It's amazing to me how much work is involved in order to take a day off work. Wednesday I woke up a little light headed with a sore throat. No worries, I'm a trooper...I can carry on. I went into work and went through the day with continued symptoms. When I reached the end of my day I added shivers and aching to my list of ailments. I felt like I had been hit by a dump truck but knew it was coming back to get me again.
I decided that it would probably be best for me to take a sick day on Thursday - I didn't know what was coming, but I sure didn't feel well enough to teach at that moment. That meant that before I got to go home (to my sick bed), I had to make preparations for my classes the next day. I had to organize, photocopy and plan for the next day. What could my students do without me there. Sometimes you're lucky and they're in the middle of working on an assignment that the students can work on without you there. This can happen more often in art than in history, but I really does depend on where in the curriculum you are. Sometimes you are not that lucky and you're in the middle of teaching information when the sick day pops up on the radar. That means that you've got to figure out what the students can do without you, with a supply teacher, and without too much loss to either the credibility or flow of your course. Then you need to prepare, write instructions (for students and supply teacher) and photocopy...all so you can have a day off to wallow in your sickness.
I mention the supply teacher because you're playing a game of Russian Roulette when a supply teacher is brought into your room. Don't get me wrong, I've been that supply teacher. I understand what it is to come into a class that isn't yours, have the students assume they can walk all over you, attempt to assert control with expectations that the students may or may not respect, and then do it all again the next day. I get it, it's a tough job. Except that there are four kinds of supply teachers.
One: The supply teacher who barely passed teacher's college and still can't get hired, so they're still on the supply list after being an accredited teacher for 7 years. Two: The supply teacher who retired from teaching because they 'were done with teaching' but has decided to return for that bit of extra pay. Three: The individual who, for reasons unapparent, somehow got onto the supply list without having been a certified teacher and decide that it is better to ignore the students and take the day in further their personal interest (i.e., the daily crossword, the sweater they are knitting, or ensuring the daily newspaper is read from cover to cover). Four: The dynamic teacher who, because of a lull in hiring, has been designated as a supply teacher. (This category has a sub-category; the retired teacher who still loves teaching, but is supplementing their income and keeping busy because they still love the kids and being in the classroom.) This supply teacher is biding their time until they get hired (an eventuality, which is why this group is the most rare), but is highly sought after.
Most teachers have a list of supply teachers from this last category. The list is not long, and is often shortened throughout the year as these dynamic teachers get hired. Now, officially we cannot request a supply teacher, but if we know that there will be an absence in advance (due to, say, an appointment or a trip) we fight for the chance to employ these teachers as often as we can. We know that our lesson plans with be followed and our students will be left in good hands. We know that it will be like we were never gone.
When you don't know you're going to be taking that sick day until the evening before, you are not guaranteed a category four supply teacher - ironic because in teacher talk, "category" or "level" 4 is an exceptional exemplar of student work.
Yesterday, while I lay abed and drinking lots of liquids, I was lucky. My supply teacher ensured that my lesson plans were followed and my students did their work. That is all I can ask for.
Today, when I returned I picked up right back where I left off, but with more marking (I had to leave them something meaningful yet worthwhile for their time). Oh, and midterm marks were due yesterday...so I spent my prep period and free time today submitting marks and comments for a deadline that I missed. I stayed late to finish and to photocopy what I need for Monday.
Man, I'm glad it's the weekend and I can recover from my sick day!
Friday, November 11, 2011
Wednesday, November 02, 2011
We Must Make It Better
Recently Rick Mercer, a Canadian television personality, let his weekly "rant" shed light on a very dark topic. Teen suicide. More specifically, teen suicide due to anti-gay bullying. This is a topic that requires more than just discussion, it requires something to be done. Indeed, Mercer calls for action. He demands that all gay adults become the role models to gay teens that they so desperately need; "Adults don't need role models, teens do". He calls out schools to deal with the bullying the same way that schools deal with vandalism - to search out the teens who bully and deal with them. If they cannot be found, find those who know - the culture of teens and of bullies is such that their actions are not kept secret. We live in a world where teens post their lives, their most intimate thoughts and their most public feelings onto the web - they are there for all to see if you care to look.I believe that even this is not enough, although it is a start. As a teacher (gay, lesbian, bisexual, transgendered, questioning, two-spirited...or even straight) I am a role model. It was drilled into me in teacher's college - I am held to a higher standard and as such must stand straighter, speak louder and act with intelligence. It is important for teens to be able to see adults who mirror their own situation, but they also need to see adults who support their plight and who do not allow bullying (of any kind, for any reason) to be excused.
