The Good, The Bad and the Goofy?

I have this little theory. The theory is that in every class 95% of the students are good kids and 5% are bad, either goofy or evil. My problems occur when I let the 5% take up 95% of my time. 

This year I have one class that is challenging those assumptions. I think the balance is off. It may be 60/40 rather than 95/5. Most students have something they want. Something they care about. But, what do I do with those who actually don't care? What do I do with someone who has not come to the realization that doing nothing will result in nothing? 

My other classes prove the theory true. When I work the 95% who are good, the 5% who are not eventually come in line. 

Maybe I just believe...

It's funny how our choices, even in Middle School can so effect the rest of our lives. 

Who Are Schools Designed for?

After teaching for a few years and seeing so many students struggle I wondered who schools are designed for. I knew for sure that they were not designed for me. As a teacher I am thoroughly convinced that they are not designed for the vast majority of students. Schools have been custom designed for those who can teach themselves.

My oldest son was a great student. A freak of nature actually, my wife and I never had to tell him to do his homework (my other three children are normal).   In high school his second year Spanish teacher thought she was quite good. She even played tapes of herself teaching lessons from the past and used them as lessons in the present. She never moved from behind her desk, not even during a parent conference or Open House! According to my son she would inform the class of the chapter(s) to be covered and then quiz the students. My son received an A. He taught himself well.

My second son said he usually did not understand his Trigonometry teacher. I asked him if would like a tutor because I knew I would be unable to help. He said, “No, thanks. If I read the chapter I can figure it out.” Another A. He taught himself.

I have spent time outside the classroom the last 5 years and have listened to many a complaint by parents like my wife and I concerning teachers who are not teaching their children. These teachers usually point to the one or two students who are doing well and use them as proof of their own viability as an educator.

“A” students teach themselves most of the time.

So, as a teacher I ask myself, “Who is my class designed for?”

What's Your Problem?

I often wonder what is actually going through my students minds. Sometimes I'm pretty sure I don't want to know.

Yesterday, K-nut decided she was going to be a class A punk-ette. I did the usual redirection, "get back on task young lady" thing. I was checking student work while going over the page we were covering. Two of my other girls were passing a note back and forth. So, I took it, stuffed it in my pocket and forgot about it until after class.

The contents of the note were very interesting. While I can't quote it exactly I can give a decent replication.
The note read, "What the *!?@ is wrong with K-nut? What's her #@&*? problem?" I thought, "How eloquently spoken. I don't know if I could've expressed it much better. It's good to see that most of the students know a punk-ette should just be ignored.

Whose is the Real Teacher?

I am a teacher. I fancy myself to be a pretty effective teacher. I generally have a great rapport with students and parents. I do my best to provide each student with as many opportunities to understand, learn and master the content as time allows. I believe the data says I am doing much better than most, if not all professional baseball players’ batting averages.

I am also a parent and a realist. I have been in education over 20 years. What is the reality? Good parents produce good kids.

If you read to your children until they want to read to you and then read with them until they start to read alone, they stand a much better chance of success than if you do not. Most parents who do this would also place them into an afterschool tutoring program if they were not being successful.

Two truths: 1) you, the parent are your children first and most important teacher and advocate 2) kudos to you parents who make sure your children understand what I the teacher do not always make so clear. 

Thank You Teachers of the Past

Thank you to those who chose before us:


· For saying, “No thanks” to the first new deal.


· For choosing a privatized retirement system and plan.


· For saying no to social security


· For not putting those who would come after you at the bottom of the worlds largest pyramid scheme, also known as social security.


· For giving me a better future.






What are you thankful for?

Corporal Punishment vs. the Time Out

Student discipline…time out vs. corporal punishment, most commonly experienced as “the swat.” I would really like to know how many parents and teachers are in favor of corporal punishment or not. 

I am actually surprised by how many of my colleagues would seem to be in favor of a good swat now and then. Especially considering most teachers were the good kids who always did their best, strived for their teachers approval and never came close to experiencing the seat of correction.

Personally, I think it is less abusive than most of the of the psychological warfare - time out - talk to the kid until they give in or we deem them incorrigible methods. Also, I think most teachers use the time out for themselves not the student. But, that’s just me. What about you?

Who is in favor, who is not? Are you a teacher of a parent? Post me your opinion.

Hello...this is Maxine...are you there?

 The class looked so intent; as if they were actually connecting with whatever I was attempting to teach them. Then I noticed that they were trying not to look to my right. I was moving around the room like a good teacher should when I noticed Maxine Smart. Maxine is one of my special students who often seems like she is in her very own orbit, around her very own star. She had a plastic bag on her head and a shoe in her ear. “Hello…hello…is anyone there? Can you hear me?” Maxine spoke softly into her shoe phone. I looked around to see if anyone was answering the call. No one seemed to be on the other end. I told her to hang up the shoe and get back on task. Maxine tried one more number but, no one seemed to respond. She hung up the shoe, took the plastic bag off her head, put her shoe phone away and slowly got back on task.

Learning happens…

*All names are fictional to protect…someone…maybe me…