Broken Record, Student Edition

Wednesday. English 9, special day class (read: special ed). Fourth period.  

The lesson plans had all sorts of warnings about this class, including the note that this was her least favorite class. The instructional assistant went on to warn me that the half the kiddos just didn't care no matter what they did. So, I was prepared for the worst. 

And... things weren't that bad. They were doing a vocabulary assignment that went along with their reading of To Kill a Mockingbird, and then they could use that assignment on a quiz for the last couple chapters they read in class. 

Early in the period, Kaleb asked to use the restroom. He returned in a timely manner. 

About halfway through the period the instructional assistant left (as that was her usual quitting time). 

It was almost the end of the period, and Kaleb again asked to use the restroom. I said no. 

Kaleb was not pleased. He asked why he could not go. 

I explained that he had already gotten one restroom pass in the class, and getting one pass out of class was all he was going to get. Besides, there were only ten minutes left in the class period, and the school administration had instituted a rule that no students were to be allowed out of class for those last ten minutes. 

Kaleb did not see my point. One pass per period? That was unreasonable as far as he was concerned. 

So, he asked again. Could he go and use the restroom? And again, I said no. 

"But why?"

Me: "I already explained why." 

Kaleb argued that when he asked the first time there had been eleven minutes left of class. (According to the clock on my computer, it had been less than ten minutes.) But even he couldn't argue that since the first time he asked time had passed, and at this point there was definitely less than ten minutes left of class. 

Then, Kaleb: "Can I go to the restroom?" 

Again, I answered no. Again, Kaleb asked why. And again, I said that I had already explained. 

This time Kaleb offered that he would be able to get to the restroom and back before the end of the period. (Likely true, as the restroom was just steps away from the classroom.) I did not doubt him, but I did not give permission. 

It was now time for the class to start getting packed up, so I made that announcement. Kaleb? Asked to use the restroom again. And again, he asked why not?

Now the rest of the class was invested. They encouraged Kaleb to just walk out. If it was them, they would just walk out. (If it was them and earlier in the period, I would have let them go as they hadn't used their pass for the period.) Kaleb did not take the dare. 

Around we went again. Maybe twice? I lost count. Eventually, time ran out. The bell rang. And they all left. 

Deep sigh. I'm not sure why Kaleb thought that repeatedly asking me the same questions would get different results, but freshmen. Kaleb did not realize just how stubborn I can be when pushed. 

Officially of the Assignment

The Friday before spring break. English 9. Eighth period. 

The assignment: come up with examples for various ideas expressed in Romeo & Juliet. Things like "Being an obedient, sheltered, and naive child," or "Love can be chaotic and dangerous". 

They were allowed to work together. Some interesting conversations occurred. (These kinds of days are so much fun. I roam the room and just listen. I only pop in to the conversation if they're saying something that is factually wrong or if they need a referee for their debate.) 

The last topic was "Unrequited love". 

Adrian told Bruce to write "yumeshipping" on his paper. Adrian spelled it out. Bruce didn't like this idea. "What is that?" He pushed back. He figured it wasn't appropriate. 

Me? I was curious. It sounded vaguely anime. I had a feeling it was probably on target. 

Adrian searched it up. Definition: the practice of shipping yourself (or an original character that represents you) with a canon* fictional character. (And "shipping" refers to the desire by followers of a fandom for two or more individuals, either real-life people or fictional characters, to be in a relationship, in case you haven't heard the term before.) 

So, uh, yeah, creating a "relationship" with a fictional character is probably the ultimate in unrequited love. Fictional characters definitely can't love you back.

I'd say Adrian understood the assignment. 

I assured Bruce that yeah, that was an excellent example. There was some concern that Ms. B wouldn't like the example. I've met Ms. B, and while fairly strict (she teaches freshmen, after all), she's a reasonable individual. Personally, I think she'd be tickled that her students came up with an example she'd never heard of. (I assume she's not into this sort of thing, but I could be wrong.) 

