Education

Parental Detention (or, I’m Making a Point for My Child)

 

In thirteen years of teaching, I haven’t ever had what happened on Friday afternoon after school. I had a parent “own” his child’s detention (child stayed too) and he wasn’t apologetic for it either. I am not really sure how I feel about it and I am still trying to process it. How would you take it?

Background

It was the 6th period of the day and there was only an hour left of school. The bell had rung and all the students were in their seats as we started. We had been talking and reading about the origins of the Vietnam War when Student A’s cell phone make a beeping noise, a text alert.

Now, we have a cell phone policy in our school that doesn’t allow for the use of cell phones during class. Generally though, most teachers don’t really follow the policy any longer because we would spend all of our time “policing” cell phone usage and very little time teaching. Plus, getting into conflict over a cell phone generally isn’t a great way to build rapport with a student. It’s an issue, but not one to die over. These days, I have taken the policy of letting them use it (unless blatantly disrupting their learning or someone else’s) because they are responsible for their learning, not me. If they are distracted by it, then it is on them. Plus, I actually require they use them occasionally for taking a survey by text or whatnot. However, I do draw the line when a cell phone becomes audible. Then I confiscate the cell phone for the class period and return it to them as they leave class. This all seems to work fairly well most of the time.

Student A’s cell phone make a sound after receiving a text. I asked her to bring it up. She protested a little with, “But Student B sent me the text!” Everyone in the room laughed because Student B is in the room too and she got her friend in trouble. Student A brought her phone up to me and while she did so I said that Student B needed to bring me her cell phone since she was the one who sent the text. Student B said she wouldn’t bring it to me. So, I went to the back of the room, held out my hand, and asked for it again. Student B flatly refused again saying, “No, I’m not giving it to you. My dad said to never give up my phone.” Now everyone in the room is watching and I’m thinking, “Well, this is interesting. Never would have expected this from her.” (Mostly because she is a GREAT student, straight A’s, always compliant, helpful, and respectful.) I asked again saying, “Come on, give me your phone. Is it really worth getting a detention for?” Student B’s response, “My daddy said to never give up my phone, so yes.” OK. I promptly turned, returned to the front of the room and wrote her name on the board. The class moved on as though it didn’t happen. After class and on her way out of the room she asked, “What time will you be here until today? My dad wants to come talk to you.” I gave her a time and Student B left the room.

The Parent

I was half expecting the riot act when the parent got there. But then again, this is a really nice family and all the kids are great kids so I wasn’t really sure what to think was going to happen. I was pretty sure, however, that I was going to get protestations about how the detention was unfair.

When the parent walked in all he said was, “I’m here for my detention! Where do you want me?” I responded that he could sit anywhere. Then he said, “I just want you to know that I am here to serve the detention since my daughter was following my instructions. With my background in law enforcement, I have instructed all my kids to never give up their phones. We will be dealing with her texting in class when we get home.” I said, “You know this is a bit unusual because I didn’t expect her to say ‘no’. We have a school policy of no cell phone usage in the classroom and if you need to get a hold of your student you can call the office and they will forward a message OR now you can actually call into our classrooms directly if needed.” His response was simply, “I know. that is just our rule for our kids.” Then he turned and chose a seat and sat down with his daughter. They sat there quietly talking for 25 minutes.

The End

There were a few minutes left in their 30 minutes and so I decided I should probably explain why she had gotten a detention a little more plainly that what his daughter had explained to him. So, I addressed Student B as I sat in front of them,” Student B I want to explain why you got the detention and how surprised I was that I had to give you one. The fact is that I like you and you are one of the best students I have in the junior class, that being said, I also can’t treat you differently than I would treat the other students in the room. The fact is, if you refuse to obey the instructions given to you by a teacher, I can’t just let that go. It sets a bad precedent for the others to see. You didn’t get the detention for using the cell phone. The detention was for refusing to give it up.” She said she understood.

Then her dad spoke up, “Listen, I understand why you gave her a detention and I am not happy with her because I had to rearrange my schedule to be here. I am not happy that she was using her cell phone during class and we will deal with that when we get home. But, I have to say, that I am proud of her for sticking up for what she had been instructed by her father to do, even in the face of adversity. We often wonder how our kids will react when they are put in a situation where they have to stand up for what they believe and when there is pressure to conform. She acted as I hoped she would, not in just this situation but hopefully in even greater, more serious situations. I am sorry she violated your policy and refused to give up her phone. That’s on me, but I wouldn’t want her to do it any differently. You did what you had to do and I respect that.”

