Making Some Reflections

 I am writing twice this week as it is a slower week.  Today at school we are just having parent/teacher conferences virtually and we have a slow timeslot now.  But, that gave me some impetus for refleciton today so allow me to ramble as I share.  

From this fourth-floor vantage where my classroom window is, I have a panoramic view of everything.  If I look west, there is the skyline of downtown Baltimore.  If I look east, the glittering golden domes of St. Michael Church, a Byzantine Ukrainian Catholic parish, catch the rays of sunlight which intensify the golden splendor of the beautiful onion-shaped domes of the church.  Looking south, there is a nice view of the Inner Harbor, which if you go straight down Chester Street here will take you there.  A variety of boats of different sizes are hitched to docks down on the harbor, and in the distance the huge smokestacks of a factory can be seen.  While the weather is hazy this morning, it is the first day of Spring and thankfully the chilliness of the winter is a distant memory (at least for now - March can still have the potential of a big snow if one should come into the area).  Although I am battling a cold right now - my throat thankfully is not as scratchy but the stuffiness of my nose is still a thing and the unmistakeable histamine smell is lingering in my nostrils - I am able to function OK and the fact we have a relatively light day here helps a lot.  Let me now just vent a bit.

Teaching high schoolers is not for the faint of heart - while many of them are decent kids, there are disruptive troublemakers who can be a major headache for all of us as teachers. Having a break from some of them is a huge help for us, and it helps the teachers to refocus too.  While it is short-lived (Monday class is back in session) the breaks are refreshing and welcomed.  Many students get a skewered idea of what a teacher thinks - they seem to think we are just chomping at the bit to flunk them or write them up for bad conduct.  In reality, that is not the case.  We want all of our students we are challenged with educating to succeed, but when some slack off in their studies or act up like petulent children in class, they make things harder for themselves.  As I am on the verge of surviving my first year as a full-time educator, it has been a bit of hit-and-miss for me.  I know I am not perfect, and on occasion I may lose composure with students that push my buttons.  Also, given I was thrown into this in the middle of a quarter, I have had to wing the lesson plans somewhat and that has taken some adjustment as well.  However, it also is giving me some lessons to learn for next year too, and as I get ready to navigate the 79 high school juniors I teach in five classes to the finish line over the next couple of months, I am making mental notes of what I could do better, what I have done that is effective, and also I always keep an eye open for new ideas.  The classes I have next year will be different students, with completely different personalities, and it will take understanding them to deal with them as well.  But, at least this year I have managed to gain some insights and I can apply those to my next group in the coming academic year. 

Sitting in faculty meetings tends to be enlightening as well.   One very good idea this school has is that our grade-level and departmental faculty groups meet together fairly regularly, and they are often very productive meetings.  However, you notice things too from your fellow teachers.  Some teachers, for instance, are complaining about problem students in one class who in my classes are generally not an issue.  Likewise, I have problem students who do well conduct-wise with other teachers.  One unfortunate trap we as educators fall into though is not being able to recognize things such as learning disorders or other issues the students may face.  I know of at least one student I have who is autistic, and another one I am thinking struggles with dyslexia.  Both are Black kids, and I note similar issues with them that other teachers have too.  However, knowing the complexities of things like autism and dyslexia makes a teacher more effective at reaching those students, and while it is easy to dismiss these kids as lazy, apathetic, or something else, patterns should be noted and investigated, as there may be an underlying cause.  If a teacher can successfully identify that root issue, a plan can be formulated which will capitalize more on the student's strengths and less on their perceived complications.  A good guidance counselor at a school can be an asset in this area as well.  We as teachers don't have the capacity to diagnose learning disabilities, but we can raise awareness of the potential and work with school authorities and the parents to find ways to sort through the issue.  Therefore, if a student displays certain patterns, it should be documented and then recommended for further inquiry with the proper sources.  

As can be seen, we are in the process of developing a pedagogy or an educational philosophy.  An approach based on empathy balanced with discipline will definitely go a long way.  If the student don't appreciate the teacher at the time, they may later.  The biggest and most pleasant surprise is in the future when a former student approaches you and tells you what an impact you had on them, especially when you did not feel at the time you accomplished anything.  Thank you for allowing me to share.