9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult. 9th graders are 13/14/15 year olds. 9th graders are 13/14/15 year olds. I, at 34, am the adult.
You get the point, but sometimes I forget that the students I teach are in that middle area between childhood and adulthood. They are doing their best to hold it together and act like adults, but the impulse to be children and act before thinking is always bubbling beneath the surface.
So what is this post all about? My "meltdown" occurred in my Honors Geometry class which meets Monday G Block (last period 2:30PM-3:20PM). It was the end of a long day for all parties, myself most certainly included. In class, we were working on proving different properties of isosceles triangles. It is tedious and at the same time confusing to keep track of what are the pieces of information that we know and what are the things we are trying to prove.
As is always the case, there are a good majority of students who understand the material on the first go around and those who don't. I make a case of going over new material at least twice. The class in general was rowdy, there were questions being asked from all parts of the room, the protocol of hand-raising was completely out the window. I will admit that as the teacher, I shouldn't ever let classroom decorum degenerate to this level. In addition, freshman boys being the 14 year old "dorks" that they are, were goofing off in the back of the room. The chaos of the room was growing as the minutes passed. I gave what I thought was a pretty stern warning to all members of the class that we needed to restore a hospitable learning environment. That lasted less than a minute but I kept trying to teach through the craziness. All of a sudden two of the boys are falling out of their seats trying to grab something. I turn around and immediately say "OUT" and point towards the door. The two boys, Troy C and Greg W, were totally stunned. The rest of the class was as well. They had never seen me lose my cool, although if you ask some of the older students who have had me in the past they will tell you I have a pretty solid track record of losing it.
So, today, I wore a tie to school. It was my reminder to myself that I am the adult and that I need to be the one to handle situations in a mature and professional manner. The students are kids and sometimes it's just who they are. Before class, I apologized to Greg and Troy individually in the hall. In class today, I apologized to the entire class for my behavior and admitted that I was wrong. What was kind of interesting to me was the look of complete wonder the students had on their faces when I gave my apology. Perhaps they had never seen a teacher be contrite.
The bonus of all this? Whenever I throw a "tantrum" the kids in that class are on their best behavior for about three days before things return to their normal equilibrium. I'm going to take advantage of my temporary upper hand!!
You get the point, but sometimes I forget that the students I teach are in that middle area between childhood and adulthood. They are doing their best to hold it together and act like adults, but the impulse to be children and act before thinking is always bubbling beneath the surface.
So what is this post all about? My "meltdown" occurred in my Honors Geometry class which meets Monday G Block (last period 2:30PM-3:20PM). It was the end of a long day for all parties, myself most certainly included. In class, we were working on proving different properties of isosceles triangles. It is tedious and at the same time confusing to keep track of what are the pieces of information that we know and what are the things we are trying to prove.
As is always the case, there are a good majority of students who understand the material on the first go around and those who don't. I make a case of going over new material at least twice. The class in general was rowdy, there were questions being asked from all parts of the room, the protocol of hand-raising was completely out the window. I will admit that as the teacher, I shouldn't ever let classroom decorum degenerate to this level. In addition, freshman boys being the 14 year old "dorks" that they are, were goofing off in the back of the room. The chaos of the room was growing as the minutes passed. I gave what I thought was a pretty stern warning to all members of the class that we needed to restore a hospitable learning environment. That lasted less than a minute but I kept trying to teach through the craziness. All of a sudden two of the boys are falling out of their seats trying to grab something. I turn around and immediately say "OUT" and point towards the door. The two boys, Troy C and Greg W, were totally stunned. The rest of the class was as well. They had never seen me lose my cool, although if you ask some of the older students who have had me in the past they will tell you I have a pretty solid track record of losing it.
So, today, I wore a tie to school. It was my reminder to myself that I am the adult and that I need to be the one to handle situations in a mature and professional manner. The students are kids and sometimes it's just who they are. Before class, I apologized to Greg and Troy individually in the hall. In class today, I apologized to the entire class for my behavior and admitted that I was wrong. What was kind of interesting to me was the look of complete wonder the students had on their faces when I gave my apology. Perhaps they had never seen a teacher be contrite.
The bonus of all this? Whenever I throw a "tantrum" the kids in that class are on their best behavior for about three days before things return to their normal equilibrium. I'm going to take advantage of my temporary upper hand!!
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