people were saying. Some parents didn’t even have children on our campus and were spreading lies. And then the thing that pissed me off the most happened. My former news station reported that we were in a code yellow. Code yellow is when teachers are still teaching but restrict the movement in the halls unless absolutely necessary. We were not in a code yellow. We were not in a code anything. It was a normal day being blown out of proportion by people spreading lies and rumors. This was ensuing chaos. One mother complained that it took an hour for her to pick up her child. Not only was there an excessive number of parents picking up their kids, but they must vet every single person who was picking up a student. The administration was not just going to allow anybody to come to pick up kids randomly. It always has to be checked, and there were parents complaining about that. 

Today was a fucking joke, and it wasn’t because of our administration. They were doing more than necessary to be open with all the parents. They did everything possible to ensure safety. And they were trying to keep the students on campus calm. Unfortunately, worried parents made the situation worse.

I fully understand the concern, but social media’s gossip mill made things awful. News stations reporting with false information made it even worse. Adults and students alike spreading lies and gossiping made things atrocious. Teachers were with the students all day. We were calming nerves dealing with those having panic attacks. This put us under a lot of stress and pressure to make sure all students were okay and safe. Not just physically but mentally as well. Some teachers taught while others, like myself, turned on a movie and tried to distract the students from thinking of anything negative.

Adults need to be smarter. They need to stop gossiping and spreading rumors, and inciting horrible comments about things they do not know what is going on. Some parents were saying how their students were telling them a different story than what the principal was saying and calling the principal a liar. Our principal is anything but a liar. The students’ safety is his number one priority, and today he took every precaution. Our administrative staff in the front office were dealing with hostile parents, who were making the situation worse than it needed to be. Parents need to remember these are middle schoolers. There is a total no chance that their precious little babies would exaggerate the situation. I heard them exaggerating the situation. There were rumors spreading that an administrator got into a fight with the suspended student and was in the hospital, and there were people that actually believed it. Which I found absolutely absurd, since the man was walking around campus unharmed and obviously not in a hospital.

I truly understand people being concerned and worried. But they need to be smart. They don’t need to make a situation worse. And that is all that happened today. Gossip, rumors, news stations sharing false information. All of this caused more chaos and is not helpful.

I can’t believe this is my second post in less than 40 days about the chaos in schools.

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.