Adrian wrote it down. I didn't look that closely at Bruce's finished paper, so I don't know if he added it as well. 

They'll start reading the play after the break (which it now is). Ah, Shakespeare. 

Have you ever heard of yumeshipping before? (Or shipping? Or canon* characters?) Would you ever want to create art (drawings or fan fiction) of yourself with a fictional character? Who?

*Canon: Of the original or official story. A "canon character" is a character from some piece of other fiction, like Batman or Dracula or Colter Shaw from Tracker. 

Today's A to Z Challenge post brought to you by the letter...

Caught in the Lie

Friday. English language development (read: extra English class for students not fluent in English). Ninth grade. Sixth period.

(If the above picture looks a little familiar, that's because I was subbing for Ms. A, who I've done two long terms for, the last one last April. Now that she has her two children, she's unlikely to need another maternity leave.) 

Ms. A left me a list of her students who were on the escort list. And she had warned me (I ran into her the previous day) that sixth period was her difficult group. 

So, when Aiden asked to use the restroom, I was ready. He did not complain too loudly (although when I mentioned he was on the escort list, he played like he had no idea) when I told him he'd have to wait for security to escort him. Although, he wasn't too happy when security took a while to get to the room. 

(Students get placed on the escort list when they take too long to use the restroom. It's not that far. We tell them five minutes, but if it takes a couple minutes longer, no big deal. But some take significantly longer than ten minutes.) 

While Aiden was waiting, Khloe asked to go. I again called security, and when they finally showed up, I figured they could escort both students. It would save a trip. So, both got up and went towards the security person in her golf cart, and I saw her talk to them both. 

Four minutes later, Aiden returned. Khloe... 

Other students were in and out. Because the assignment for the day was test prep, the teacher had said for the last bit of the period the kiddos could watch a movie. I was getting things going on that when Jordan asked to go. I knew I had a girl who was waiting, so I told him to put his name on the list. That's when whoever was out got back, and Jordan convinced the girl to let him cut in line. 

It was only after the movie was going that I noted the list and realized that Jordan was my third escort list kiddo, and he shouldn't have left on his own. (He timed it for when I wasn't paying attention.) Grrr. 

Jordan was only gone about ten minutes. It was later that I talked to Ms. A. (She was on campus in a meeting.) She caught Jordan out and about. He was on his phone. (They are supposed to leave their phones in a box in the classroom, so he shouldn't have had it on him.) Ms. A confiscated his phone (and turned it into the office). 

So, I feel comfortable that Jordan got his consequence for sneaking past me on the escort thing. 

As for Khloe, she returned after more than a half hour out of class with a story about security telling her to stay in the bathroom because she was feeling sick... I didn't catch half the story, and it didn't pass the smell test. If Khloe was feeling sick, security would have taken her to the health office, and someone would have informed me of this. 

Freshmen... 

Yeah, I took note of all of this, and their teacher knows. And she's not happy about it. 

I mean, seriously, the amount of work it took them to evade security... If they only put that kind of effort into their school work. 

Invalid Excuse

After catching a gig at 3 AM only to have it cancelled five minutes later, I was very happy to catch a Spanish class on Monday at 6 AM. (Things have been very slow lately. But February is more than half booked now.) 

Spanish 2, fifth period.

I had been asked to cover a third period elsewhere. (It was the teacher's prep period. They're on a block schedule; this was the odd periods day.) There was a minute or two of the passing period left when I arrived back at the classroom. I unlocked the door, and the students who had arrived before me filed in. 

Teachers covering other classes on their prep periods is pretty common. And some teachers will take the passing period to hit the restroom. The students wait. It's so common as to be something I've never needed to comment on before. 

Fifth period started. I got the students started on their online assignment. (Well, some of it was in their books, but the instructions had been posted online by their teacher.) I took roll. (So, a few minutes of the period had passed.) 