Last month I had a student miss school for a week and a half because a group of schoolmates were bullying her. The bullying extended to threats via the internet. She was afraid to attend school and voiced concern at bringing the school into the issue to deal with her bullies. She did not want to make the situation worse. If we are supposed to have a zero tolerance for bullying in our schools, why was my student's answer to stop attending school and not to involve the school's administration? She was afraid. She was fearful of what would happen if she attended school. She was scared to have the bullies dealt with when she finally returned to school. Regardless of why she was being bullied, she needed more than just a role model.
We need an environment where bullying is viewed the same way as stealing or bodily violence...and dealt with accordingly....including over the internet; the choice weapon for many of today's teen bullies. The new buzz words these days are Digital Citizenship - in other words, being cyber-smart. Just as in the real world, where you must be accountable for your actions, in the cyber world your posts still have impact and consequences. Information, images, statuses and comments all go out onto the wide world web and are there for all to see/read. We know that bullying leads to lowered self esteem. Poor self worth is one of the major contributors to teen suicide. We also know that hate must be taught. Stereotypes and hierarchies are a major part of teen culture. They say that love is stronger than hate. We must teach respect and acceptance. We have to get teens to buy into the idea that bullying equates to violence. We must show them that bullying will not be overlooked or ignored. We must be role models. All of us.
It is not enough to call out the gay adults in our governments, media, communities and schools to stand up and become role models. It is a start, but not the end. It is not enough for us to say "don't worry, it will get better" (the standard answer when we have no solution). We must all stand together. We must ALL become role models for all teens suffering from bullying of any kind (including anti-gay bullying) as well as positive role models for our teens who bully. Our message cannot be "it gets better". Our message must be "we will make it better together and we will make it better now".
Last month I had a student miss school for a week and a half because a group of schoolmates were bullying her. The bullying extended to threats via the internet. She was afraid to attend school and voiced concern at bringing the school into the issue to deal with her bullies. She did not want to make the situation worse. If we are supposed to have a zero tolerance for bullying in our schools, why was my student's answer to stop attending school and not to involve the school's administration? She was afraid. She was fearful of what would happen if she attended school. She was scared to have the bullies dealt with when she finally returned to school. Regardless of why she was being bullied, she needed more than just a role model.
We need an environment where bullying is viewed the same way as stealing or bodily violence...and dealt with accordingly....including over the internet; the choice weapon for many of today's teen bullies. The new buzz words these days are Digital Citizenship - in other words, being cyber-smart. Just as in the real world, where you must be accountable for your actions, in the cyber world your posts still have impact and consequences. Information, images, statuses and comments all go out onto the wide world web and are there for all to see/read. We know that bullying leads to lowered self esteem. Poor self worth is one of the major contributors to teen suicide. We also know that hate must be taught. Stereotypes and hierarchies are a major part of teen culture. They say that love is stronger than hate. We must teach respect and acceptance. We have to get teens to buy into the idea that bullying equates to violence. We must show them that bullying will not be overlooked or ignored. We must be role models. All of us.
It is not enough to call out the gay adults in our governments, media, communities and schools to stand up and become role models. It is a start, but not the end. It is not enough for us to say "don't worry, it will get better" (the standard answer when we have no solution). We must all stand together. We must ALL become role models for all teens suffering from bullying of any kind (including anti-gay bullying) as well as positive role models for our teens who bully. Our message cannot be "it gets better". Our message must be "we will make it better together and we will make it better now".
Monday, October 10, 2011
We are saved...from the worse of two evils...
We now have a minority liberal government. That means that our government in Ontario - who have been good to us (those in education) so far - will hopefully continue as is.
We were successful in keeping Hudak from having a lion's share. Unfortunately he still has a voice, but we have chosen the lesser of two evils.
