education and teaching

Morning in the Hall

He comes in, earbuds screaming, slouches down against the wall, and proclaims, “I’m hungry!” Digging around in his bag, he reveals a bag of Doritos and with a rustle of ____ (Material of chips bags) adding to the chaos of the noise coming from his earbuds, he rips the bag open and shoves a handful of chips into his mouth. This is his breakfast; this is how he starts his day. He feeds his brain with aggressive hip-hop; he feeds his body with empty calories. Is it any wonder that the row of grades trailing after his name is also empty, a trail of “NHI’s” (Not Handed In) and grades in the twenties, thirties, and forties.

She sits against the wall, her head down, long hair hiding her face. She hasn’t spoken a word since coming onto the hall half an hour ago, and she only looks up with furtive glances that betray a desperate desire to remain invisible, to appear uninterested, to maintain an air of distance.

Jaggers

Jaggers — the name just seems to reflect the character. Jagged and dagger-like. There is nothing rounded-off or soft about that man. He is all angles and sharp edges. Like a dagger he seems to cut straight to the heart of most matters. He’s all business at all times. “I am paid for my services or I wouldn’t render them,” he says to Pip.

And yet he takes the care to worry about Pip and his interactions with Drummle, warning him to keep his distance.  In addition, we find in chapter 51, we read

“Put the case that he lived in an atmosphere of evil, and that all he saw of children was their being generated in great numbers for certain destruction. Put the case that he often saw children solemnly tried at a criminal bar, where they were held up to be seen; put the case that he habitually knew of their being imprisoned, whipped, transported, neglected, cast out, qualified in all ways for the hangman, and growing up to be hanged. Put the case that pretty nigh all the children he saw in his daily business life he had reason to look upon as so much spawn, to develop into the fish that were to come to his net,—to be prosecuted, defended, forsworn, made orphans, bedevilled somehow.”

“I follow you, sir.”

“Put the case, Pip, that here was one pretty little child out of the heap who could be saved; whom the father believed dead, and dared make no stir about; as to whom, over the mother, the legal adviser had this power: “I know what you did, and how you did it. You came so and so, you did such and such things to divert suspicion. I have tracked you through it all, and I tell it you all. Part with the child, unless it should be necessary to produce it to clear you, and then it shall be produced. Give the child into my hands, and I will do my best to bring you off. If you are saved, your child is saved too; if you are lost, your child is still saved.” Put the case that this was done, and that the woman was cleared.”

Here we see him not standing unaffected in the the horror of Victorian London but rather moved to save the one child he can save.

So why that hard, jagged exterior? Perhaps it’s an understandable cynicism about the number of children “he saw in his daily business life [whom] he had reason to look upon as so much spawn, to develop into the fish that were to come to his net,—to be prosecuted, defended, forsworn, made orphans, bedevilled somehow.” He has literally seen it all — probably even executions of kids — and it has made him cynical about the level of “justice” the system seems to be metes out to the less fortunate. He knows that a child born into poverty in Victorian England is a child destined to suffer for her entire life. He knows that such poverty in London leads almost always in one direction to prison. The word choice in describing this is so effective as well: he sees them “as so much spawn,” just children produced without thought, without worry about the future or consequences. They’re no more important as individuals as newly-spawned fish in a hatchery, and they’re as easily destroyed.

I wonder if this cynicism reflects Dickens’s own cynicism.

The Gargeries

The kids are reading Great Expectations, and this week we’ll be working on how Dickens creates such masterfully drawn and memorable characters.

Two of the characters we’re looking at are Joe Gargery, Pip’s step-father, and his wife whom Pip never calls anything other than “Mrs. Joe.” We first meet her in chapter one, but it’s in the next chapter that we get some background information:

My sister, Mrs. Joe Gargery, was more than twenty years older than I, and had established a great reputation with herself and the neighbours because she had brought me up “by hand.” Having at that time to find out for myself what the expression meant, and knowing her to have a hard and heavy hand, and to be much in the habit of laying it upon her husband as well as upon me, I supposed that Joe Gargery and I were both brought up by hand.

