For some reason, my heart has always been with “those kids.” The ones who sneer at you the first time you meet them. The ones who push buttons and boundaries. The frequent fliers in the “tank” (In School Suspension) and who know the campus security guards far too well.
I was talking to the principal at the smaller of the two high schools in our district recently, and without consulting my brain, my mouth spoke my truth: What a privilege it is for me to be the adult for that kid at whom they can scream “F— you, Mr. Gardner!” And then tomorrow, we can talk it through and figure out where that came from; I can teach about repairing relationships, and we can strategize how to handle it better next time…and the time after that…in a safe place where they won’t be risking their paycheck or their marriage or their freedom; in a safe place where they can start to learn some important lessons that don’t show up in the Common Core.
Read no sarcasm here, I mean it: What a privilege that I get to be that person.
While I think I’m a pretty good teacher of the academic stuff, I think what has made me successful is the way I handle moments like that. I don’t always do it perfectly; none of us do. The idea of student discipline is one that I often think over, and in particular in my role this year as a new-teacher mentor. Classroom management and discipline, creating those safe, productive educational spaces, are central lessons for the beginning of a teaching career. Recently, at a conference related to the Beginning Educator Support Team (BEST) program here in Washington, this topic of how teachers handle student behavior was at the core.
It was at this conference that I was handed some data that did what data is supposed to do: It made me think.