We exchanged a few pleasantries about the weekend and out the door they went with a, “See you on Monday, Mr. Grenz!” from Student B.

My Questions

How do I take this? Was this a lesson for the child or was this a parent response telling me how ridiculous he thought it was that I gave his daughter a detention?

I am inclined to think it is the former, but there is still a part of me that thinks it is the latter. The words spoken seem to indicate this was a lesson for the student, but the tone in some of the words makes me think it was a lesson for me. I can’t quite put my finger on this and I haven’t quite settled on an answer.

So, tell me what you think? How would you have reacted to the teacher? How would you have taken this whole thing if you were the teacher? You can respond via the poll or in the comments.

Duck, Duck, Genocide

 

South Sudan

“If it walks like a duck and it talks like a duck, it must be a duck.”

My senior Contemporary Issues (college prep) class has been doing a unit on genocide. I must admit, I lost it in class a little over a week ago. Not in the sense that you are probably thinking, no I didn’t lose me temper with them because they weren’t paying attention or being disrespectful. The fact is, I lost it emotionally. I quite literally and very visibly choked back my emotions as I read to them an article about the latest events happening in South Sudan. We had been, at the time, covering the 1994 Rwandan genocide and watching the film, Sometimes in April, so they were becoming familiar with the events of Rwanda. As I struggled to read the article about South Sudan, it was clear that I was not the only one in the room that was having a hard time with the topic. There was lots of sniffling and the wiping of eyes as they left the room at the end of the period.

It is interesting to watch them struggle with the realities that they face going into the larger world, and the realities of foreign policy. They are now starting to see that those easy and trite solutions they think they have for social or political problems in our country (and maybe around the world) aren’t as easy as they believed. This unit, with help from the Choices curriculum, has been designed to leave as many questions (by my design) as it answers. It gives them a chance to know the history and recognize the significant international challenges facing our nation and others when it comes to difficult issues (genocide, among others). To this point, we have covered Armenia, the Holocaust, Cambodia, Bosnia, Rwanda, and now Sudan (specifically the first event – Darfur). We have now dealt with the recent events in South Sudan and, after looking at the patterns from the other events, there is only one determination to make about what is happening there.

Genocide

I’m not going to beat around the bush here when it comes to what is going on in South Sudan. There may be a civil war, but it has all the markings of genocide, so let’s call it that instead of dancing around the issue and playing with nuances or word games. Then let’s do something about it instead of sitting back and letting it happen again because that phrase, “Never again,” has been uttered one too many times.

How do we know it is genocide? The first place to start is with the United Nations’ 1948 Convention on the Prevention and Punishment of the Crime of Genocide. This document outlines the international effort to prevent and punish genocide after the Holocaust of World War II. The most important sections of the document are Articles 2 & 3. These articles define and outline the conditions for which genocide can be determined. Genocide is

Article II
In the present Convention, genocide means any of the following acts
committed with intent to destroy, in whole or in part, a national, ethnical,
racial or religious group, as such :
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to
bring about its physical destruction in whole or in part;
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group.
Article III
The following acts shall be punishable:
(a) Genocide;
(b) Conspiracy to commit genocide ;
(c) Direct and public incitement to commit genocide;
(d) Attempt to commit genocide ;
(e) Complicity in genocide.

Admittedly, genocide can be difficult to define since the definition is a bit vague. My students have realized this as they have pondered the different episodes over time. However, what does seem pretty clear is that human rights should take precedent. No, there are no hard and fast numbers or “check points” for making a definitive determination. There are no “If the number of killings reaches 100, or a 1000,… .” Yet, on the other hand, can the killing of one person (surely the death of any number of people should be reprehensible) be enough for a genocide classification? This creates a rather convenient ambiguity that allows for the international community, or individual countries, to wiggle around events that are genocide. The convention requires that if a country recognizes an event as genocide, they have to do something about it. So, most countries just don’t use “the word.” Even international organizations that are supposed to protect human rights won’t use the word for fear of being held accountable for not doing something about it (see Amnesty International article). It is easier to condemn the events as “ethnic cleansing,” “war crimes,” or “crimes against humanity” so that no real commitment has to be made. NOT doing something falls under Article III, Section E, doesn’t it? Complicity?

