Six word Saturday

What you do and say matters.


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What you do and what you say is who you are.

Apparently, I am an angry.

I was told yesterday by several non-performing students that I do not teach. I don't know what they think I am doing when I am standing at the white board, writing things down and telling them to write it down, work it out, ask questions. According to several of these non-performers, I am selectively talking to just a few students - I guess because I have stopped yelling at them to be quiet (not productive).

I have written on the board (several times) that in order to learn math you will have to do it AND I will not talk over them. If they want to talk, then they will not hear what is said.

I am teaching exponents to an algebra 2 group. They have had this lesson every year since middle school and refuse to learn the rules - and they refuse to work the problems. And they refuse to look up the rules they will not memorize. "My calculator can do this. Teach me the buttons to push." Yep, they do not want to think and they wonder (not really) why they are failing. See, they know. It is because I do not teach.

Coming to school is apparently optional. Listening certainly is.

I have one who will be yelling at me soon about her non-A - who does not know this material but thinks she can study for a history test WHILE I AM TEACHING and still get an A. Did I mention that studying for the history test involved another student holding up flash cards for her to answer out loud?

I know I cannot reach them angry but I can not reach them with logic or pleading or understanding either.

I repeatedly tell myself I am teaching the students I chose - but I am feeling worthless.

The kids tell me they are almost adults and should be able to come to class when they feel like it, talk the way they want to (cussing), wear what they want (hats, bandannas, pants to their knees, pants with holes all over) because they are going out into a world that will let them and I should get over it.

They cannot grasp (apparently) that the choices they make are limiting their future options.

But, hey, tree-fort boy (preceding post) gave the class a half hour lecture on getting food stamps because this way he could eat while living in his parents' backyard. Another student (who receives foodstamps and assistance for the baby she had with another high school student) explained his misconceptions. And that was probably the most he learned all week.