Think back. When you were a child it was not unusual for adults to encourage children to express themselves by developing healthy imaginations – even to the point of role-playing games like “cops n robbers” or “cowboys and indians” where a central aspect of each game was the simulation of assassinating one’s adversaries with pretend weaponry. I would also be willing to wager that your neighborhood also served as a venue to more than a few physical confrontations that resulted in little more than bumps, bruises, occasional bloodied noses, and forged friendships.
In today’s cookie cutter, everything smells like roses, politically correct fascade, children are forbidden to “play rough,” let alone imagine that they are heroes or villains in any one of the television shows or movies which they have watched. In other words, they are not allowed to explore the boundaries between fantasy and reality as children, yet they have, in effect, recieved a Master’s degree in television violence since infancy. How is it then that we as a society dare to feel any shock at the resulting instances where pent up, instilled, violent tendencies are manifested by children, adolecents, even adults? Not only should it not surprise us, but we should have expected these tragic events that have occured and realize that there will be more as long as we continue to bombared our children with these mixed messages.
Why is it that with all of the modern conveniences (cell phones, diapers, oven mitts) it is still too much to ask for school cafeterias to include actual food (fruit, vegetables, grains, meats, dairy) in the ingredients of lunches? I mean I recognize the fact that they have cornered the market on lunch options, but come on, put minimal effort into your work – show some pride. As a suggessted rule of thumb, if the kitchen rats that are borderline pets refuse to eat what you serve to the second graders, dump the entire dish in the garbage and order pizza from the nearest delivery franchise.
I was in the computer lab with my young elementary kids. They were practicing their typing skills when suddenly another teacher barges in to say that her kids needed the lab at this time because today was the day she had asked that her kids could use it. Confused, I asked what this was about. She proceeded to tell me that she had sent me an e-mail some time ago asking me to switch our times around. I said that I didn’t remember getting the e-mail, but I could check on it.
She said, “well there’s nothing to check. I e-mailed you.” I told her I’d be with her if she’d like to wait out in the hall as the scene wasn’t particularly healthy for my kids to be witnessing.
She just stood there.
I repeated myself, and she took one step backwards, continuing to glare at me, her head moving from side to side from sheer anger and intolerance that I could have dared not bow down and immediately shew my kids out of the lab.
I asked her if I had responded in agreement to her e-mail. “No.” I asked if she had signed up in the computer lab schedule binder. “No.”
I said, “well I don’t want to escalate this situation, but my kids have been looking forward to working on their keyboarding skills today.”
“They can practice that anytime. My kids have a project to work on.”
She was irate, causing a scene, refusing to go into the hall in front of her kids, yet unashamed to torment mine. Wanting to calm the winds, I offered to be out of the lab within the next ten minutes. She continued telling me nothing new, and I calmly explained that the longer she was going to stay there arguing, the longer it was going to take us to finish up and exit for her.
She finally left in a huff (um, woof?), and I finally found her ambiguous e-mail in my mailbox. When we had left (5 or 6 minutes later), I gave her a courtesy call and apologized for not contacting her to clarify her e-mail. She told me she accepted my apology, but informed me that now she didn’t want to use the lab.
Darned if I do, darned if I don’t…whatever should I have done…
I think I’ll show this to my kids to get them to come out of their shells a little more…
Update:
I showed this to my kids today. During the video, they had to write down three things they saw Dalton do which they thought they could do the next time they were in front of people. Then, we closed our eyes and visualized ourselves fearless–using our hands to speak, making eye contact with our audience, walking around, placing emphasis on important words, etc.
This activity was definitely a hit. I’ll put the little kiddos to the test soon…[insert evil laugh here]
I am writing this article to hopefully receive some advice from teachers who have a little more experience dealing with parents, co-workers, principals, school boards, and superintendents. I am an elementary teacher in a rural Alaskan town (the fact that I don’t specify which town will become evident shortly) and I work with gifted students in the primary grades. This is my second year in this position. I was fortunate enough to get a job as soon as I graduated, but because I am so young I feel that many people question my judgment, and or capabilities. Overall, though, the first year and a half went surprisingly smoothly, with little more than the occasional stressful situation. It was during the beginning of the third marking period of this, my second year, when I found myself in a rather puzzling and frustrating predicament.
Each year, the second graders at our school study a unit on the various rocks and rock formations that are common in the earth’s crust. Wanting to expand upon this unit by providing a hands-on experience, I scheduled a field trip for the two third graders, five second graders, and the one first grader with whom I work. The trip was planned so that the students would collect, label, and display as many of the types of rock as they could find. Our group went to two quarries, a group of small cliffs, a river, and an abandoned mining location.
I am sure that you are guessing that the problems I am experiencing are linked to the mining area, and if so, then you have guessed correctly, but not for reasons you may suspect. No students were lost nor harmed on our fieldtrip. Instead, we were successful. One of my students was a little too successful. It turns out that the student had taken home what he thought to be an interestingly large rock, which was really a cluster of rocks held together by mud. When he was trying to clean his ”rock” at home it naturally fell apart and he was left with several uninteresting rock pieces and one shiny stone that stood out from the others. He showed this to his father who immediately suspected that his son had found a nugget of gold. Upon seeking verification, they were told that the boy’s “shiny rock” was indeed a gold nugget worth nearly one hundred dollars.
