The Reluctant Disciplinarian

The Reluctant Disciplinarian, by Gary Rubinstein, is a helpful guide written after surviving a difficult teaching situation through an alternate route program.  The author took part in Teach for America, and offers insight based off of his successes and failures in the classroom.  In reading through The Reluctant Disciplinarian, I was reminded of how much of a first-year teacher I am (aka how much I have to learn), but was also comforted by the fact that that is OK.

Since we have started our time with the Mississippi Teacher Corps, it feels a general consensus about the first-year teachers is that we don’t know what we’re doing.  We are regularly evaluated for our work in the classroom and are given very helpful feedback on the strengths and weaknesses of our lessons.  Admittedly, I have found this learning curve to be difficult at times as I would prefer be naturally good at whatever it is I am doing.  This is a simple reality of life that has its consequences.  When receiving feedback, and realizing that some of your issues are habitual (for example, using OK as a filler word), you grow frustrated, and with this regular frustration, discouragement is born.  It is easy to think “why can’t I get that right?” or “why can’t I put this in a way for the students to really grasp?”, but I think an ultimate answer is “how long have I been trying?”.  The Reluctant Disciplinarian was a comforting reminder of the fact that I am still very new at this and that I don’t know what I’m talking about, and that is part of it.  With the nature of what an alternate route teaching program is, there is obviously going to be a learning curve.  It will come with instruction and it will come with classroom management.  Rubinstein’s words grant hope that this is normal.  

Within the book, there are practical tips for first year teachers that will be very helpful to think about and hopefully employ during the next two years.  What will be interesting to see, and hopefully track, is what tips will I develop from my own experience?  What content will I take away? not only for further teaching, but more for life.  Something tells me the lessons learned from teaching will have avenues and applications for life outside of the classroom as well.

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Parent Calling

When we first received orders to call home to parents, I was admittedly a little angry.  The whining martyr in me thought, “I hardly have time to plan my lessons and keep up with class, now I have to call home too?  I just don’t have time for this.”  Admittedly wrong attitude.  Clearly I didn’t vocalize any of these sentiments, but due to the nature of this post and in hopes of full disclosure, it is good to lay grounds of where I was coming from, so then in turn you can see where I am now.

I am neither a stranger to talking with parents, talking on the phone, or talking with parents on the phone.  I’ve had several jobs that have accommodated for both, most recently in fundraising for a prep school, so I was never nervous about the calls themselves, but rather the timing of it all; I’ve always felt I could speak with parents relatively easily.

Last thursday, as I was working at a local coffee shop in Oxford, I finally decided I needed to take the plunge into parent calls.  I pulled my class roster and the numbers we have on record, and began dialing.  I realized that once I pressed the send button, this truly was a point of no return, and anything could happen on the other end.  Also, first on my list was the parent of a child who is consistently disruptive in class.  As you can imagine, those are the calls you would like to avoid if possible as you’re not sure how their attitude is toward your treatment of their son.  The phone rings, a woman answers, “hello?” is heard from the other end.  I respond, “hi, this is Blake Ware, Algebra 1 teacher at XXXXX XXXXXX High School, I am one of XXXXXXXXX’s teachers” (you understand why the X’s are there).  All I get back is an “ok?”, so thus I begin this explanation of who I am and the reasoning for my calling.  It was clear that this parent, and many others, were initially very surprised for the call.  After gaining ground and conversing for a few minutes, she thanked me for my time and expressed appreciation for my call.  This would be the first of many conversations that would unfold in this way.  Initial confusion, but ultimate gratitude.  

My parent phone calls last week were definitely one of the high points of the entire summer school experience thus far.  The words I received in that stream of calls were all genuine and sincere, and all expressed gratitude for keeping them in the loop with their son’s or daughter’s education.

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The First Few Weeks

Summer school has proven to be the best preparation I could have for something I can’t really prepare for.  The demands of being a teacher (heaven forbid an an effective one) are great.  Work regularly has gone late into the night, and often begins well before any creature should ever be awake or be expected to be productive.  Among the daily duties of a first year teacher are producing lesson plans, finding appropriate worksheets, and the ever allusive attempt at trying to make the material relevant.  Particularly linear equations.  Seriously?  One of the bewildering mysteries is how it can take so much longer to prepare for teaching a class than it actually takes to teach the class.  

Of the many qualities I have grown to respect more and more in veteran teachers, a big one is resiliency.  I think back to some of the most effective teachers in my academic past, and am amazed at the time they have invested into teaching, and in their ability to still be effective.  This truth confirms (at least in my mind) that teaching really is an art.  Some are natural teachers.  They have the tools and are naturally more apt to command a class of algebra students.  I am convinced, however, that all the natural ability in the world cannot compensate for the hours upon hours spent planning, preparing, and sharpening the craft.  