She was not a good-looking woman, my sister; and I had a general impression that she must have made Joe Gargery marry her by hand. Joe was a fair man, with curls of flaxen hair on each side of his smooth face, and with eyes of such a very undecided blue that they seemed to have somehow got mixed with their own whites. He was a mild, good-natured, sweet-tempered, easy-going, foolish, dear fellow,—a sort of Hercules in strength, and also in weakness.

My sister, Mrs. Joe, with black hair and eyes, had such a prevailing redness of skin that I sometimes used to wonder whether it was possible she washed herself with a nutmeg-grater instead of soap. She was tall and bony, and almost always wore a coarse apron, fastened over her figure behind with two loops, and having a square impregnable bib in front, that was stuck full of pins and needles. She made it a powerful merit in herself, and a strong reproach against Joe, that she wore this apron so much. Though I really see no reason why she should have worn it at all; or why, if she did wear it at all, she should not have taken it off, every day of her life.

We get a lot of information in that passage, but since it’s through Pip’s eyes, he fails to see the nuance. Pip says that “she must have made Joe Gargery marry her by hand” but he also admits that Joe is “a sort of Hercules in strength.” The question then arises: why does Joe allow Mrs. Joe to be abusive both to him and Pip? If we look at what she faced, a few things come into focus: at twenty, she was forced to raise her little brother as her parents joined five of her siblings in the church graveyard. Joe married her because otherwise, a single woman with her infant brother to raise, she would have had most likely to turn to prostitution to support them. Perhaps this has something to do with it.

Testing 2021, Day 2

I read the instructions to the kids — the same instructions I’ve read for years. It’s the same test program they’ve used for years. (Doesn’t the company to which our state pays millions of dollars ever develop new software? Isn’t this just antiquated after so many years?) Then comes the statement: “Do your best when answering the questions.” It might not be a word-for-word quote there, but it’s the gist.

I literally remind the kids to do their best.

To be fair, though, it’s hard for the kids to see any sense in this test. By the time the results come back in September, they’re a month into their high school adventure — what do they care about middle school scores anymore? As far as they can tell, the test does nothing for them, affects them in no way.

That’s a two-edged sword, to be honest. On the one hand, it saves them worry and stress. On the other hand, it makes it more difficult for them to take the thing seriously. And why should they?

I usually level with them: “It has no real effect on you.”

“Why do we do it?” they ask.

“It’s a measure of my effectiveness.” If all my students fail the test, that reflects badly on me. If the expected number fail the test, I’m an adequate teacher. If fewer than expected fail the test, I’m an excellent teacher.

It’s all about the numbers, as it always is. Wheezer says it best:

There’s always a number that’ll make you feel bad ’bout yourself
You try to measure up, try to measure up to somebody else
Numbers are out to get you, numbers are out to get you
Numbers, ooh
They say that you’re too short to join the team
And your IQ’s too low for poetry
Numbers are out to get you, numbers are out to get you

Education has three agents:

  • students,
  • parents, and
  • teachers.

It’s only that third element that can be legislated, and those numbers are a useful metric in that endeavor.

So I smiled and read again today, “Do your best when answering questions.”

Ready for Covid-Era Testing

Last year, we didn’t conduct the end-of-year, state-mandated, federally-mandated, all-but-teacher-student-mandated testing because of the blossoming pandemic. This year, we’re having it.

But that presents a new problem: how to keep kids who are facing each other in plexiglass pods from cheating? (Do many of these kids really have an interest in cheating? I find that hard to believe. This test has no immediate effect on their lives, and the only time I see cheating is when a grade that will land in the grade book and affect the report card is at stake.)

The solution: the district bought thousands of sheets of poster board and even more clips so that we can attach blinders to the plexiglass.

The result: pockets of invisibility throughout the classroom. In fact, as the proctor, I won’t be able to see most of the kids at all at any given moment.