Two students walked in. Tardies have been a huge issue lately. The schools are trying many things to curb it. But for me, it just means I need to be aware of latecomers so I can mark them as tardy in the attendance. 

As they were arriving, the two students explained. "We knocked. You weren't here." 

I did not comment on this. Nor did I add this comment to my note to the teacher. I marked the kiddos tardy in the attendance. 

Because, huh? They knocked? When? And why did they leave? Where did they go?

Yeah, no. They're supposed to wait. If I wasn't there at the beginning of the period... Well, even then, they should wait. (There have been times when the teacher is late. This is very obvious because of the crowd of students waiting outside the door.) 

I checked. They're freshmen. That tracks.

Not Just Me

After my dead week the week prior and narrowly missing three other assignments, I was very relieved to catch an assignment for Tuesday. (Monday had been a holiday.) It turned out to be co-teaching, and in fact, it was a teacher I had covered before. 

Second period integrated math one (read: algebra 1/freshman math). As Ms. B was there, she taught the lesson that she had planned, and I "assisted" the kiddos. 

And... The last time I was in this class, it was a two sub day. And the kiddos were a handful. I'd've thought that things would go better with their regular teacher. Uh, no. 

While some teachers aren't that great and I can see why their classes would be awful, Ms. B has been around a while, knows what she's doing, and can handle a class. These kiddos, however, are just terrible. Of course, they are freshmen, which contributes to the problem. 

The lesson for the day was mostly review over what they had been doing as they had a quiz the following class period. (Ms. B: "Everyone needs to listen to this. You have a quiz on Thursday. You've all heard this now, so no one should complain that I didn't warn you ahead of time." Note: I'd be shocked if no one complained about a quiz they didn't know about on Thursday.)

I hovered. While the intent was to be available in case anyone needed extra help, mostly what I ended up doing was to redirect the kiddos towards the work they were supposed to be doing. While their teacher was doing examples and they should have been following along with the lesson. Sigh. 

Suddenly, three different students went outside to blow their noses. But that was too many students. So, I stepped outside to shoo them back in. Which they didn't like. 

Of course, as this was happening, a random student from elsewhere happened along, and he wanted to hang out with the students who weren't supposed to be outside. 

Random student (to student from class): "Who is this?" 

Because, apparently, the kiddo has never seen a substitute teacher before. (He looked familiar. I'm sure I had him in class before.) 

So, difficult bunch. Nothing I haven't seen before. But I left that class feeling kind of relieved. Why? 

It's not just me!

They act like that with their regular teacher, too. 

I mean, that's not great news for these kids today, but I feel better knowing they're not acting up just for me. 

Some days I need to know this.

Contraband Chips

Thursday. Spanish 1. Seventh period. 

(This was the same day as yesterday's post. I covered an extra period. Two doors down from the French class.) 

Because Spanish 1, the class was mostly freshmen, and it took some time to get them into the room and into their assigned seats. (I had a seating chart with their pictures.) But then, once they knew what they were supposed to do, they got to work. 

The room was quiet. They were all making a good pretense of working. That's when the assistant principal walked in the room. I looked over, and there was the drug sniffing dog. 

I knew the drill...

We all exited the room. I was the last one out. The students were chatting, as they do.

One girl was in a near panic. Her friend explained...

"She's worried that they're going to find her chips." 

Chips? Unless they were laced with marijuana, no one was going to care if she had chips in her backpack. 

This I did not say. I did say that they weren't looking for food. I assured the girl that her chips were safe. 

Seriously, I'm sure half the students in that room had some sort of food in their backpacks. (They'll pull it out during class time.) 

The assistant principal and dog and dog handler and counselor all exited the room. They let us back in.

The dog hadn't found anything. 

I'm not sure if I was surprised or not. I mean, I wasn't surprised the dog hadn't noticed the chips. But freshmen? I wouldn't have been shocked if they had found drugs. But it was good they didn't. 