A life dedicated to this cause is to be celebrated and honored.  They put in countless hours and make sacrifices that are often tucked behind closed doors, so it is clear that the motives of effective teachers is neither praise nor profit.  There is a certain love and respect for fellow man that it seems effective teachers have.  They look within every child, no matter how difficult, and look for the solutions, not the problems.  There is opportunity and potential in all students.  Effective teachers find the key to unlock that potential.  That totally sounds like it belongs on a motivational poster, but it really is true.  

So as I reflect on my first few weeks of summer school, I clearly have a great deal to reflect on.  Things will only get more difficult as the weeks and months continue.  Instead of teaching twice a day, it will be 7.  Instead of focusing on the Algebra 1 curriculum alone, I will probably have another subject (or two) to work with.  I have no qualms in acknowledging that it will be just that, work.  Work is not bad, though.  I’m reminded of a great quote I heard recently.  A father said to his son once, “what are your eyebrows for?”, the son, puzzled, shrugged his shoulders and waited expectantly for some sort of wisdom to be imparted.  The father smiled and said, “to keep the sweat out of your eyes”.  Back to work.

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Equal-Opportunity Teaching...

While in our graduate class, our professor, Dr. Monroe, provided us with three different strategies for classroom participation to experiment with.  There was no real agenda or desired outcome that needed to take place, rather she just encouraged us to try it because it is new, different, and because we might like it.  I chose the "cold calling" strategy.  This strategy requires you to put all of your student's names in a cup, and instead of asking a question and seeing who knows the answer, you randomly pull a name out of the cup, and the unfortunate soul is at the mercy of your question.  Now think back to your Algebra 1 class.  Close your eyes, remember the smell of that stale classroom, the bland paint on the walls, and the brutally monotone voice of your teacher.  In spite of these hurdles, you may have been a confident and bright young freshman who conquered absolute value equations with poise, but I surely was not.  As a student, I would not have faired well with this tactic, and so it is in light of this reality, this harsh twist of ironical fate, that I revel in "going to the cup".

Class started as it normally does, with the students waltzing into our room and quietly beginning their bell-ringer assignment.  I gave them a few minutes to work on the assignment, partly to be sure everyone had a chance to work on it, but more to ensure no one had an excuse to not participate.  When a few minutes had elapsed, I posed a question to the class.  "Who here has ever heard of, or knows what it means to be someone of equal-opportunity?  An equal-opportunity employer maybe? or an equal-opportunity judge?"  Some students confidently raised their hands and  conjured up explanations of what it meant to be equal-opportunity, and after a few guesses, one actually hit the nail square on the head.  "It's what happens when everyone get's an equal opportunity" exclaimed one of the bright eyed students on the first row.  "Exactly", I replied.  I continued, "I want to be sure that everyone in class has an equal opportunity to answer the questions that come up in class, so instead of calling on volunteers, I've developed a new solution."  "This cup holds the name of everyone in class, and every time I have a question, I'll just pull a name from the cup instead of asking for volunteers.  This will ensure everyone gets a chance to participate in class!"  Cue the grumblings.  In spite of their apparent distaste for my cup, what resulted was an engaged and attentive class.  They realized that with every question came another role of the dice, another round of algebraic roulette, and that if their name was drawn, they wouldn't be able to opt out.  I wasn't picking on anyone, but rather I was picking on everyone.  

I have found that the practice of the cold calling technique has its pros and cons, depending on how it is executed.  If I pull a name, and then don't replace it in the cup, the student can rest and not pay attention after they have answered one question.  If I pull a name, and then return it to the cup, it runs the risk of a student being called on more than once, and consequently other students not being called on at all.  All in all, I have found my brief practice of being an "equal-opportunity" teacher has been positive.  It requires students pay attention, and is an informal way of assessing the student's ability.  I recommend a cup, hat, bowl, or other object to aid with class participation, and plan to employ this tactic with my classes in the fall.

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Delta Autumn

Since the program started, I have thought to myself (and expressed to others) how much work I didn't realize was involved in teaching.  It was predicted early on that I would find a new respect for teachers, and these predictions have proven accurate.  As I read through page after page of Delta Autumn, I came across new challenges of teaching that I had not even thought of and in one week, I have found that the amount of work that goes into teaching is substantial.  Reading Delta Autumn was an even more sobering testament to this.  

The book opened with the educational history of Mississippi.  The challenges that plague the state today are very much a result of the long and storied segregation of its past.  These pages provided a brief but in depth look at the past, and set up the framework for addressing the current problems.  After this background was provided, the book went straight into the first week of school.  Put simply--there is so much to prepare for.  Supplies to be equipped with, policies to hold fast to, people to meet and know, things to have in order and the list goes on and on.  I am thankful to be reading and knowing this now, but again, it is a lot to take in and will be a lot to work through.  