This is where the trouble begins. The town, parents, teachers, school board members, and even the superintendent are all adamant that the location of the abandoned mining area must be made public. Each of these groups are motivated by any one of a number of reasons, but the most popular motivation, I fear, is simply greed. Everyone assumes that as soon as I specify where we found the gold, that they will each find golden nuggets of their own.
Why am I not telling? It is not that I am hoarding a secret fortune, frankly I seriously doubt whether any more gold would be found there, instead, I feel that this experience was so beneficial for the students, that I would like to continue providing this opportunity each year. If I make the location public I am afraid that either a private mining company will purchase the property and refuse admittance, or the town will go crazy with gold lust and the area will be torn apart, making it impossible for us to visit again
So, you have heard my story, here is my appeal. What advice can you offer? Should I stand on my academic principles, or should I bow before the pressure and publish the location?
The purpose and value of teaching science in school is to provide students with a process to explore the world around them. From the time they enter school, students should be encouraged by their teachers to have a questioning, curious attitude about the world around them—and this attitude (an attitude of science, if you will) should permeate every subject area throughout the curriculum. There should be no set amount of time dedicated to science but rather fostered throughout each subject a student encounters —and extended beyond the classroom. The ultimate goal of science is to learn how to inquire—it is through this process that students will be properly equipped to explore.
Found this fun little puzzle. Originally created for 3rd graders, it’s become a hit with all age groups. It’s a cross between the academic game “24″ and Sudoku. I’ll start implementing this within my classroom at my first convenience! If nothing else, this will challenge brains in those inevitable doldrums between activities throughout the day.
Click on the image below to check out the official site.
In the age of technology, we feel advanced. We pat our backs in approval as our devices are miniaturized. Communication is expedited. Beauty is “photoshopped.” Never has humanity looked so good.
And the countless classes of generations see the mountain of defined perfection through glossy music video, air-brushed billboard, glamourized film, and flashy images shot round the world on the latest gadget.
But what good does it do?
Has humanity improved? Or in our lust to pursue a god-like state as celebrities are idolized, do we plummet to destitution?
What is it that we impart to our learners in the face of the media which has invaded our every home, every purse and pocket? Do we propegate an insatiable lust–one which speeds life so fast and focuses our worship onto ourselves to the point of destruction?
What are we to do with those young men who demonstrate a lack of, well, maleness? Whatever happened to stifling the bent wrist, the dainty walk, the lispy speech, and the soft skin? When did it become acceptable to shed the shame? There is a strong need for the return of masculinity among youth today.
In a socially detrimental effort to construct new man-made (I’m sorry–perhaps woman-made) morality such as “acceptance” and “tolerance,” we have foregone any sense of right and wrong. Single parent households (mainly matriarchally maintained) are exposing young men to an awful softness which is pervading society at all levels.
Let’s examine what one educator has to say:
Some years ago, I had the first young lad in a class of mine who couldn’t seem to show much evidence behaviorally that he had anything between his legs. Chubby, walking like a stiff-legged cartoon, whiny, and with speech that shouted a female-dominated upbringing, he flailed about in my class for the first semester and a half.
Finally I had had enough, and felt morally obligated to break the politically correct norms of allowing him to be what he was. I decided he needed to be broken.
Did I think I could break him? Well, yes–with 90 days in the wilderness and no witnesses I feel confident he would have grown a couple things he lacked. But without these conditions, of course not. But I would do what I could, or I would spend the rest of my life wondering if I somehow did the young chap a disservice.
So I embarked on a journey to dissuade him of his lassiness. I had a discussion with him about his language. “Cheerleaders,” I told him, “will use the word ‘like’ excessively when speaking. Are you a cheerleader?” He smiled that cute, soft smile and admitted that, no, he was not a cheerleader. I taught him male posture and how to walk. Shoulders back. Extend the legs rather than walking around pretending to wear a tight skirt.
And so he had to walk back and forth, shoulders back–practicing. When speaking, he began to catch himself beginning every sentence with “Auaahh…” and rephrased when he came to his natural inclination to use an unnecessary “like.” It was a slow process, with constant reminders, and certainly he was far from perfect the last time he walked out of my classroom.
But I had done my part. I wouldn’t succumb to society’s curiosity toward flamboyancy. It has been, is, and always will be unacceptable regardless of popular opinion. I must stand and fight even in the face of society fostering the flamboyant, parading the plastic [enhancement; or amputational surgery], and applauding anything unnatural…
What are we to do? As educators, we fight. We give our kids male role models who demonstrate what it means to be and act like responsible males. Above all, we do not allow young men to go through life thinking it is okay to act like their counterparts.
Eradicate the softness in your classroom today. Question the emerging morality of tolerance. Train them well. It’s up to us.
Differering personalities, creative minds, cultural backgrounds, crazy hairdos, favorite bands, sexual persuasions…these are all a part of who we are.
Instead of questioning behavior or choices people make we should, as educators, accept everyone as they are and provide an environment which fosters a continuum of self-expression. As educators, this is our role and responsibility.
Do not let those who would cling to old-fashioned values persuade you with rhetoric of “right” and “wrong.” This is not what America stands for. This is a country of freedom. Of self-expression. Of progressive thought. If we don’t progress, we’ll never move toward a world of peace. Tolerance is, perhaps, the best medicine for our world today.
