“Damn it, Bobby!” – Time for a Re-Think

I’m going to go on a rant here.  I’m going to complain, I’m going to name call, and I’m going to show a touch of emotion.  For the ever-loving mercy of all names that have been called sacred on this third rock from the sun from the beginning of civilizations, why are we repeating the same mistakes?!  Why do we surround ourselves with people that make a mockery of our ideas?  Why do we choose to confine ourselves with negative energy that does nothing more than rot our insides to a point that we succumb to the nasty as a normalcy?  This is a disease.  This is a nasty virus that spreads like a bad crop-dusting fart in your face while you’re eating in peace, which ultimately and naturally gets you upset.  You get upset, and most of us do nothing.  We let it swell, fester and grow to a point that we spread the nasty out on others with not forethought or consideration.  The nasty domino-effect has reached all of us one way or another, either as a giver or receiver or both.  People can be mean, selfish, inconsiderate, closed-minded and for some special circumstances, utterly narcissistically delusional.

Bobby walks in to his classroom.  Bobby is in the 4^th grade, and Bobby doesn’t care very much. Why, because he should be in the 5^th grade but through no fault of his, although older when he started school, he missed the age-cutoffs by a week.  Bobby is much bigger than the rest of his peers, and in some cases this is a win, and some cases it is not.  Sometimes kids make fun of Bobby for being bigger, and sometimes he gets teased because of his teacher.

A couple weeks into the school year, Bobby walked into his new classroom.  He recently moved into his Aunty’s house because of numerous “grown-up” issues, which led his Auntie to take him in, which also led him to a new state, district, and environment.  Bobby played the tough guy role really well, considering he was taught to be tough or you look weak, and that’s just what Bobby did; ugly face, check; clenched fists, check; don’t talk, check.

His teacher, Mr. Nick, was a formidable foe; halfway through his career, seen some ugly crap in and out of the school, and is constantly hounded by the principal and curriculum coordinator for not keeping with the pace, who now thinks he needs a coach for teaching.  Mr. Nick is not in a particularly pleasant mood.  Mr. Nick has doubt, Mr. Nick is second-guessing his purpose, and Mr. Nick has an urgent desire to tell the powers to be to F-Off for doubting him.  Mr. Nick is waiting for supplies, keeps getting “problem-child’s,” and his technology is sporadic at best, considering he has to share with Kevin.  Stupid Kevin.

Bobby and Mr. Nick are both ready for the square-off and the bell.  They have been trained and waiting for this altercation for what seems like forever, and now they both will get their chance.  Let the power struggle begin.

Bobby walks into his new school nearly an hour late, ultimately missing the free breakfast, which upsets Bobby.  As he cautiously enters his classroom that the security guard walks him to, Mr. Nick gives a sigh and a mumble; “Great, another one.” He says in a tone of a rumble from a distant thunder inching its way closer.  “Well, find a seat!”  Bobby is not happy.  Bobby scans the room, and the rest of the class looks unhappy, and he sees a seat right next to Mr. Nick’s desk.  Bobby takes advantage of Mr. Nick’s clear distress and chooses to go to the back of the room and sits on a short bookshelf instead, hoping this pissed off Mr. Nick, and score some rebellion points with the classmates.  Mr. Nick slowly approaches Bobby and calmly says, “For a big kid, you sure you’re not in the 5^th grade?  And, by the way, that’s not a seat, smarts.”  The class collectively let out a giggle at Bobby’s expense.  Mr. Nick has just provided the rest of the class with easy ammunition to verbally assault Bobby with sowed doubt of what grade he should be in, implying he flunked.  Boom.  “Damn It, Bobby!”

That was that.  You can explore the outcome on your own.

Day after day, we are all faced with a-holes all around us.  Do you think Bobby wanted to be in a shitty mood?  Do you think Mr. Nick wanted to be in a shitty mood?  Of course not!  Mr. Nick began his career wanting to make a difference, and Bobby began his life wanting nothing but joy.  Education is not a courtroom; circumstantial evidence is extremely relevant, here-say is relevant, and most importantly emotions are important.  Environments alter, niches are reassigned with no warning, and we are left with scars throughout our lives because of these circumstances.

Similar situations are happening to countless Bobby’s (or the female equivalent) every single day.  Similar situations are happening to countless Mr. Nick’s (or the female equivalent) every single day as well.  What do we do?  How do we address this disease that is spreading?

Strictly professionally, we will focus on Mr. Nick and his environment.  Mental health is a real thing, and it does not mean you are crazy.  Clearly, Mr. Nick is burnt and is on fumes.  He is driven hard every day and every year, and is expected each year to do more and more and more… and more.  He is at his limits and over the years he begins to lose his focus on why he wanted to be a teacher because of the product of circumstances.  His administration is pressing hard on several other teachers as well because of the constant glooming of funding being threatened to be taken away, so naturally, they are being reactive to their environment of survival mood and find blame for their “failing” scores, leaving Mr. Nick as a target.

Schools are frantically trying to find blame, trying to explain their scores, trying to adjust accordingly, but because of this, they are forgetting about the reverberating waves from their actions.  Not receiving feedback and open dialogue within a school leads to discourse and doubt.  Use your staff to be able to give feedback on funding.  You cannot say you are a 21^st century school when WiFi is hit or miss, computers are crap, and you still use a projector.  Supplies are essential, but provide resources that can counter lack thereof.  String pencils to desks, use dry erase markers, type notes/answers, use more dialogue, and/or even have students come up with creative ways to solve the problem as a collective group; turn the situation into a learning experience.  Creatively use student funding.  That dollar sign that sits over every student should be more looked at like a tuition fee whereas each student is supplied with “X” amount for the bills and “Y” amount for their success for that school year.  You can use that funding to purchase students their own computers based on a savings method that begins in Kindergarten, and cashed in when they are in the 4^th grade to purchase them their own chrome book.  You could create a truly democratic environment in the school, where the teachers/staff are provided a list of agendas that they must research, compare/contrast, and collaborate on where later they will vote for the direction as a school.  You can even take this to the next level where student representatives and/or Parents/Guardians can too be given agendas of desirable projects to do in the school where they too will present to teachers/staff.

In terms of Bobby; why are we still putting students in grade levels based on age and not on ability now?