Cell Phone Wars

Cell phones. Can't live with 'em; can't live without 'em. What's a teen gonna do?

Last year students were told to leave their cell phones in their locker or turn them off, but the habit of being connected and having a toy in class was so addictive they felt bare and vulnerable without them. So, when the phones went off in class or students were caught texting in class, phones were taken away and then given back at the end of the day.

An old fashioned rap on the knuckles. Did no good whatsoever.

This year, we were ready for 'em. Brought out the BIG guns, so to speak. The new policy was distributed to parents when they registered their kids in August: Phones would be taken away and kept for one week after first confiscation, and two weeks for the second, etc.

And, you know what? It worked. I didn't see a cell phone in my class at all. That's not to say there weren't some stealthy, inside the sweatshirt pocket texters out there somewhere, but---what a relief. I could teach without phones beeping or buzzing or distracted texters hiding phones in pockets, behind books, or up their sleeves. And, kids were still allowed to use them in our commons area before and after school and during lunch.
What a deal!

There was peace in the classroom, until---some "parents" began to whine when their kids had their cell phones taken away for a week. Duh. They knew the policy. But, they argued: "What if my kid were in an accident and couldn't call home? Would the school be responsible? My response? "Parents: you want your kid to keep the phone? Take the blasted thing away before he or she comes to school."

I do not get parents who continuously make excuses for their kids. Kids already make enough excuses for themselves without any help. Shouldn't we all be teaching them to live with the consequences of breaking rules? Shouldn't we be teaching them that it is rude, inconsiderate and distracting to have a cell phone on during class time?

I guess I should't be surprised. Last year, the reason the cell phones were going off a lot of the time is because their parents were calling them.

Many critics say schools are not doing their jobs of educating. But, schools cannot do their jobs if parents aren't going to do theirs, or if parents do not support school policies.

Homecoming Wipeout

Homecoming week is done, and so far no toilet paper is donning our trees and bushes. Yes, in Platteville it has been the mischievious custom for high-schoolers to go out at night and throw toilet paper all over the yards of classmates and teachers.

One year a student was toilet papering THE house to get, which happened to be Bo Ryan's house. Yes, the current Badger basketball coach hated the blasted white stuff when he coached at UW-P, so much so he stayed home and guarded the house the year his son was on court and his daughter was little queen.

Anyway, this student was dressed in black, flinging rolls into the trees, when someone yelled, "Cops!" So, he ran and ducked into the back seat of a parked car---which just happened to be a cop car. Busted!

Scarlet Letter Blues

Oh, Hester. How couldst thou fall for such a man of air, who spouts fine words and looks comely in his Puritan frock up there in the pulpit? If he hast no substance, why bother? Why doest thou enable and humor him when all he thinks of is himself with no concern for thy humiliation? And Pearl, his daughter? Doth he not ask of her or support her? Is he absent of a heart? Oh, thou art smitten by a rogue, a rogue in minister's clothing.

---What Hester's best girl friend should have told her, had she had one.

AP class read The Scarlet Letter this summer, and we are currently hashing over the happenings and psychological implications. The first day students design letters to wear that begin with the first letter of a wrongdoing they have committed, such as lying or speeding or tattling. They wear it for a day and have to answer questions about it. Then we talk about shame and if it is an appropriate punishment. They are usually divided in opinion.

The universal, timeless issues addressed in this piece of literature amaze me, considering the time period: single parenthood, deadbeat dads, equal rights, church and state, child rearing, etc. It seems no matter how much time goes by, people are still people, with the same basic desires and temptations.

Back in the day, I remember being utterly shocked that the minister fathered Hester's child. Oh my God! How could this be? Mind you, this was before we knew about JFK and Marilyn and the secret lives of some Catholic priests. Back then, leaders were infallible heroes, and there were people who were willing to deceive and more to protect their ideal images for the public. Bill had no choice but to fess up about Monica, and considering how keeping secrets played out for old Dimmesdale, Bill should be appreciative that the press pressed him to spill the beans.

Tomorrow we will have mini talk shows where students interview the characters, trying to get into their heads. I'll let you know how it goes.

Dealing with the Natives

We are studying Native American culture in junior English, one of my favorite units. We read "High Horse's Courting" from Black Elk Speaks, "Way to Rainy Mountain" by N. Scott Momaday, and part of "Song of Hiawatha" by Longfellow.

Today we had a quiz on "Way to Rainy Mountain."

"I couldn't understand it." ---You mean you couldn't get that in the five minutes you spent looking at it?

"It was too hard." ---I guess it is a bit beyond your 3rd grade reading level.

"It was so boring I fell asleep three times." ---I noticed you were more alert today.

"We shouldn't have a quiz on something we don't get." ---Good idea. Let's discuss it thoroughly and then have the quiz.

Why do we label people who whine about doing something physical, like playing football, running, or exercise of any kind, wimps? Whereas, whining about using one's brain on a quiz is OK? Isn't there such a thing as brain fat?

"Wait till you get to college. Wait till you see the reading you get then," I want to warn them, the instinctive idle teacher threat. A couple years ago one student called my bluff: "No offense Mrs. Kies, but that doesn't work with us any more. When we're in elementary school, the teachers tell us, 'Wait till you get to middle school,' and when we're in middle school, they say, 'Wait till you get to high school.'"

This year our faculty council established a school-wide emphasis on reading. During our Guided Study time on Tuesdays, all students and staff are to get out something and read. We know that twenty minutes a week is not going to improve their ACT Reading Score, but we are trying to model and practice what we preach.

