Random thoughts...
I.
Teachers have unique personalities. We have to--in this job, it's almost needed, especially in the English and history departments. Those teachers are just plain freaks; they study people and personalities and society. Compound that with all the learning they have done, you have a genius who is sociable and witty, but still a generation away from their students, therefore, crazy by students' standards.
II.
I played Depeche Mode in class yesterday for background noise while the students worked on posters. One student immediately made a criticism: "I can't work in these conditions. Goth is so depressing and dumb and emo!"
"They're not Goth!" I shot back.
"How many Goths does it take to screw in a light bulb?" he asked. I just narrowed my eyes at him without saying anything. He continued with a fake falsetto, "I don't know. I'll just hit here in the dark and cry. Oh, boohoo!"
"They're not Goth!" I repeated. "They're 80's, and their music was called synth-pop. They're still considered rock now."
"Emo!"
"Oh, yeah... Slayer isn't death metal. It wasn't in my time and it still isn't now!"
Another class argued that Nine Inch Nails was also Goth.
III.
Today, a group of students asked if I could monitor their club because their current advisor had to leave early. They used my room to hold their meeting. Can you guess the club? Anime. I have always hesitated to be associated with the anime club, but now a good majority of students know I like anime. I think they are secretly plotting to overthrow their current advisor because they want me instead-- a knowledgable teacher who knows anime and a bit of Japanese culture. A few said that they saw me at Anime Expo this past summer. I don't want to see my students in my personal time. I'm going to avoid all of them if they make an attempt to say hello to me at next year's Anime Expo.
Thursday, October 27, 2005
Tuesday, October 25, 2005
I Feel So Used...
I hate to say it. I really like my colleagues, but a certain teacher is beginning to annoy me. I shall call this teacher the Tick (gender will not be disclosed).
As a seasoned teacher, I thought that Tick would contribute more to help out new teachers as well as teachers who teach the same curriculum as Tick does. Tick has been coming to me before or after school asking how I teach certain things. I don't mind sharing tips and ideas, but I draw the line at asking for lesson plans. There's a limit to that. I'll give if a new teacher needs something to start on, I'll give if a teacher is really desperate, but I start to become selfish and irked when a teacher is just plain lazy. Tick was so lazy that it asked for worksheets that were found in the same teacher's edition that we were all given at the beginning of the school year. Tick went into my file cabinet looking for worksheets and lessons. Tick went into my teacher bookshelf and took out books that it wanted to borrow. When I'm typing up lessons or ideas, Tick will ask for a copy through email.
Lesson planning is an art. Sure, I've taken lesson plans from other teachers, but I always modify it to fit my style of teaching and edit certain things and focus on certain skills. I make it my own. Every little lesson plan I create is like a little part of who I am. I have never asked for a lesson plan, made a hundred copies of it, and then passed it out to students--out of pure desperation. I always make time to look it over, ponder how I'll teach it, and then modify it how I see fit. Even now, when I look back at the lesson plans I've created as a student-teacher, I can see how much I've grown and developed as a professional teacher.
I never want to look like a fool in front of students who will catch something that I can't explain or an error that I did not do--or Heaven forbid--can't teach a lesson that I did not make or understand. It's not professional. Because I am a professional, I take the time to look at things and plan, even if planning means having to stay five chapters ahead of the students, or having to stay until 9pm, or having to come in on Saturdays to plan accurately and perfectly.
If I put a great amount of labor into my work, I feel used when a teacher just takes my work without thinking of how they'll use it. When I hand off a lesson plan to a teacher, they think it's easy because they don't have to reinvent the wheel. But as a teacher, one should always think about reinventing the wheel to make it better. It's good for the teacher and for the students.
