On Having A Decent Day

I'm not sure how this happened, but for the first time in a very long time I have had a decent Thursday. I'm not sure if you recall, but Thrusdays are my hardest, and longest, teaching day. I have a full classload, and am teaching four classes in a row before I get my lunch. Then I end off with my 9s, which we all know are the bane of my existance. However, as I have just mentioned, today I miraculously managed to come out of the day feeling no worse for the wear. I actually was slightly pleased, and most definitely relieved.

I started off with my 'lower' top set year 8s. They're the second set of the cohort, so they are defnitely not bad children, but they are considerably more rowdy than my top top set. That said, I adore the children! They are hardworking little angels, once you get right down to it. Anyways, today we continued on with our introduction to Shakespeare (I know that Mr Smith would be extremely disapproving of teaching Shakespear to year 8s, as he often feels that treads on the feet of the high school ciriculum), and it went fairly well. I showed them pictures from a few different stagings of The Tempest and had them make a bunch of different predictions and whatnot. They seemed to enjoy it well enough.

Next came my top set 11s. We are plowing on through a more modern play, though its hard to call something written in 1945 modern. It's called An Inspector Calls, and it's actually not that bad. It's not hard either, which is nice. I read it in an evening, and instantly knew it would be easy to teach. The concepts are pretty straighforward (social change, the cause and effect of our actions and decisions, that sort of thing), and the play isn't a total bore. Then again, I am a student of English, so it's entirely likely that I'm biased. I'm sure the students will find something to gripe about.


Since the department somehow lost an entire class set, I actually don't have copies of the play to distribute to students. So I've been making due with lessons on the historical context, as well as an intro to the stage directions and characters. The first lesson, the historical stuff, was a bit dry and the students balked under that one...but the one today wasn't as bad. Eventually I had them sketch the characters, according to how they are described in the stage directions. That went fairly well, as everyone loves to doodle and draw!

My lower 11s came next, and I must admit that after yesterdays performance I was terrifed. I tried to put on a brave face though. I had also quickly whipped together a powerpoint that stated exactly what I wanted from them in the lesson. It was a non-negotiable one page diary entry, to make up for the horrible work they'd done last lesson. I had my fingers crossed that the new TA would come early, so I could accost her in the hallway and beg for both forgiveness and help. However, she didn't turn up; the old TA did. I was actually a tad relieved, because I knew I wouldn't have to feel embarrassed in front of her.

However, as the class started to settle in (and mind you, this class is only composed of 13 students), I noticed that the two trouble makers were not present. Checking the register, I saw that they were out on the co-op. I nearly shreiked with joy, but withheld it as I marked the other students present. I then got them their books, and re-introduced the task. To my extreme pleasure, the kids tucked instantly into the work. In fact, when one of the boys started to get off task, two of the girls at the back wrote 'Turn around and get back to work' on a piece of paper. I grinned happily at them, as he scowled and put pen to paper. As I wandered the room, I praised the students immensely for their hard work. I stopped to help each of them one-on-one for about five minutes each, and was chuffed to bits to see them actually respond to me AND get work done. Productive work. GOOD work. Absolutely chuffed.

As they were going to leave, I stopped them and asked what was different about today, that had made them work. The point-blank told me it was the two boys who were out of the school that day.

"They are distracting, miss," the one girls said on her way out.

"Well, if this is how you work without them in the room, then I am 100% going to send them out of every lesson they disrupt," I replied.

The kind of nodded and rolled their eyes at me, which really hit home; they didn't believe I'd actually do it. It was at that moment that I realize what a huge softy I appear to be to these kids. Obviously what needs to be done is that I need to grow a pair and just send the two boys out whenever they disrupt the lesson. Eventually they will get sick of getting sent out, and perhaps will modify their behaviour. The solution is so ridiculously easy, and frankly I am embarrassed at myself for not doing it earlier. That said, I really don't like sending kids out of class, because it makes me feel as if I am "passing the buck", so to speak. It makes it look like I can't deal with the problem myself.

The thing is, I shouldn't be afraid to admit that I can't deal with the problem. Clearly I can't. I don't think that should be a bad thing. At least I can admit it. Other teachers do it, so why shouldn't I? So starting tomorrow, I shall.

The only shit thing is, I know that the softy in me will be apologizing profusely to the students I send out; I just have to make sure that no element of that inner-me is visible to the students. For all intents and purposes I am a hard-ass bitch.


My 10s came next, and we plugged away at our Gothic short stories. We finished up "The Monkey's Paw" and started on some questions. The kids weren't too keen on doing the questions, but when I gave them my death stare they got down to it. A few packed it in early, but at least they did something.

Lunch came and went, and then it was time for my 9s. To my horror, the department head decided to watch in on the children walking into my room. They proceeded to walk all over me, asking me ridiculous questions regarding the seating plan, feigning ignorance about where their workbooks were, and then trying to engage me in trivial conversations about what I got for Christmas. The entire time I kept trying to re-direct them towards the 'Word Challenge' that I put on the board for the start of every lesson. With equal skill they evaded me.

Finally, she approached me and asked if I wanted her to have a word with them. I debated it a moment, then realized that it wouldn't look good on me if I had to have her instantly come to my rescue. I also wanted to give them the chance to really screw up before she came and reigned fire down upon them.

"No, I think I will deal with them now, but you may need to speak with some next week," I said, trying to sound as gracious as I felt, but likely failing.

"Fair enough," she said, and then left.

I managed to get the kids to do a fair bit of work, more than usual, which was pretty decent. However, towards the end of glass, as we were discussing some questions, they started to revert back to their chaotic ways. It isn't to say that they were being complete assholes on purpose; rather a select few were just choosing not to heed my 'no talking unless called upon' rule, and were engaging in cross-classroom conversations while the studious students and I tried to discuss the task at hand.

After repeatedly warning a few of the boys to be quiet, I had to raise my voice. I didn't get mad, and I didn't loose my patience, but I definitely put out the guilt trip voice.

"Alright guys, stop for just a minute here. There are people in this class who are actually trying to learn today. They come in every day trying to learn, and every day you do this. You constantly talk over us. I don't care if you want to talk to each other, but you won't do it in my classroom while some of us are trying to learn. If you don't want to be here, then I'd rather you just get up now and leave. Go talk in the hall."
I paused for effect, moving my gaze from face to face. The good kids looked at me with a mixture of guilt, embarrassment, and annoyance. They also darted their eyes to the misbehaving lot.

None of the talking boys moved. In fact, none of them even looked up.

"Alright. If you don't want to learn, that's one thing. But when you continually infringe on other people's right to learn, then we have a problem. If you continue to be selfish, then I won't have you in my class. It's as simple as that," I said.

Utter silence.

"Right then. If you have something to say, please raise your hand," I said, and then continued with the discussion.

Things ended on a good note, with the talkative boys not talking, and the studious children contributing to conversation. I couldn't ask for more.
At the end of the day, the head came back in and asked me how it had went. I explained it all to her. She then asked me for a list of names, of the boys who were would not stop talking. I gladly wrote her a list, and she promised to have a private word with the boys soon. I was quite pleasead with this idea, and told her as such.

After she left, I sat at my desk for a moment, reflecting on the days events. I smiled a little, when I realized the day was over. Only one more day till the weekend. One more week closer to coming home.

You have to count your blessings, I suppose.