Missing Initiative

Friday. Fifth period geography. The phone rang. 

The caller asked for a student. He was present. Then the caller explained that the boy's name had been left off of the list of those who were excused for some sort of basketball game, so could I please excuse him? 

I sent the boy on his way. And then I stewed. Because, really? And I need to explain why this whole think rankled for me.

The school has various sports teams. The usual ones. And daily there is some game someplace. There are always students who need to leave a class early so they can go to their game. This is so commonplace that I've never needed to mention it before. 

Usually, what happens on these days is that a student or a couple of students will inform me that they have to leave for their game at such-and-such a time. (It's usually more of an ask. They never demand this.) And I nod my head and say okay and to give me a heads up as they leave. 

What bothered me was that the boy in this case never said a word to me. Because, if he had come to me at the beginning of the period and said he had to leave, I would have said okay. 

In fact, there was a girl who had a soccer match to get to. She had to leave early. And she did. 

But this boy? Had to be called out of class? Didn't even attempt to go before the phone call? Said nothing to me about the game? 

And the idea that his coach had to call me to get the student released just... 

Someone has got to take more initiative if he wants to remain in athletics. It's not my job to remember these things. It's his. 

Of course, this is one of the boys who's not doing much in class and has to be reminded to do his work and not scroll on his phone.

He won't last long in athletics with that work ethic. 

Starting Off on the Wrong Foot

Thursday. Fifth period geography. 

Tuesday had been a scramble. There weren't enough desks for the students. I let them sit anywhere as I hadn't had a chance to set things up. And then they had a video to watch that many of them ignored. 

Thursday was a whole different ballgame. Because I had adequate seats, I had randomized the seating assignments. They had a lot of work to complete, but they had time to get it all done. 

While on Tuesday the class was talkative, on Thursday they were quiet. Most were busy on the 200 point assignment that was due. (They could have started it on Tuesday. Most had.) 

I had two boys having a conversation. About sports. The boy on the soccer team was scrolling on his phone...

I reminded the boy that he had to maintain his GPA to be eligible to participate in his sport. He said he knew this. He said he was done with his work. 

Because I'm going to be covering this class for three weeks, Ms. B had given me access to the Google Classroom. So, boyo was done with his work? I could check. 

He had done about half of the 200 point assignment. Enough to earn about 50%. Which is an F. Fs make him ineligible to play. (And I will track down who his coach is and send them an email about the student's lack of work if that becomes necessary. I've done it before.) 

I pointed out to the boy that he had quite a lot to still complete on his assignment. And that he should maybe do that rather than scrolling on his phone. 

Did he see my point? Not really. But freshmen sometimes need to learn things the hard way. He's on sub behavior, not realizing that things are going to be graded in a timely manner. It'll be fun when he finds out just how quickly he can get behind when he chooses to scroll his phone in class rather than getting his work done.

A Bad Choice

Wednesday was way calmer on my nerves than Tuesday had been. I had had a day to get acclimated to the class I'd be covering for the next three weeks. And I got the extra desks I'd need. (See yesterday's post.)

The school is on a block schedule, so on Wednesday I had a whole new group of classes. All were semester courses, so the kiddos would be new to the room. I got to assign seats.

I like to randomize seat selection when assigning seats. That way I'm not picking on any student (or appearing to). 

I learned in teacher school to not let the kiddos pick their own seats. When you do that, the kiddos will group in ways that make classroom control harder. Difficult students will find each other and feed off each other to make things more difficult. The good kiddos will sit in the front. And friends will sit next to friends, which makes them less likely to pay attention to the teacher when instruction is being given. 

So, to randomize, I had index cards with numbers on them that I shuffled. As the students gave me their names at the door, I'd pick the next card, give them their number, and write that number on my roster. (The desks were numbered.)

Fourth period. Ninth grade geography. 