If kids are interested in cheating, the powers that be just made it a whole lot easier for them.

The Poster and the Fall

The Poster

I was out Friday so I could run all the errands and such K would normally run so she could try to rest some and get well. The kids at school took to heart the cliche about cats being away, but they did so in such a way as exceptionally clever kids with good senses of humor would do:

While at the book fair, they bought me a poster of a Korean boyband and hung it in my room. When I came back Friday, I asked them who was responsible. They admitted it with giggles immediately. “I’ll keep it up under one condition,” I said. “You all have to sign it.”

I love the fact that

  1. they thought of doing this as a funny prank;
  2. they were willing to spend the few dollars to pull it off;
  3. they knew me well enough and trusted me enough to know how I’d take it;
  4. they liked me enough to be so silly.

It’s a silly, silly gesture, but a touching one nonetheless.

The Fall

In the evening, when K, E, and I were walking to CVS to pick up a prescription (and L was at sand volleyball practice), it appeared that the Boy had had a bike wreck. He was some distance away, so it wasn’t really clear what was going on. But the bike was clearly down, and there was little to no movement.

I began jogging down the hill toward him. I wasn’t terribly worried because there were no sounds of wailing or pain. But there was no movement.

“I was just waiting for you guys,” he explained with complete nonchalance.

Cool Spring Thursday

We’re nearing the end-of-year testing that will measure students against a static, inflexible standard. Growth doesn’t matter as much as a set level of proficiency. It’s always been a frustration to me that the American education system fixates on proficiency instead of growth. If a student improves his reading level by three grades in one year but still is performing below the eighth-grade level, that is somehow counted as a failure when it’s anything but.

One of the hallmarks of the end of the year is the scramble we’re all making to cover last-minute items. For example, I’d neglected the active/passive distinction, so I’m hurriedly going over it with students, along with verb mood.

“Why are we learning this?” one might ask.

“Because it’s on the test,” is the tempting answer.

In the evening, soccer practice. E made the winning shot on a game the kids were playing and his teammates mob him. It’s a good way to end the day.

Spring Sports

The year is winding down. The kids and I are accustomed to each others’ old habits, and I, at least, view them more-or-less surprise-free, known entities. I know what each of them is likely to do on a given assignment; I know how each of them is likely to act in a given engagement; I know how each of them is likely to respond to a given question.

And then I see them playing sports, and every assumption I had about them goes out the window. The small, quiet, thoughtful girl erupts onto the field with an aggression that is unimaginable in her. The somewhat goofy boy plays with such a serious intensity that he’s almost unrecognizable.

Mob Mentality

The kids wrote another TDA today. I’ll be giving them feedback over the next couple of weeks regarding this as we near the final, actual TDA portion of the state-mandated year-end testing.

Since it was a testing schedule, we only had a few minutes in each class. As they’d already been writing for two hours in the morning, students got a chance to relax a bit and watch 20 minutes or so of the film version of To Kill a Mockingbird. I let them choose from a few scenes:

  • Opening (Meeting Dill)
  • Shooting the Mad Dog
  • Sneaking a Peek at Boo
  • The Attempted Lynching
  • Bob Ewell’s Revenge
  • Meeting Boo

Most classes chose “The Attempted Lynching” and “Bob Ewell’s Revenge.” Every class was surprised about the number of men there trying to lynch Tom Robinson.

“I thought there were only four or five,” one student said, to which almost everyone else nodded in agreement.

We talked for a while about the effect being in a mob has on human behavior. They all suggested good reasons (not getting caught, getting pulled into the emotion of it all, the sheer force and power of numbers), but no one really thought of the anonymity that a mob provides and the way people tend use that anonymity to cloak their on complicity and to hide their own guilt.

We touched on recent events: “I’m not really doing anything. It’s the mob. I just walked into this open building.”