As a seasoned teacher, I thought that Tick would contribute more to help out new teachers as well as teachers who teach the same curriculum as Tick does. Tick has been coming to me before or after school asking how I teach certain things. I don't mind sharing tips and ideas, but I draw the line at asking for lesson plans. There's a limit to that. I'll give if a new teacher needs something to start on, I'll give if a teacher is really desperate, but I start to become selfish and irked when a teacher is just plain lazy. Tick was so lazy that it asked for worksheets that were found in the same teacher's edition that we were all given at the beginning of the school year. Tick went into my file cabinet looking for worksheets and lessons. Tick went into my teacher bookshelf and took out books that it wanted to borrow. When I'm typing up lessons or ideas, Tick will ask for a copy through email.
Lesson planning is an art. Sure, I've taken lesson plans from other teachers, but I always modify it to fit my style of teaching and edit certain things and focus on certain skills. I make it my own. Every little lesson plan I create is like a little part of who I am. I have never asked for a lesson plan, made a hundred copies of it, and then passed it out to students--out of pure desperation. I always make time to look it over, ponder how I'll teach it, and then modify it how I see fit. Even now, when I look back at the lesson plans I've created as a student-teacher, I can see how much I've grown and developed as a professional teacher.
I never want to look like a fool in front of students who will catch something that I can't explain or an error that I did not do--or Heaven forbid--can't teach a lesson that I did not make or understand. It's not professional. Because I am a professional, I take the time to look at things and plan, even if planning means having to stay five chapters ahead of the students, or having to stay until 9pm, or having to come in on Saturdays to plan accurately and perfectly.
If I put a great amount of labor into my work, I feel used when a teacher just takes my work without thinking of how they'll use it. When I hand off a lesson plan to a teacher, they think it's easy because they don't have to reinvent the wheel. But as a teacher, one should always think about reinventing the wheel to make it better. It's good for the teacher and for the students.
Feeling Great
When I began eating more healthy, I wasn't on a diet. I was just making a conscious decision to change my eating habits because my mother is always pointing out that I eat too much junk food. The salads I've been munching on are great, and I didn't really think that it would affect me that much because I still drink too much soda and munch on other junkie snacks.
The last time I weighed myself, I was at 155 lbs during the summer. I weighed myself yesterday, and I clocked in at 140 lbs. I can't believe I've lost that much! True, my jeans are more loose than before, but it's unbelievable. And even if it's incorrect, it's still an encouraging thought.
The last time I weighed myself, I was at 155 lbs during the summer. I weighed myself yesterday, and I clocked in at 140 lbs. I can't believe I've lost that much! True, my jeans are more loose than before, but it's unbelievable. And even if it's incorrect, it's still an encouraging thought.
Monday, October 24, 2005
Is The Fun Over So Soon?
My afternoon classes have only tortured three students. We haven't seen any more. I think my method for disciplining is working... much to the dismay of my students, who are eager to put freshmen in their places.
Wednesday, October 19, 2005
With A Little Help From My Students...
To assist a first year teacher, I agreed to take her problem students into my class for a quick 10-min time out session. I warned my afternoon classes that we would be having "guests" every once in a while. They accepted the task I gave them with such glee and pleasure.
I began, "I'm helping out a teacher who has some problem students. She's going to send them here, and I want you to torture him."
The class reacted with an excited, "YEAH!!!!"
Caustic Tongue, my sarcastic student to date--he and I have a jokey yet respectful banter every once in a while--was especially excited. I gave the entire class rules on how I want them to torture the guest.
"I don't want you to insult him," I said. "I want you to make him feel bad. I want you to make him reflect about what he's done and be regretful about it. Stress the importance of school and passing classes because the bottom line is: this student wants to take a vacation by being suspended or detention in another classroom. I want you to make him see that that is not a wise decision."
Another student asked, "Can we mad-dog him? Can we get into his face?"
"No, you can't touch him physically, but you can give him dirty looks. In fact, let's all stare him down when he comes in. No laughing. Let's make him as uncomfortable as possible."
I could already see my students jiggling in their seats with enthusiasm. After setting the guidelines, I continued with my lesson. About fifteen minutes into it, a student poked her head in and asked if it was okay to send the problem student. I answered in the affirmative, and I heard Caustic Tongue add, "Yeah, send that loser in."