So, as a dedicated English teacher, I try a different approach of encouragement: "The reading IS hard, yes, but you need to work at it. I'm not giving you things that are simple because I want to challenge you and make you think. When I was your age (they always love anything that begins with these words, so I try to use them often) I remember liking stuff that had a plot that moved fast as the Lone Ranger after a bad guy. I get that. (take time to explain who the Lone Ranger is) But, if I give you something to read that is slow and that you don't like, suck it up and read it because it's good for you. It will make you a better reader, and you might learn something, like some new vocabulary. (maybe I shouldn't have said 'suck it up' here)"

Some heads nod in "game face" fashion, but the "yeah, rights" in their eyes are portals to their true feelings: How's reading this crap about some Native American dude visiting his grandmother's grave going to help me now? I've got plenty of time to worry about the future. I'm young. I can read OK. I don't want to read stuff that makes me think. I'd rather watch the movie.

They don't know it, yet, but at the end of the reading, which includes a Native American myth out of our Lit Book, "The Man to Send Rain Clouds" by Leslie Marmon Silko, and part of "On the Rez" by Ian Frazier, we are going to watch two movies: Lakota Woman, the story of Wounded Knee told by Mary Moore, and Smoke Signals, a modern Native American comedy/drama road trip.

However, I'm not sure the complainers in the class will have time to watch. I'll need to reserve the computer lab, so they can get started on their papers about their cultural heritage. They'll need the four hours of movie time to get all their whining out of the way so their papers won't be late.

Missing Italia

Foreign exchange students bring much to my teaching experience. I like to quiz them about the cultural similarities and differences of our countries. This year, I have a variety of visitors: a young man from Germany and one from Denmark, and a young lady from Italy.

Last year, Anne from Sweden was not a happy camper. She was homesick. She even began crying in my class one day and in broken English told me she missed her family. Luckily, she was able to go home after a few weeks instead of a semester, but I'm sure it seemed like the longest few weeks of her life. I wish I'd have noticed her droopy walk and sad eyes sooner. Maybe I could have directed some friendly, good-influence natives in her direction.

I have travelled abroad, three weeks being the longest, and I can't fathom going all alone as a teenager to a foreign country to live for several months in a strange family's home, let alone attend a school where I didn't have anybody familiar to hang with at lunch time. It would test one's social skills and inner stamina, that's for sure.

My Italian student has not been smiling very much. So, today I asked her, "How's it going?" She said she misses home. "Be assertive," I told her. "Just go up to people and start talking." "It's not that easy," she said. "People talk so fast that I can't keep up with the conversation. I get lost." I think she's telling me she feels like a duck out of Italy. "Tell them to talk slower," I told her. She smiled. It's a start, anyway.

Unexpected Shopper

OK, this was a first. I was at the grocery store this a.m. and saw a bunch of people a couple aisles up laughing and pointing. "Hmm," I thought, "must be a baby drooling cute or something." I got to the end of that aisle and was walking by the frozen foods when a squirrel ran by me followed by several store employees, one with a scoop shovel.

That little critter had the Labor Day crowd in a tizzy: "How did he get in?" "Throw a box over him!" "What was it, a rabbit?---No, it was a squirrel looking to buy nuts." Ha.Ha. "He'll probably bite someone." "Nah, just scratch and claw 'em if he's cornered."

I bought my stuff and left, and they still hadn't nabbed the rascal. Suppose they'll set a trap tonight and hopefully let him or her loose tomorrow. Sure will have quite the story to tell the treemates when he gets home, just like I'm tellin' you.

Whew, First Week Done!

Went to bed at 8:30 or 9:00 every night this week. Makes me wonder if I can keep this up for ten more years like I planned.

When I issue books to students, I have them put their "last name, first name" on a notecard, along with the name, condition, and number of the book they've been given. In Madeline Hunter fashion, I modeled it on the board using my name so they could SEE what I meant. When I collected the cards, one student had turned his in with my name at the top, just as I had put it on the board. Oh great, a smart aleck I thought. When I confronted him, he got embarrassed, "That's what you showed us to do." Love those literal learners.

First unit for juniors is the Native American Unit. Began with reading "High Horse's Courting," from Black Elk Speaks. All could relate to the "sick in the belly" feeling of liking someone and wondering if that person liked you back---a cross-cultural connection. Can't wait to study Wounded Knee and watch Lakota Woman.

Very impressed with my AP class. So much fun to be in a room with those who love to read and write. Yay!

Our President wants to talk to students about the importance of education. On the first day of school I shared an article about B.B King who wishes he'd had the chance to graduate from high school and college. Said he'd major in computers and minor in music.

Really confused about the fear factor that some citizens are voicing about letting our students hear this address. Too political, they say? Doesn't freedom of speech apply to the President, too? If we are to be good teachers, citizens, and parents, shouldn't we encourage our kids to hear the President out and then discuss his message?

We're educating kids, not ostriches.

I was so exhausted I couldn't write more than one sentence yesterday. Had a sore throat from allergies and talking. To bed at 8:30 last night.

Juniors presented song speeches today, and they've been very entertaining. They chose five songs that represent their lives thus far, explained each, then chose one for a personal anthem, which they played or sang for 30 seconds. Had everything from Weird Al to AC/DC to some I've never heard of.

AP student did book talks about the nonfiction book they chose to read this summer. Again, great variety, but the most popular by far was "Tuesday's With Morrie" by Mitch Albom. It IS a good one, and they thoroughly enjoyed it and analyzed the themes and style in good fashion.

Tomorrow: more song speeches and book talks. Gotta get sleep so I can stay awake. A lot harder to listen than it is to teach.

Finally---First Day

I love the first day. Everyone is there, everyone behaves, everyone is well-groomed, and everyone is pretty much happy to be there.