I had assigned seats. Gotten the kiddos logged into Google Classroom. And then I had an intro video about South America for them to watch while they took notes. 

As they watched the video, I translated their roster into an actual seating chart. 

I compared my seating chart to where the kiddos were sitting. There was a discrepancy. I had a boy sitting in an unassigned seat while I had a seat with a name attached that was empty. 

Carson was sitting in the last seat of a row where I had assigned him a seat at the front. Ah ha. I found him scrolling on his phone.

I went over to discuss. He swore I had not given him the number 6, that I had given him seat 9. It's kinda hard to mistake a 9 for a 6 in speech and in my writing (on a clipboard, so I didn't flip it over). He was lying. 

But, I decided to let it be. 

Why? Because I wasn't in the mood for an argument. Not on the first day.

And, the teacher's station was at the back of the room. Rather than the front.

I have way better access to him if he's in the back. 

It'll be fun to hover over his shoulder. Frequently. 

He should have taken the seat I actually assigned. 

The Student Who Was Not There

Monday, third period. I was in the learning center. 

The learning center is a room for special ed kiddos to come and take tests. Some special ed students need an alternate location for that. It's also a room with fewer distractions, and some students can use the room on days when they need that. 

So, basically, I wasn't expecting to have any students. (Some days the room is empty. Some days there'll be several students in there.)

The phone rang. Mr. R asked if the student he had sent to the room had arrived to take a test. The student had not. 

So, I was surprised when this student arrived a few minutes later. 

He explained that he had been in the learning center earlier. He had finished his test. 

I was confused. Had he taken the test the previous period? Because, he had not been in the room during third period. 

When I got to the room during the passing period, it was locked. The room was empty. I had been alone for a while. There had been no other student there, so this boy claiming he had been there... 

I mean, I can think up instances of him being in the room and me not seeing him. Perhaps he found a learning center in an alternate dimension. Maybe he figured out a way to turn invisible. But, actual real world scenarios? Nope. He was not there. 

The boy asked if I could call Mr. R and tell him he'd arrived, so I did. But as he had not been in the room when he was supposed to have been, he was still in trouble. Mr. R asked me to send him to a different room to see a counselor, so I sent him on his way. 

(He returned a short time later, saying that the counselor said he couldn't stay. I let him and wrote it all down for the teacher I was covering. If he was lying, he's in worse trouble now. If not, well, Mr. R is kind of a jerk, so there was no point in making him angrier.) 

I was just so flummoxed by how certain this kiddo was that he'd been in the learning center that period. I tried to find out where the kiddo had actually been. But what I wasn't considering was the obvious: he was lying. 

Because, really, that's what this was. A lie. Where had he been? He wasn't telling. And he was going to keep repeating the lie that he had completed his test in the learning center. (Kind of have to admire him for picking a story and sticking to it.)

The Book Project

Wednesday. Ninth grade English. The assignment: begin working on their book projects.

Ms. B hadn't given me much information about what their specific assignment was. As usual, I was told "pass out papers, they know what to do". But freshmen...

What I was able to glean was that they had been reading a book (of their choice) for a few weeks. As a final project for the semester, they were doing something with those books. 

Right off the bat, several students "needed" to go to the library to get a book. (The first girl to ask informed me she just got back after having been suspended.) Um, they were supposed to have been reading this book for a while. And, Ms. B had gone over what the assignment was going to be in the prior class, so they totally could have gone to the library between that class (on Monday--block schedule) and then.

But, again, freshmen. They do not plan ahead, especially for in class stuff.

They were basically doing prelim stuff. They were listing title of book, author, publisher, and copyright date.

I got so many questions as to how to find copyright date. Sigh.

Then they were to find the author's website and get information from that.

A few discovered Goodreads. They asked if they could use that for info. It had some of the info they needed, and it wasn't Wikipedia. (They are warned not to use Wikipedia for research.) 