I continue with the lesson, and about thirty seconds later, a student walked into the room. He strutted in with that fake limp that all bad boys do, but as soon as he saw all twenty-eight of my students staring him down, I saw his shoulders slump.
"Have a seat," I said and pointed to the front corner desk near my teacher's desk.
The whole class continued to stare and got a good look at him since he sat at the front.
"What's your name?" I asked.
"[Bobohead]," he replied. [Pseudonym for confidentiality.]
I was hoping my students would start asking the questions, but they didn't know how, so I continued, "Why did your teacher throw you out?"
"Because I was... laughing." He kept looking at his two sheets of paper.
"You were only laughing?"
"Someone was making shadow-puppets on the [overhead] light."
"So, you were disrupting your class?" I rephrased.
At this point, some of my students just started shaking their heads in disappointment, while they continued to stare.
He made some more excuses, but I kept repeating, "You were disrupting your class?"
He shrugged it off.
"Do you have any work with you?"
"No," he replied with a little more gusto, like he didn't want to do any.
"Well, while you're in here, you're going to work. If you have paper, you can write a letter of apology to your teacher. You have ten minutes. Start working."
"What if I don't want to?" he threatened.
"Then you are defying a teacher, and I'll send a referral."
"Make him read it out loud, Ms. G," one of mine suggested, and the entire class agreed with nods and murmurs of approval.
His shoulders slumped again and he unfolded the two sheets of paper.
Caustic Tongue chirped, "I'll keep time, Ms. G."
"Thank you," I nodded.
My students finally pulled their stares away so I could continue the lesson. While I conducted class, I noticed Caustic Tongue kept looking over Bobohead's shoulder and reminding him how many minutes he had left. At the five-minute mark, Bobohead turned around and gave a dirty look to Caustic Tongue, like he wanted to start something. Fortunately, my student can hold his own. He towered over Bobohead and warned, "What! You're only in the ninth grade and already you're getting into trouble!"
I only nodded my approval, and Bobohead completely shut up.
My students gently reminded me that the ten minutes were up. So we all turned our attention to our special guest.
"All right," I said, "read your letter to my class."
He stumbled over the words, but his sentences were full of "I'm sorry for this-and that." There was a change in his story: he admitted to making the shadow puppets and confessed to being the cause of disruption. Because he stumbled over some words, my students said, "I didn't hear that. Can you read that part again?"
"Yeah, read that last part again."
With a sigh, Bobohead repeated a section of his letter. The best part was: "Please don't send me here again. The other students only embarrass me." At this, my students smiled with pride.
"Now, Bobohead, I want you to give that letter of apology to your teacher, and I don't want to see you again. If you have to come here again, I'll be the one to send a referral. Caustic Tongue, please escort him back to class and make sure that he gives that to his teacher."
They got up and left. As soon as the door shut, my students laughed. "He almost cried!"
"Did he?" I asked.
"He was sniffling!"
"And he changed his story, did you notice that?" someone else added.
"Yes, he did," I replied.
Thirty seconds later, Caustic Tongue returned and he was laughing his heart out.
"What happened?" I asked.
"He was about ready to cry. He said that he can't get into any more trouble because he's already in trouble with his parents for getting caught smoking weed."
My entire class burst into hysteria.
"He admitted that to you?" I asked in disbelief.
"Yes!" he laughed.
"Should we tell administration about that?" another student asked.
"Well, his parents already know, and if he's telling people about it, then I'm sure that means the school already knows also. Good job, class!" I applauded them and they applauded each other.
"This class is so fun," added Caustic Tongue. "I hope that teacher sends another one tomorrow."
I began, "I'm helping out a teacher who has some problem students. She's going to send them here, and I want you to torture him."
The class reacted with an excited, "YEAH!!!!"
Caustic Tongue, my sarcastic student to date--he and I have a jokey yet respectful banter every once in a while--was especially excited. I gave the entire class rules on how I want them to torture the guest.