Many of the people in South Sudan, the world’s newest country, were hopeful that they had put the violence of the past behind them when they voted for independence from Sudan. However, it didn’t take long for the violence to return. In the very recent past they have descended into ethnic conflicts between the Dinka and Nuer people, which has stemmed from a civil war between the president (a Dinka) and a fired deputy (a Nuer). The atrocities have now become well documented, but the international community continues to call the violence what it really is. On May 8, 2014, the UN released its report, Conflict in South Sudan: A Human Rights Reportwhere it again fails to call the events in South Sudan a genocide. The report does, however, indicate that the atrocities have gone both ways and that no one group is the sole perpetrator in the conflict.

Rwanda

Echoes of Rwanda

In 1994, Rwanda descended into chaos as the Hutus began a systematic and brutal program of extermination of the Tutsis. It took only 100 days for the Hutus to kill over 800,000 Tutsis and Hutu sympathizers. This was aided, of course by the world not really paying attention to what was going on and dancing around this issue. The information about how and where to do the killings was transmitted over the radio and as a result the radio was used to fan the flames of hatred and incite more violence on the Tutsis. The United States government, supposedly the only country in the world with the technology to block the radio transmissions, debated about the legality of blocking the radio signals and the right to free speech instead of human rights and protecting innocent life.

President Clinton visited Rwanda in 1998 and apologized for our failure to act. After the fact, he acknowledged the genocide.

…I thank especially the survivors of the genocide and those who are working to rebuild your country for spending a little time with us before we came in here…I have come today to pay the respects of my Nation to all who suffered and all who perished in the Rwandan genocide…Rwanda experienced the most extensive slaughter in this blood-filled century we are about to leave—families murdered in their homes, people hunted down as they fled by soldiers and militia, through farmland and woods as if they were animals.

From Kibuye in the west to Kibungo in the east, people gathered seeking refuge in churches by the thousands, in hospitals, in schools. And when they were found, the old and the sick, the women and children alike, they were killed—killed because their identity card [identified them as the targeted group]…It is important that the world know that these killings were not spontaneous or accidental…These events grew from a policy aimed at the systematic destruction of a people. The ground for violence was carefully prepared, the airwaves poisoned with hate…All of this was done, clearly, to make it easy for otherwise reluctant people to participate in wholesale slaughter…

…In their fate, we are reminded of the capacity for people everywhere, not just in Rwanda, and certainly not just in Africa but the capacity for people everywhere, to slip into pure evil. We cannot abolish that capacity, but we must never accept it. And we know it can be overcome…The international community, together with nations in Africa, must bear its share of responsibility for this tragedy, as well. We did not act quickly enough after the killing began…we owe to all the people in the world our best efforts to organize ourselves so that we can maximize the chances of preventing these events. And where they cannot be prevented, we can move more quickly to minimize the horror.

So let us challenge ourselves to build a world in which no branch of humanity, because of national, racial, ethnic, or religious origin, is again threatened with destruction because of those characteristics of which people should rightly be proud. Let us work together as a community of civilized nations to strengthen our ability to prevent and, if necessary, to stop genocide….We have seen, too—and I want to say again—that genocide can occur anywhere. It is not an African phenomenon and must never be viewed as such. We have seen it in industrialized Europe; we have seen it in Asia. We must have global vigilance. And never again must we be shy in the face of the evidence. (emphasis added)

Recently it was reported out of South Sudan that the radio was once again being used to incite hatred and further propagate violence against the Nuer people. This can only serve as a stark reminder and prove that the lessons of Rwanda have not been learned. This use of the radio is an explicit mirroring of Rwanda and can’t be denied as anything different. There are reports of young girls, as young as 10 (see UN report mentioned previously) being gang raped by as many as 10 men. There are reports of other women who won’t submit to gang rape being sexually tortured with large sticks, leading to their deaths. Again, like Rwanda, places that should be safe – schools, hospitals, churches, UN compounds – are being attacked and large numbers of people being killed. (Another report) Estimates continue to grow for refugees, now at a million or so, and there is real fear of famine by the end of the year because the conflict has kept them from planting the necessary crops for the food supply.