I remember teaching civics (a course about government, citizenship and what roles that teens have in the future of both our country and world) and having a discussion of why people vote the way they do. I remember part of the discussion being about voting strategy; that sometimes people are aligned with a specific party, sometimes people get to vote for a person they believe in, but that most of the time people are voting for whatever the lesser of all the evils is. I remember that one student put up their hand and made a comment about how sad that was. I agreed, but also knew from my own experience that it was quite often the truth. I challenged them to do something about it if, when they reached the age of majority, they felt that their vote was going not to a party they felt that they could back wholeheartedly, or to a politician that they felt inspired by.
Last election a number of the students in that class were old enough to vote and many came to me voicing their frustration at the fact that they were voting for someone who they felt were going to "screw things up the least". They echoed the sentiment that many of us (who are often tired of voting for the lesser of all evils) feel. When will there be a leader who we are voting for because we feel that they will be great in power? I have been voting for 15 years now, and I am still looking for one.
Coincidentally, I have been teaching for 10 years and I have yet to teach under a principal for whom I feel the same. When I decided that my place was in the classroom, I felt that I could inspire and share my passion to new generations of students. I wanted to capture their interest and provide an environment where students could find their own voice through the skills I could share with them. That is my vision. I am not a visionary. I am waiting for a principal who has more passion about our school than about climbing the ladder. I am waiting for a principal who can unite the school staff as well as unite the students. I am waiting for a principal who wants to lead our school, not simply one who is placed on our rung on the educational ladder, so to speak.
Now, I know the simple answer is to climb the administrational ladder myself - become the principal I seek to follow. The problem is that this would require me to leave the classroom. It would mean that I would leave those students who I feel I can reach the best on a one-to-one level. As contrary as it sounds, I cannot follow my own advice, because it would mean abandoning what I am passionate about. A leader must have passion. So I must wait.
I wait for a principal who wants to lead my school and staff to great things for the sake of it (and not for another notch in their resume). Just as I await a day when I can say that I voted because I was passionate about the politician, and not because they were the one who will (to quote my student) "screw things up the least".
I await inspiration.
We were successful in keeping Hudak from having a lion's share. Unfortunately he still has a voice, but we have chosen the lesser of two evils.
I remember teaching civics (a course about government, citizenship and what roles that teens have in the future of both our country and world) and having a discussion of why people vote the way they do. I remember part of the discussion being about voting strategy; that sometimes people are aligned with a specific party, sometimes people get to vote for a person they believe in, but that most of the time people are voting for whatever the lesser of all the evils is. I remember that one student put up their hand and made a comment about how sad that was. I agreed, but also knew from my own experience that it was quite often the truth. I challenged them to do something about it if, when they reached the age of majority, they felt that their vote was going not to a party they felt that they could back wholeheartedly, or to a politician that they felt inspired by.
Last election a number of the students in that class were old enough to vote and many came to me voicing their frustration at the fact that they were voting for someone who they felt were going to "screw things up the least". They echoed the sentiment that many of us (who are often tired of voting for the lesser of all evils) feel. When will there be a leader who we are voting for because we feel that they will be great in power? I have been voting for 15 years now, and I am still looking for one.
Coincidentally, I have been teaching for 10 years and I have yet to teach under a principal for whom I feel the same. When I decided that my place was in the classroom, I felt that I could inspire and share my passion to new generations of students. I wanted to capture their interest and provide an environment where students could find their own voice through the skills I could share with them. That is my vision. I am not a visionary. I am waiting for a principal who has more passion about our school than about climbing the ladder. I am waiting for a principal who can unite the school staff as well as unite the students. I am waiting for a principal who wants to lead our school, not simply one who is placed on our rung on the educational ladder, so to speak.
Now, I know the simple answer is to climb the administrational ladder myself - become the principal I seek to follow. The problem is that this would require me to leave the classroom. It would mean that I would leave those students who I feel I can reach the best on a one-to-one level. As contrary as it sounds, I cannot follow my own advice, because it would mean abandoning what I am passionate about. A leader must have passion. So I must wait.
I wait for a principal who wants to lead my school and staff to great things for the sake of it (and not for another notch in their resume). Just as I await a day when I can say that I voted because I was passionate about the politician, and not because they were the one who will (to quote my student) "screw things up the least".
I await inspiration.
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