"I don't want you to insult him," I said. "I want you to make him feel bad. I want you to make him reflect about what he's done and be regretful about it. Stress the importance of school and passing classes because the bottom line is: this student wants to take a vacation by being suspended or detention in another classroom. I want you to make him see that that is not a wise decision."
Another student asked, "Can we mad-dog him? Can we get into his face?"
"No, you can't touch him physically, but you can give him dirty looks. In fact, let's all stare him down when he comes in. No laughing. Let's make him as uncomfortable as possible."
I could already see my students jiggling in their seats with enthusiasm. After setting the guidelines, I continued with my lesson. About fifteen minutes into it, a student poked her head in and asked if it was okay to send the problem student. I answered in the affirmative, and I heard Caustic Tongue add, "Yeah, send that loser in."
I continue with the lesson, and about thirty seconds later, a student walked into the room. He strutted in with that fake limp that all bad boys do, but as soon as he saw all twenty-eight of my students staring him down, I saw his shoulders slump.
"Have a seat," I said and pointed to the front corner desk near my teacher's desk.
The whole class continued to stare and got a good look at him since he sat at the front.
"What's your name?" I asked.
"[Bobohead]," he replied. [Pseudonym for confidentiality.]
I was hoping my students would start asking the questions, but they didn't know how, so I continued, "Why did your teacher throw you out?"
"Because I was... laughing." He kept looking at his two sheets of paper.
"You were only laughing?"
"Someone was making shadow-puppets on the [overhead] light."
"So, you were disrupting your class?" I rephrased.
At this point, some of my students just started shaking their heads in disappointment, while they continued to stare.
He made some more excuses, but I kept repeating, "You were disrupting your class?"
He shrugged it off.
"Do you have any work with you?"
"No," he replied with a little more gusto, like he didn't want to do any.
"Well, while you're in here, you're going to work. If you have paper, you can write a letter of apology to your teacher. You have ten minutes. Start working."
"What if I don't want to?" he threatened.
"Then you are defying a teacher, and I'll send a referral."
"Make him read it out loud, Ms. G," one of mine suggested, and the entire class agreed with nods and murmurs of approval.
His shoulders slumped again and he unfolded the two sheets of paper.
Caustic Tongue chirped, "I'll keep time, Ms. G."
"Thank you," I nodded.
My students finally pulled their stares away so I could continue the lesson. While I conducted class, I noticed Caustic Tongue kept looking over Bobohead's shoulder and reminding him how many minutes he had left. At the five-minute mark, Bobohead turned around and gave a dirty look to Caustic Tongue, like he wanted to start something. Fortunately, my student can hold his own. He towered over Bobohead and warned, "What! You're only in the ninth grade and already you're getting into trouble!"
I only nodded my approval, and Bobohead completely shut up.
My students gently reminded me that the ten minutes were up. So we all turned our attention to our special guest.
"All right," I said, "read your letter to my class."
He stumbled over the words, but his sentences were full of "I'm sorry for this-and that." There was a change in his story: he admitted to making the shadow puppets and confessed to being the cause of disruption. Because he stumbled over some words, my students said, "I didn't hear that. Can you read that part again?"
"Yeah, read that last part again."
With a sigh, Bobohead repeated a section of his letter. The best part was: "Please don't send me here again. The other students only embarrass me." At this, my students smiled with pride.
"Now, Bobohead, I want you to give that letter of apology to your teacher, and I don't want to see you again. If you have to come here again, I'll be the one to send a referral. Caustic Tongue, please escort him back to class and make sure that he gives that to his teacher."
They got up and left. As soon as the door shut, my students laughed. "He almost cried!"
"Did he?" I asked.
"He was sniffling!"
"And he changed his story, did you notice that?" someone else added.
"Yes, he did," I replied.
Thirty seconds later, Caustic Tongue returned and he was laughing his heart out.
"What happened?" I asked.