 The United States and United Nations Response

The United States has done very little when it comes to responding to this genocide, so why would this occasion be any different?. We didn’t do anything in Rwanda, we waited too long to act when it came to Darfur, Sudan, and now we are going to do the same thing when it comes to South Sudan. When the latest atrocities were exposed as “Piles and piles of bodies…” (article) the world seemed to take notice finally. It got lots of coverage across the world. That very same day, the White House released a press statement that summed up the known facts of the killings and called them an “abomination,” but their condemnation stopped there. Essentially the message was, “We’re monitoring the situation, but we aren’t going to do anything.” On May 1st, 2014, Secretary of State John Kerry actually mentioned the word genocide as a possibility (if the acts continue) but has yet to identify the events in South Sudan as genocide.

There are very disturbing leading indicators of the kind of ethnic, tribal, targeted, nationalistic killings taking place that raise serious questions, and were they to continue in the way that they have been going could really present a very serious challenge to the international community with respect to the question of genocide. (article)

So, if I understand him right, these events could lead to genocide. Has he read the Genocide Convention? If the events are similar to Rwanda and we called it genocide after the fact, then why not step up and call it that now?

It seems that one guy in Congress, Frank Wolf, has the right idea. He has called on the President to do more for and in South Sudan. He has used President Clinton’s failure in Rwanda as his basis as well. He says that since we were a major player in helping South Sudan become an independent nation that we have a “moral obligation” to intervene.

This week the Obama administration has given lip service to the issue, but has largely only postured politically by issuing economic sanctions on the military commanders (mind you this is just two people) from both sides while not including the key leaders of both sides. The effect of these sanctions will be minimal, if anything at all, as the targeted individuals may or may not do business or have assets in the U.S. The U.S. has spoken to the neighboring countries and they have agreed “in principle” to take similar actions, but this will likely be ineffectual as well.

The United Nations has approximately 26,000 peacekeepers in the country (more than Rwanda at the beginning of that genocide) and there are several areas that refugees have gone for protection. But when those compounds are being attacked and people killed or chased off into the surrounding landscape, it is rather ineffectual. The UN mission hasn’t yet been expanded to “protect the population,” although there have been requests to do so. The UN Security Council has met and supposedly is doing an investigation, but those take time (too much time) and how many more lives will be lost as a result of wasted time?

It only took Rwanda 100 days to blow up into a major humanitarian disaster. “Never again” has been used too many times and it always come back to “again.” Again we are dealing with evidence of genocide, even if it is being committed by both sides. Again the world debates about what to do. Again international organizations remain impotent to deal with a humanitarian crisis involving the deliberate destruction of human life. Again the U.S. sits back and watches while human suffering is evident. Again innocent people are looking for help from the rest of the world and get none.

Again.

 

5 Myths About Our Schools That Fall Apart When You Look Closer

What happens when you take numbers and read them for what they REALLY say instead of reading them for gloom and doom? A PISA (Programme for International Student Assessment) report that actually makes more sense than what the media and school reform proponents would have you believe.

Thanks to the American Federation of Teachers for an interpretation that is more fair and balanced.

Check out the link below!

When You Look Closer.

A Case for Better Education – Insider Observations

Parents, this is your fault. YOU have failed your children and as a result, they will fail you when you need them most. There, I said it. I wish others would say it too. But we live in a society where the norm is to blame others instead of where it really lies, in ourselves.

You’ve done it again…

The news media is, again, pushing the idea that our schools are the problem. This time they are using the PISA scores ranking U.S. 15 year-olds at 26th in math, 21st in science, and 17th in reading. While not being #1 for U.S. citizens is troubling (mostly because we like to think we should be the best at everything), it isn’t the end of the world and shows the decades of educational reform up to this point isn’t working. Sadly, even now with the Common Core standards, it will continue to fail, though there may be some improvement in scores. However, how we test isn’t what really needs to be fixed.

The parenting grade.

PARENTS/PARENTING = F

  I would argue that scores would increase dramatically if all of us did one thing – pay closer attention to our kids and participate in their education more. Parents are the LARGEST part of the problem. Parents are simply not taking an active role in their children’s education and, because they aren’t paying attention, their children are suffering the consequences. Here is a prime example of what I am talking about that just happened during my recent high school conferences. I teach juniors and seniors. In fact, more than half of my students are seniors and are about to graduate (well, most of them anyway). You would think that now would be a perfect time for parents to check up on their kids and make sure they are on track. So, for conferences the school set aside 21 hours for parents to come talk to their kids’ teachers. I have 112 students that I see nearly every day and I sent out email reminders about conferences. I also tried to set up appointments for some that are struggling and could use a little push from home. During the time set aside for conferences by the school, I only saw the parents of 31 students (and only two of the nine appointments made in advance), or 28%. That is a failing percentage in my book. 