I'm not sure what the whole project will entail, but it's way more interesting than the book reports we had to write when I was in school. I think I saw something about Google slides. And presenting to the class. 

Yeah, I don't know if I would want to do an oral report in class. So, maybe I did have it better. 

(Oh, the whining over the books. They got to choose their books! But freshmen will whine about everything.)

The Gram

Valentine's Day. Fourth period world geography. 

On Valentine's Day, the school choirs do a fundraiser where various groups of students deliver singing Valentine grams. They audition for this. The groups are three to seven students, and each group has a part of a song they perform. Then the recipient gets a card with a message and a balloon or a flower (depending on how much the giver spent). 

I've been subbing a lot of years. That means I've seen a lot of Valentine's Days. I know the drill.

A group showed up looking for Charlie. He was identified. The group surrounded him and began the song.

The boy in front of the gram recipient, Gary, got up and got out his phone. He recorded the performance. 

The group finished, said "Happy Valentine's Day," and departed. 

Charlie looked at the gram.

Gary had sent it. 

Apparently, they had had a conversation. Gary said he was going to send Charlie a gram. Charlie didn't believe him. So, Gary had to prove that he was going to do it.

I didn't get the impression that there's anything going on with Charlie and Gary. Charlie was more embarassed than anything. And I think that was the point. Charlie wasn't expecting a gram. And while it wasn't mean-spirited, Gary sending the gram was kind of a prank.

(There are openly gay students on campus. A boy sending another boy a Valentine's gram would not have caused a stir.) 

Moment over, the boys went back to working on their assignment. (The day's topic was weathering and erosion.) 

Remember Me?

The Tuesday of finals week (the week before winter break), I caught an art class. I had covered Ms. G's class back in September (one of the first I covered after finishing the long-term freshman English class), so I had a pretty fair idea of what I was in for.

Third period. Their final consisted of them completing a slide show on Google Slides on the seven elements of art. 

The class was largely freshmen. While most of them got right to work on what they needed to do, I had some of the usual issues.

I approached the back far table to remind the three boys they should be working on their final.

"You hated our fifth period, didn't you?"

Jensen had been in that fifth period freshman English class that I started the school year in. But in that moment, that's not where my mind was. Monday I had just finished up the long term special ed social studies class, and I hadn't even been back on this campus since the beginning of November. 

I vaguely recalled the English class. But it would have taken me a minute to cast my mind back to that time. I didn't want to take that minute. I replied.

"I have covered so many classes since then. I don't remember."

Because holding onto the emotions from classes isn't worth the effort. I keep things fresh in my memory for a week until I post the interesting bits here, but then many of the events get lost when I get busy doing something else the next day. It's fun to go searching through my past posts sometimes. I'll read something and barely recall the incident (until I read it, and then sometimes I recall it vividly). 

As I watched the class, I did cast my mind back to September. Jensen was consistently late, sometimes as much as a half hour. And as he played around rather than doing his final, I noted that he hadn't grown up any in the past three months.

Apparently it was a point of pride with Jensen that his class was awful? 

Ah, freshmen. They are such different creatures.

Useful Information

Friday. Freshman English, honors. 

It was day two of a two day assignment. (The school is on a block schedule, so I had two different sets of classes for each day.) They were reading The House on Mango Street.

It was the same lesson plan as the previous day, but things went much more smoothly with the honors kiddos than they did with the general ed kiddos. We were to read the first five chapters, and then they had questions.

They were supposed to have brought their books with them. (They had checked out copies from the library earlier in the week.) Most had. But a few had not.

But, they knew how to find copies of the book online.

One boy was explaining how to do it to his tablemates. Curious, I stopped and had him explain it to me. He did.

It's a simple Google search. Type in the name of the book you're looking for. Then add "doctype.pdf" to the end of it. And copies of the book will pop up. 

Try it. It works. (Although, the book has to exist as a doctype.pdf online for it to work, so I assume mostly books that are read in schools will be there.)