"He was about ready to cry. He said that he can't get into any more trouble because he's already in trouble with his parents for getting caught smoking weed."
My entire class burst into hysteria.
"He admitted that to you?" I asked in disbelief.
"Yes!" he laughed.
"Should we tell administration about that?" another student asked.
"Well, his parents already know, and if he's telling people about it, then I'm sure that means the school already knows also. Good job, class!" I applauded them and they applauded each other.
"This class is so fun," added Caustic Tongue. "I hope that teacher sends another one tomorrow."
Tuesday, October 18, 2005
Sunday, October 16, 2005
My Inner Politician
This past weekend, while attending a party of a dear old friend, I met a fellow blogger, Alfonso. It's nice to meet other people who write blogs; it's like putting a name and face to what is normally just HTML and text. Alfonso likes politics. I normally don't post on politics but that is because I'm not as knowledgable as Alfonso or Derek. If I had any latent politician inside of me, I always felt that I was a Republican. I wouldn't dare mention that in the workplace. The majority of teachers are Democrats. This is why I never explored any political thoughts in depth and repressed any political ideals.
But after talking with Alfonso, and learning about the other parties and political idealogies out there, he says I'm a libertarian, which is an extremity of Republicanism. The only shocking thing about this is: I never thought my politics were very extreme.
But after talking with Alfonso, and learning about the other parties and political idealogies out there, he says I'm a libertarian, which is an extremity of Republicanism. The only shocking thing about this is: I never thought my politics were very extreme.
Thursday, October 13, 2005
Depeche Mode
In anticipation of their new album, Playing the Angel, I recently went on a Depeche Mode binge and bought four of their CDs: Violator, Songs of Faith and Devotion, and Catching Up With Depeche Mode. I'm still waiting for Ultra to be delivered in the next two weeks. I'm reliving my youth as I listen to Violator, but Faith and Devotion is quickly growing on me again. (I can't believe I used to own these albums on tape!) I like David Gahan's voice... haunting rich baritone with a smooth melancholic vibrato.
I can hardly wait until Playing the Angel finally comes out!
Wednesday, October 12, 2005
Life is Good
I. Career
Teaching students in the advanced courses is so much more different than the students I had last year. Being with students who actually want to learn is so rewarding. I feel I'm accomplishing something every day. They make me feel that I'm productive and that I am doing something right in the world... and all that time before, I was feeling guilty that I was just a bad teacher.
II. Health
Lunch is now consistent. Unlike last year, when I would snack on junk food or skip lunch occasionally, I'm now consistently eating salad. I make it every night before going to bed--leafy Romaine lettuce, red-leaf lettuce, cucumbers, tomatoes, hard-boiled eggs, mizuna, baby spinach, croutons, corn, Bacos, and Italian dressing. Maybe the croutons, Bacos, and dressing isn't as healthy, but they're still good. I'm feeling healthier. I noticed that I'm a little more active; I'm less tired during the day, and I always feel that little pep... like shots of energy that keep me going hour after hour. If only I had kept to swing dancing, it would complete my new healthy lifestyle.
Teaching students in the advanced courses is so much more different than the students I had last year. Being with students who actually want to learn is so rewarding. I feel I'm accomplishing something every day. They make me feel that I'm productive and that I am doing something right in the world... and all that time before, I was feeling guilty that I was just a bad teacher.
II. Health
Lunch is now consistent. Unlike last year, when I would snack on junk food or skip lunch occasionally, I'm now consistently eating salad. I make it every night before going to bed--leafy Romaine lettuce, red-leaf lettuce, cucumbers, tomatoes, hard-boiled eggs, mizuna, baby spinach, croutons, corn, Bacos, and Italian dressing. Maybe the croutons, Bacos, and dressing isn't as healthy, but they're still good. I'm feeling healthier. I noticed that I'm a little more active; I'm less tired during the day, and I always feel that little pep... like shots of energy that keep me going hour after hour. If only I had kept to swing dancing, it would complete my new healthy lifestyle.
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