Parents are constantly showing their children (especially the older children) that education isn’t a priority, at least in action that is. Verbally they give it lip service but their actions speak louder than their words. “I have to work and can’t make the time.” LAME. You show it isn’t important by not making the time. If you show it is important, they will think it is important too. “Half day of school? Oh, well, why don’t you just stay home today. They won’t do anything important in class anyway.” LAME. That just shows you are lazy and allows your kids to be lazy. Effort makes it worth it. “We can get some extra days of vacation if we go during school conferences.” LAME. This really shows where your priority is. Sacrifice your child’s education for your leisure. “Poor, *insert name here*, the teacher must be picking on you” or “You must be failing because the teacher is being unfair.” Yep, that’s it. We teachers wake up each morning thinking about how to make our jobs more difficult and despise discipline. FAIL.FAIL.FAIL. These are just a few ways parents undermine the importance of education.

EDUCATIONAL FUNDING (or lack thereof) = F

It would be nice to get paid a wage equivalent to people with similar skills and experience, that isn’t really where the money needs to go (though bashing the profession and poor pay doesn’t help with retention or recruitment of great people). Similarly, more money doesn’t need to go into testing or comparing ourselves to others, we already have too much of that. No, what we really need are newer, tech friendly, and bigger buildings that incorporate more space for more teachers. More teachers would mean fewer students per classroom and many studies/reports (here, here, and here) show that class size does make a difference.  No student should have to sit in a room with more than 15-17 kids in it. Maybe even less would be better, but there doesn’t appear to be a magic number that would make it best. Smaller class sizes would do more for educational reform than any other solution. Small class sizes mean that the students get more attention and individualized instruction. It also can translate into more meaningful lessons, better participation, and greater “buy-in” from the students.

Much like parents, society as a whole has shown that they are only willing to pay lip service to education as well. Teachers are a favorite punching bag. Society says we need better education and instead of focusing on the real problems they blame the people doing the work in the classroom who are trying to make due with less and less resources every year. Education funds continue to get cut, across the board, which just puts us farther in the hole. Teachers do more with less all the time, something the government should maybe learn for itself. Instead of funding for education the government perpetuates HUGE waste, inefficiency, and bureaucracy. Instead of funding education, it gives out money to nations that don’t necessarily need it. The list goes on and I am sure you can name any one of the many places money doesn’t need to go. We, as parents, even complain about paying property taxes that go to the schools. I am lucky to work in a community that has almost never failed a school levy, yet in many places around the U.S. they get failed by voters all the time. How does that logic work out? I am going to vote to fail a levy (which is to make up for what the government isn’t covering in the first place), not pay for education, and cheat my kids out of their education all so that I can have a better retirement/more toys/bigger house/fancier car/etc. Clearly there is a disconnect here. In other words, FAIL, FAIL, FAIL.

Just 1.9%??

There you have it. I am a teacher and proud of it. Yes, there are teachers that shouldn’t be teaching, but it is a minor problem considering all the others. I see these things from the inside, a place many of those who talk about reform have never been since they were in high school themselves. They have no experience in what it takes to be an educator and the challenges that go along with that. Those who should be reforming the schools are the ones that are subject to public whimsy and fantastical schemes that produce results that are largely ineffective. If you want to reform schools, ask the teachers, ask the students, but keep the politicians out of it. This teacher says that from the inside, the two solutions above to very obvious problems will go a long way in making a difference.

How to Reach the 21st Century Student

This one made me giggle this morning! With high school students, it isn’t all that far off the mark.

The Official How To Blog

This post was quest-written by Darlin’, a not-at-all-disgruntled-teacher, from keyandarrow.com

teachersomeecard

On the same degree to which my preteen students often leave me perplexed, they almost simultaneously make it all worth while, and I must take time to ponder the ways to reach these complex creatures.  What I have discovered thus far: 

Step 1:  It’s All in the Name.  Introduce yourself as Ms. or Mr. (Insert last name first initial here).  Anything longer than that will take too long to enter into their smart devices.  Plus, it’s more difficult for them to turn your last name into an insult; i.e., Ms. Wright is Ms. Wrong, Mr. Johnson’s Johnson, and Mrs. Brown makes me frown.  See?  Easy.

Step 2:  It’s All in the Presentation.  Begin class with a video.  Make sure they know how long the video is.  This is the only thing that matters.

Step 3:  What are…

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