is not a term students should ever use to address a teacher or any superior, for that matter, yet it seems that two of my new students think it's acceptable. It took me a second, the first time I heard one of my girls use it, to figure out if the student was even addressing me. Was she talking to me? No. Not possible . . . . Oh my gosh, she was. Then, I about went through the roof. I gave her the stare, then said, "What did you just call me?"
She was so casual, so off-the-cuff--"Oh, you know, girl, like we cool."
"No, we're not 'cool.' I'm your teacher. You know my name. Use it." (Visualize student eye-rolling.)
Ugh. Infuriating. Beyond infuriating. Infuriating because I wouldn't even dare call ANY of my girls, "girl." Ever. Simply put, it's demeaning.
This disturbs me on multiple levels because it's a symptom of a larger problem--respect. Respect for who I am and what my position is. Clearly these two students have difficulty understanding this, which is why I outlined for both of them why this is incorrect and what the consequences will be if they ever address me in this way again.
I have a student who calls me m'am. Everything is "yes, m'am" or "no m'am" for her. That's respect, and not that I need to be "m'am," I'd sure like more of her.
It's not like I believe I teach from an ivory tower or anything. I get to know some of my students well--I give some of them hugs and even nicknames, but I am never, or will ever be, any student's "girl." I don't know why that's so hard, why I have to have these conversations . . . these fights.
Tuesday, February 22, 2011
Tuesday, February 8, 2011
Well Crap
Nothing like being told on Tuesday you will have to start teaching a new class on Wednesday.
9th, 11th, and NOW 10th grade English. On a 4X4 schedule. Sure, no problem. I'll be sure to submit those brilliant lesson plans along with my proposal for the global warming crisis.
For any newbies out there reading this: if any administrators tell you they are giving you a class, group of students, or additional responsibilities because you are "up for the challenge," "capable," or "strong," that's your signal to run away very fast without looking back.
9th, 11th, and NOW 10th grade English. On a 4X4 schedule. Sure, no problem. I'll be sure to submit those brilliant lesson plans along with my proposal for the global warming crisis.
For any newbies out there reading this: if any administrators tell you they are giving you a class, group of students, or additional responsibilities because you are "up for the challenge," "capable," or "strong," that's your signal to run away very fast without looking back.
Sunday, February 6, 2011
$4,500
That's the total damage done to my car.
That's more than I take home in a month. I wasn't kidding when I told my principal that day it did not pay to come into work. In fact, it didn't pay that whole month!
In the last post, I told you one of the reasons why I hadn't posed in awhile. The other reason is because I've spent oodles of time and energy persuading my school to pay for the damage to my car. I sent emails back and forth to HR. I spent hours in meetings with my principal. I even went to the top, emailing our charter's CEO. That move got our HR person to my school, though she arrived four minutes before my next class started, and only to tell me "No. There's nothing we can do."
I felt so defeated, and I finally put my hands up in the air. Fine, I thought. I'll pay. I'll eat the cost. I just want my car fixed. I just want the damage erased.
Then I went to school the next morning and learned another teacher's car was keyed. Phrases like "oh hell no," "told you so" and "power in numbers" floated across my mind, so I talked to this teacher. Being new and young and still passionate, he didn't want to rock the boat. Being older and jaded and knowing better, I told him they are taking advantage of us. If he didn't want to put his neck on the line, that was fine, because what happened to his car was enough. So I walked to my principal's office and respectfully said I refused to take no for an answer, and had everyone listened to me, that other teacher's car might not have been damaged. Then I had a list of questions, easily summarized by this: what will they do to make this right?
My principal heard me out, and she understood where I'm coming from. I also think she is a little worn down by my pushiness and relentlessness. But that's fine by me, because I learned late last week that the charter organization is finally going to pay for the damages. I have to get several estimates and hand them over.
I'm a little reluctant to celebrate yet with the way things have gone. I won't feel totally at ease until I'm looking at my car the way it used to be. And the funny thing is that's how I feel about myself--I won't know things are better until I feel the way I used to--hopeful, optimistic, enthusiastic, and trusting.
That's more than I take home in a month. I wasn't kidding when I told my principal that day it did not pay to come into work. In fact, it didn't pay that whole month!
In the last post, I told you one of the reasons why I hadn't posed in awhile. The other reason is because I've spent oodles of time and energy persuading my school to pay for the damage to my car. I sent emails back and forth to HR. I spent hours in meetings with my principal. I even went to the top, emailing our charter's CEO. That move got our HR person to my school, though she arrived four minutes before my next class started, and only to tell me "No. There's nothing we can do."
I felt so defeated, and I finally put my hands up in the air. Fine, I thought. I'll pay. I'll eat the cost. I just want my car fixed. I just want the damage erased.
Then I went to school the next morning and learned another teacher's car was keyed. Phrases like "oh hell no," "told you so" and "power in numbers" floated across my mind, so I talked to this teacher. Being new and young and still passionate, he didn't want to rock the boat. Being older and jaded and knowing better, I told him they are taking advantage of us. If he didn't want to put his neck on the line, that was fine, because what happened to his car was enough. So I walked to my principal's office and respectfully said I refused to take no for an answer, and had everyone listened to me, that other teacher's car might not have been damaged. Then I had a list of questions, easily summarized by this: what will they do to make this right?
My principal heard me out, and she understood where I'm coming from. I also think she is a little worn down by my pushiness and relentlessness. But that's fine by me, because I learned late last week that the charter organization is finally going to pay for the damages. I have to get several estimates and hand them over.
I'm a little reluctant to celebrate yet with the way things have gone. I won't feel totally at ease until I'm looking at my car the way it used to be. And the funny thing is that's how I feel about myself--I won't know things are better until I feel the way I used to--hopeful, optimistic, enthusiastic, and trusting.
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