After the background information was laid, and the first week preparations were established, the remainder of the book spoke to what happens when you're actually in the classroom and in your first year of teaching.  Managing your classroom, your student's parents, and the needs of each student are all big elements of the teaching profession.  These elements are all big, and seem to be particularly demanding in this type of academic environment.  For those who haven't read the book, here is a very telling excerpt:

"Drugs are bad.  Drugs in schools are worse, and they may be pervasive in your school.  If you see something that looks like a drug deal, it probably is.  Marijuana and crack cocaine are probably the most common illegal substances at school.  What's odd is, nearly everyone knows the dealers, including your administration.  In some cases, the dealer's parents know.  You face a daunting and complex battle should you choose to intervene in every situation involving drug deals." (Delta Autumn, 58)

Now I do not consider myself to be a naive person.  I have been sure to ask a lot of questions of a lot of people, and I had a good idea of what I was signing up for when I was applying for this program.  I also have worked in inner city and underprivileged situations in the past, and am no stranger to the many hardships and addictive vices that plague humanity.  That said, however, I can't help but still be a little alarmed at the real life scenarios that I will undoubtedly face.  I already foresee that a challenge will be keeping an optimistically realistic attitude toward my work and students, as it is clear that there is a lot of potential to grow very jaded and skeptical.  Fighting that will be a challenge in itself, but I have to believe that overcomming that battle will pay dividends for my professional, mental, and emotional health.  

In my conclusion, I'll leave you with a statement that was told to me last week as we were talking about classroom management. One of the second year teachers said, "I just don't let them go to the bathroom, unless they are pregnant, if they are pregnant you have to let them go, but besides that I don't allow it".  Wow. 

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Reflections on Week One

For months, the Mississippi Teacher Corps has simply been something I've talked about.  People would ask me if I had plans to go back to school or had thought about the next step in my career, and I could simply explain the Teacher Corps as my next step.  This week has been a sobering adjustment to that response.  Instead of looking forward to the Mississippi Teacher Corps, I am now in the Mississippi Teacher Corps.  

The week began in a very appropriate manner with two days of mostly orientation.  We took part in basic new student procedures and are now equipped with a school id, school email, and a new found knowledge of the BEAUTIFUL campus of the University of Mississippi.  We also took part in a very important CPR certification course, though I pray I never have to use it.  

Another bit of our orientation focused on introducing participants to the State.  Mississippi is a fascinating place, with puzzling ironies that run deep.  A long history of hate and oppression casts a shadow here, and these elements will surely contribute to many of the frustrations I face as a teacher.  One question, for example, is why does malnurishment plague a state with some of the most fertile soil in America?  It will be interesting to determine my own understanding of the State and the issues that plague her.  Unfortunately the ramifications of this hate are still being felt in a powerful way, especially in Mississippi's Delta region.  Schools and communities are still largely segregated, not due to law, but seemingly due to tradition.

Of all the questions that have been discussed in our short time here, one clear answer is that there are no easy answers.  In this harsh reality, though, I have found hope in the solidarity of the Mississippi Teacher Corps.  A clear message that has been conveyed from day 1 is that we are not alone in this.  The challenges of a first year teacher will not be unique as 23 other people will be sharing the same experiences.  Furthermore, most first year teachers will be in districts where second year teachers have taught or are already teaching.  Finally, the program and its participants are held in very high esteem at the University, and consequently the University is extremely supportive in whatever way it can be.  This is welcome news and will mean a lot as the weeks and months pass by.

Week two starts today.  I look forward to the new adventures and challenges that will present themselves, and will be sure to keep you all posted.

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Welcome to MTC!!!

Hello All,

As some of you will remember, my last blogging experience revolved around a seemingly aimless trip to Europe.  Within it, I fear a lot of the blog's content revolved around my lack of money, inability to find work, and general distaste for the French.  Well you'll be glad to know that I am now a little older, a little wiser, and am back at it with a new, improved, and hopefully more optimistic story to tell.

On June 1, I began a graduate program through the University of Mississippi (Ole Miss) called the Mississippi Teacher Corps.  It is a two year program where college graduates from around the country gather to teach at "critical needs" schools in Mississippi, while pursuing a Master's degree in Education, specifically Curriculum and Instruction.  I myself will be teaching at a school in Indianola, Mississippi.  Now as you scratch your head and think to yourself, "self, why have I heard of Indianola, MS?", allow me to excitedly remind you that Indianola is the home of Mr. B.B. King!

Though the school year will start in August, the program starts in June so we can get some experience in the classroom.  Everyone in my class (First Years as we're referred to) will teach summer school.  Consequently I will be living in beautiful Oxford, Mississippi until late July, and afterward will make my move to the Delta.

All participants in the Teacher Corps keep blogs.  They serve as a way for the instructors to track work, as well a way for the participants to personally reflect on their teaching.  This blog will do just that, and I hope that those of you who follow it find some sort of enjoyment in it.  I guess I envision it to be like a live version of Conroy's classic The Water is Wide, except the circumstances are different, and he has talent.  I also want to forewarn all of the grammatically savvy people out there that I am not, so please accept my apologies up front.

I hope these words find you well, wherever you are.  Sorry for all of the hyperlinks.

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