When I pay attention, I can learn all sorts of interesting things from them. Some of those things are more useful than others.

Short Time

On Monday, I knew I was on short time in the long term English 9 assignment. But just how short? 

I had been kept in the loop of the hiring process for the new teacher. I knew when the interviews were. I knew when they were offering the job. I knew when the job had been accepted. And as soon as I got his contact info, I reached out to Mr. V, the new teacher, to let him know what he'd be walking into.

He said the district said he could start as soon as Tuesday.

Monday during third period was when I got the official notification.

We had a two-day transition. I taught the classes while Mr. V figured out what he'd be doing going forward. (The topic of the day was "Fish Cheeks" by Amy Tan.) 

I've left the classes in good hands. And now I'm back to day-to-day subbing. 

Drop Everything

I don't think the ninth graders really understand the concept of other people's time.

It was vocabulary test day. (They have a vocabulary warm-up every day. At the end of the unit, they take a test on those words where they place the words in sentences.) After, I was giving them time to make sure they were caught up with all the work (and checking to make sure I hadn't made any errors in their gradebooks--the grading has been a mess for reasons beyond my control). 

After we finished the test, a student asked if he could go "visit" one of his teachers. I pointed out that she had a class and she wouldn't have time to "visit". He did not see my point.

Seventh period. Class had just started. I was going over the announcements for the day when there was a knock on the (unlocked) door. 

A student from earlier in the day was there. He needed "help" with something. Um... I have a class. I don't have time to stop to help one student while 30 others are waiting for me to teach class.

(If he had come to me at lunch, after school, or before school, that would have been different. Then I could take whatever time he needed.)

I shooed the boy away and went back to my remarks to the current class. (They seemed to think me rude. I guess they didn't want to get their test started.) 

I just... Do they not realize that I can't stop everything for one student when I've got a class? Apparently so, as another boy did that just the previous week.

(The school has hired a new teacher for the class. As soon as his paperwork has cleared, he'll take over the class. Likely, by the time you read this, I'll be out of here and on to other subbing assignments.)

A Theory

Bianca is in both my first and second periods. On block schedule, that means I start the day with her every school day.

Bianca is in ELD, which means she's not a fluent English speaker. She speaks it well enough to get by, but she's not quite there academically.

Bianca has also been out of class. A lot. 

She asks to use the restroom, and then she's gone a while. She returns to say she was in the health office. She was throwing up.

She's frequently been late. She's been absent. And she's not doing much work. 

She complains of being tired all the time.

On Thursday morning, she approached me before class. She said she might need to leave class quickly if she felt like she needed to throw up. 

And suddenly I had a realization.

I asked Bianca if she needed to go to the health office first. She said she was okay. Later that period she gave me the heads up that she needed to go. A while later, another student alerted me that Bianca had gone to the health office. (Bianca texted her.) 

Bianca's mother has been in contact asking about Bianca's work. Now that I have a theory, I kind of want to give Bianca's mother a heads up without saying it outright. But other things have taken up my time and energy, so I haven't had that follow up yet. 

Bianca is a freshman--fourteen years old. I could be wrong. I hope I'm wrong.

Interruptions That Miss the Point

Last Friday was a long, long day. 

The long-term English 9 assignment has been going fairly well, all things considered. The lesson of the day was "How to Send a Teacher an Email", and it was taking up the whole long period. (The kiddos got antsy which was understandable.)

Sixth period was my last class of the day. And the lesson was going well. I was in the middle of discussing a slide on screen when the classroom door opened.

I recognized the student. I couldn't tell you his name or his period number, but I knew he had been in class earlier in the day. 

Completely oblivious to the full class sitting in their seats, watching, this boy strode across the room to inform me, "I finished the MLA assignment and submitted it in Google Classroom". 

Um, great? 