Consulting our Attorney

Today, students participated in what is always one of the highlights of the year: Mr. Jim Bannister of the Bannister, Wyatt & Stalvey law firm discusses with students the Tom Robinson trial from the perspective of a trained and experienced criminal defense lawyer who has experience representing individuals facing a wide variety of charges. He leads students through an examination of the case to see where Atticus could have done a better job.

Most students, after the presentation, have a new understanding of Atticus’s performance as a criminal defense lawyer.

A casual reading from a non-trained eye leaves the impression that Atticus did a fine job of representing Tom; after the session with Mr. Bannister, students see that Atticus, while he had a good heart and did the best he could, was more of a family law attorney (after all, Miss Maudie brags that Atticus can make a will that stands up to any legal challenge), he was certainly not a criminal lawyer. (Recall, too, that in the opening pages we read that Atticus’s first two clients were the last two executed in Maycomb, and that this was the cause of his “profound distaste” for criminal law.)

Tea Party Concluded

Students today finished working on the enigmatic twenty-fourth chapter of Mockingbird, which includes this passage that stumps all the kids every year:

Mrs. Merriweather nodded wisely. Her voice soared over the clink of coffee cups and the soft bovine sounds of the ladies munching their dainties. “Gertrude,” she said, “I tell you there are some good but misguided people in this town. Good, but misguided. Folks in this town who think they’re doing right, I mean. Now far be it from me to say who, but some of ‘em in this town thought they were doing the right thing a while back, but all they did was stir ’em up. That’s all they did. Might’ve looked like the right thing to do at the time, I’m sure I don’t know, I’m not read in that field, but sulky… dissatisfied… I tell you if my Sophy’d kept it up another day I’d have let her go. It’s never entered that [head] of hers that the only reason I keep her is because this depression’s on and she needs her dollar and a quarter every week she can get it.”

“His food doesn’t stick going down, does it?”

That last line — “His food doesn’t stick going down, does it?” — always leaves students flummoxed, and this year was no exception.

What makes this passage so tricky is the intentional pronoun/antecedent that those in the conversation are employing. Like good, genteel Southern ladies, they can’t be said to be gossiping since they’re not naming names, and no true lady would gossip. But that is of course what they’re doing, and though they’re not using anyone’s name,

The Tea Party

Few chapters are as initially bewildering as the tea party scene in chapter 24 of Mockingbird. It makes little sense because the women are all intentionally being somewhat obtuse, and while they all understand what they’re talking about, Scout is completely lost — as are most of the students.

Our first task was to break it into manageable sections. Afterward, we focused on chunk 1, which is about some previously unknown character named J. Grimes Everett and someone or something known as “those poor Mrunas.”

It’s all a mystery to them, and they work through it meticulously, discovering things here and there with me walking around offering a bit of guidance.

“Mrs. Merriweather says, ‘Not a white person’ll go near ’em but that saintly J. Grimes Everett.’ What is the antecedent of ’em in that sentence?” I ask one group.

“Mrs. Merriweather says, ‘Not a white person’ll go near ’em but that saintly J. Grimes Everett.’ What two important inferences can we make from this statement?” I ask another group.

We’ll finish up the work tomorrow.

Assessing the Testimony

Kids today worked on the various witnesses in the Robinson trial from To Kill a Mockingbird. I’ll be having the local criminal defense attorney who speaks with students every year meet with us via Google Meet when we come back from spring break, so we’re spending a couple of days getting ready for the session.

It always strikes me when students sketch out Heck Tate’s testimony about Mayella how their drawings look simultaneously silly and horrifying.

Late March Thursday

Today, we ran one of the students’ favorite activities: a Socratic seminar. There are few things fourteen-year-olds love more than arguing, and a Socratic seminar (obviously altered for Covid safety) is the perfect way to wind up a week. Today’s discussion: who was the most morally upright of the minor characters in To Kill a Mockingbird.

After school, we got to hang around a bit because of a tornado shelter-in-place order.

The few kids who were still around sat in the hallway and made silly poses.

