On Friday I was just not up for the lesson I was supposed to be teaching. Of course I felt massive guilt about this, but my students comforted me by telling me that they are content waiting until next week because if I wait until I feel better to do the heavy stuff I will teach it so well they will get lots out of the lecture whereas if I push myself when I am distinctly under the weather they won’t get as much. Such sweet little manipulators.

So I told them to get out a piece of paper and write down any questions they have that they have always been afraid to ask. They can get anonymous answers so no one has to feel silly or stupid or ignorant. I maintained absolute discipline and fierceness through the answering–no one got to laugh at a question they thought was stupid because it was probably hard for someone to get up the nerve to ask.

The questions ranged from silly/stupid/trying to get a rise out of me to fairly deep questions to things that are probably scaring the shit out of them. I answered everything completely bluntly and honestly and straighforwardly with no sign of shame or hesitation. It went remarkably well. I can’t remember all of the questions (there were probably a hundred or so) but here is a sampling:

Can you get AIDS from oral sex?
What is phone sex?
Does sex hurt?
How young is too young to be a parent?
My sister is 12 and likes to pretend she has a penis and that it hurts her just as much as it hurts a boy when she is hit between the legs–what is wrong with her? Is she stuck in the toddler phase? (We are studying Freud and his phallic obsession stage blew their little minds.)
Why did you want to be a teacher?
Why are you moving away?
Why don’t you want to stay with us?
How many times a week do you have sex? (I was a little funny with this one–I told them not as often as I used to because it is uncomfortable right now.)
Can a transvestite make a baby by itself? (They didn’t understand the difference between a transvestite and a hermaphrodite so I told them and I explained what being transgendered or transsexual is as well.)
Can two transvestites have sex together?
Why are boys such horndogs?/Why do boys have urges?
Are all men perverts?
Are there teachers who hate kids? If so, why do they teach?
Do you hate any of the teachers at this school? If so, who? (I declined to give names but I did say that there are teachers I don’t have much respect for.)
What _is_ love?
What makes a boyfriend different from a good friend? How do you know when you are ready to have a boyfriend?
If my boyfriend wants to kiss another girl, should I let him or should I dump him?
How can I stand up to my super oppressive parents?
Why do some guys ejaculate so quickly?
What is testosterone?
Do the carpets always match the drapes?

That’s all I can remember right now. There were some really stupid ones that I didn’t bother to answer because they were just being silly. I frequently prefaced my answers with statements about how I have my beliefs about these subjects and my beliefs are very different from what many other people think and it’s ok that we don’t agree. I am not trying to convert anyone to being like me, I just want the kids to know that opinions like mine exist and they should be aware of that. (Though it would be nice to convert the kids. 😉

A parent questioned me on my choice of teaching material on Friday.

Continue reading →

A coworker sent out an email today about defiant students. I responded. I find the different approaches very interesting and worth noting. It’s a bit long.
Continue reading →

To whom it may concern:
Kristine has demonstrated teaching strategies that motive all students by her ability to develop a classroom environment that’s pleasant and where students are cooperative with each other. She gives verbal instructions at the beginning of the period and informs students to check the white board for daily work assignments and agenda items. Her students listen when she gives oral instructions and participate as they work together in daily assignment.

She maintains high standards for student behavior when she lectures, students work individually, in groups and when they work on worksheets. Students are informed to listen as she gives instructions and she expects them to respond cooperatively. She commands respect and give them respect. Students are given time to complete the work assigned and once their done she moves around and checks their work. Students that do not complete assignments are issued it as homework. Students are allowed to wander out of their seats when informed to do so as a part of the assignment.

Kristine, knowledge the English language is extensive and she is also involved in extra curricular activities and a club sponsor. I observed her lesson working on the standard addressing writing a research essay and reading comprehension using the book “For Water Like Chocolate.” Her presentation established a controlling impression that conveyed a clear and distinctive perspective on the subject and a focus throughout the classroom discussion related to food. She checked students for their understanding of English usage and comprehension. Students demonstrated their understanding by their ability to use thoughtful concepts of food to explain their moods and ideas. She presents lessons by using power point presentation, questioning, discussions, checks student understanding orally and written work or through the use of a work sheet.

Her instructional methods to assess student work include the use of giving students allotted time to work in class. A variety of instructional strategies focused on objectives. She uses individual work, direct instruction, probing questioning, and classroom control techniques. She incorporates subject, curriculum frameworks, and content standards in organizing subject matter. She moves about the room to monitor student progress, communicates respect for student opinions and interest and at the same time gets them to focus on their work.

Kristine presents her lessons or ideas clearly and meaningfully to all students. Her demeanor toward students is to get them engaged in the lesson both their attention, and interest. She establishes a warm and friendly tone in the classroom. She moves about the room, directly engaging all students throughout the period with a look, or a gesture.

I have observed Kristine experience success with her English III students. She is organized and her students demonstrate that by following her example.

It is pleasure to write this letter in support of Kristine Gibbs for an early completion of the BTSA program.