(The assignment had been due the previous class period, so it was late. Or it had been assigned the previous week. There were two MLA formatting assignments, and I was unclear on which one he was referring to. As I wasn't going to chase it down, especially at that moment, I didn't ask.) 

Message delivered, he strode back out the room, and I continued the lesson.

Freshmen... 

I guess I'm going to have to reiterate that if they want to tell me they've submitted an assignment late they need to email me. I thought I made that clear in the email lesson. (I kind of hit this concept hard: when a student tells me they submitted an assignment, I won't remember, but when I'm going through my emails, I can chase it down and take care of it.) 

Adjustments

Thursday. Fifth period. The topic for the day was "how to write a teacher an email". 

I was a bit worried that the lesson would go short. I had a slide show (provided by Ms. B who is next door to my room and teaches the same subject--she's been such a huge help with this long-term gig) that I had slightly modified. I had thoughts on how to stretch things to fit the hour and a half I had with the class.

It turned out that none of that was needed.

The students were to be taking notes. For the most part, they were. But every time I'd pause (to let them write things down), they'd talk to their neighbors, so I had to stop and try to get their attention again. 

Keeping a class of 14-year-olds focused is hard. Especially when they're more interested in conversing with their friends.

Fifth period is one of the co-taught classes. These are classes that have a large number of special ed kiddos, so a second teacher is there to help them. 

After the umpteenth time I tried to get the class's attention, Ms. Y lost it. 

Ms. Y gave the class an angry talking-to. She informed them that what they were doing was not acceptable, and it was time for them to stop acting like middle schoolers and pay attention.

Cowed, they calmed enough so I could finish the lecture. Barely. We finished maybe a minute or two before the class period was over.

This is why assigned seats are a thing. As I inherited the class from another sub, I didn't feel the need to change the seats. And Mr. P had let them pick their own seats at the beginning of school. But they had now lost the privilege. 

Ms. Y and I discussed, and we came up with who definitely needed to be separated from whom. And creating a new seating chart got added to my already over full plate.

But, if it calms the class down so they can actually learn something, totally worth it.

By the time you read this, I should know if the new seats helped or not.

The Vandal

It was my second week in the long-term English assignment, and I was still woefully behind. 

The teacher for the class decided to retire two days before the beginning of the school year. The district installed a long-term sub in the position until they hire a new teacher to take over. The long-term sub, Mr. P, got his very own full-time job, so I took over the position on the eighth day of school. As of the writing of this post, the school has interviewed several applicants, and they will likely offer the job to one of them. Until that teacher starts, the class is mine with all the lesson planning, grading, and classroom control issues that go along with teaching.

It was third period, my prep period, and I was hurriedly trying to get something done as I've just barely been holding on. I'm not sure exactly what I was doing at the time, but I happened to look over at one of the desks, and I noticed the Chromebook.

All classrooms now have a class set of Chromebook computers for student use. I've found it's easier to pass them out in the morning and put them away after the last class of the day. 

Alas, this Chromebook had a new design upon it. This design had not been there when I passed out all the computers before school. 

A student had scratched this into the cover sometime during class.

Deep sigh.

I knew exactly who sat in that seat. The Vandal (as I will now call him here) is a student who isn't very tuned in to school. He had his head down on his desk more than he was paying attention.

(These are things I need to keep on top of, but at the moment I'm just trying to get through the lessons each day. As soon as I catch up, I'll be able to focus on other things.)

Who do I report such a thing to? What do I do with this information?

Luckily, I have people I can ask. I sent a message to the IT guy, so hopefully they can replace this computer or something. And the co-teacher (who wasn't in that class, but I told her about it later) said the student needed to get a referral for this.

I wrote the referral. The above picture was attached. And a day or so later, the Vandal was called out of class and sent to an office. He came back a short time later. I assume he's now aware that his artwork was not appreciated.

Full-time teaching is hard. This is why I'm a sub. 

I now keep a closer eye on the Vandal. He hasn't defaced any other computers lately.