The last time we had a shelter-in-place order, the whole area got flooded.

The journey home was dark.

In Which the Teacher Screws Up

Last Thursday, the kids had an e-learning day as the whole district took a day off for teachers to get vaccinated. I gave the students the following work:

So many issues with this. First of all, the time I was supposed to be online (and therefore the time students were expecting me) was 9:00-9:30. When I got online at 9:30, everyone was leaving. How did I look at the school schedule and think I was supposed to be online during math teachers’ time? Oh well — it was no big deal.

The real problem, though — did you notice that fourth point? “Read chapters 13-16 by Wednesday.” But on Wednesday to have them read by Monday. So when I began class today ready to work with chapters 13-16 of To Kill a Mockingbird, a substantial number of students hadn’t done the reading.

“You said on Classroom to have it done by Wednesday,” a sweet and honest girl said. She offered me her Chromebook with the assignment pulled up: “See?”

I stood there, looking at the clear evidence I’d screwed up, wondering what happened (I just mixed up the chapters — it should have been chapters 17-20 for Wednesday), and wondering if there was any way to salvage the day.

“Reading day.”

“Seriously?” they asked incredulously.

What else was I to do?

In the Moment

The two girls were having an argument over how they were supposed to complete their homework. One girl insisted that they were supposed to write much more — much more — than I’d required. And she wrote much more. (That’s her in the upper left corner with the puffy jacket on, hair in a bun, looking down at her computer.)

“You know, H, I’m really going to miss you next year,” I said with a laugh when we got everything cleared up. “You’re the type of kid who never takes the easy way out, and that’s going to serve you well as an adult.” She smiled a little (or so it appeared — it’s hard to tell with masks on), thanked me, and headed back to her seat, shooting playful daggers at the girl she’d been arguing with and jokingly hissing, “See? I told you!”

All Here

Everyone was in first period for the first time in weeks.

Cliche

In class today, we went over formal voice, and one of the rules I presented concerned the avoidance of cliche. “Avoid them like the plague” is the old joke — they didn’t get it because they’d never heard the cliche.

Cliches are a little depressing: they’re victims of their own popularity. Someone comes up with a clever metaphor or conceit, then everyone wants to use it. Suddenly, it’s everywhere, and just like that, a clever saying has become a dreaded cliche. Even “tired old cliche” is cliche.

When it came time for creative writing at the end of the day, I gave them a simple prompt: “Based on what we talked about in English, do the opposite. Try to come up with a text (about anything) that is filled with as many cliches and colloquialisms as you can.”

Here was my effort:

So, I lost track of time when thinking about cliches. Initially, I was like a kid in a candy store when the teacher told us, “Try to be like, ‘I’m such a bad writer’ and include a lot of cliches.” But I feel like a fish out of water trying to write badly. I always feel like Big Brother is watching me when I write. (I guess you can read between the lines on that.)

Writing in cliches is a snap in a way because it’s just a matter of time before anything and everything turns into a cliche. Soon it’s going to require nerves of steel to avoid cliches because everything can become a cliche. Sure, it’s likely every saying lives in heart-stopping fear that everyone will fall head over heels for it and use it all the time, thus turning it into a cliche. At that point, the saying, now a cliche, slinks off with its tail between its legs when it should be going around without a care in the world. After all, even if it’s ugly as sin, it’s not the cliche’s fault that everyone uses it. I’m just saying the saying shouldn’t cry over spilled milk. I mean, the writing is on the wall, and it’s the thought that counts.

And I’m sure some sayings just want to go straight for the cliche phase, but better late than never. They want to move right past that fresh-as-a-daisy, I’m-a-new-saying phase and straight to the tired old cliche phase.

Whatever your view on cliches, I guess we should all just live and let live.

That’s 19 cliches and 8 colloquialisms.

Arguing

It’s a good sign when kids in fifth period walk into the classroom already arguing about the topic up for discussion that day: who is ultimately culpable for the deaths of Romeo and Juliet?