I recently read a blog that lambasted high school English classes for inadequately preparing students for freshman English. Since I am new at blogging, I thought I starred the posting so I could go back to it later and write a comment. Unfortunately, I can’t seem to find what I read, and now I can’t remember the details of the argument. What I do remember is the biggest problem seems to be that high schools are focusing more on “soft skills” than on academic skills. At the time, the post ticked me off…how dare college instructors complain about what I do? After all, I am doing the best I can with the baggage many students bring with them to school.
I would challenge college English instructors - especially those who work with freshman English - to take a couple of hours of their time and visit their local high schools to see the many issues high school teachers take on. Philosophically, I support standards-based teaching. When planning instruction for my classroom, I attempt to follow district mandates regarding instruction. Nevertheless, there never seems to be enough time to accomplish all I set out to do in August. My students come to school with their suitcases often filled with the harsh realities of today’s difficult world.
Just last week, one of my classes was working on a research project. In one class, before I realized what was going on, a student (student 1) went to the local detention center website to show her classmates a picture of her father. While still on the detention center website, she proceeded to show us a picture of her brother, an uncle, and a cousin. All have been arrested in the past year for various charges stemming from driving under the influence to assault and battery.
Another student (student 2) in this same class came to school really upset a few weeks back. I saw her in the hall and asked if she was okay. She began unloading her burden by saying her father wouldn’t be able to see her graduate. In her words, “My daddy’s been locked up again, and this time he’s not getting out for a long time." During the course of our conversation, I learned that her dad was a crack addict. Imagine being an 18-year-old who suddenly found out your dad, no matter bad is, won’t be able to attend your high school graduation.
Student 2 and I had a follow-up conversation a few days later, and one of her classmates (student 3) stopped by my room. Student 2 didn’t seem embarrassed about airing her family’s “dirty laundry” in front of student 3. Before long, student 3 shared with us that she too had a parent who was a crack addict. This conversation took place on a Wednesday morning, and student 3 said her mother left home on Sunday and hadn’t been seen since. Apparently, her mother’s disappearance for days at the time has happened quite often. I can’t imagine the heartache some of my students experience!
Another example of a student bringing baggage to school took place in December. Student 4 could not keep his head up in class one morning. Because I knew from his journal that he had drug issues when a 9th grader, I pulled him into my office to find out what was going on. When I asked him if he had been doing things to get himself into trouble, he politely said, “No, I was up all night taking care of my mom.” Of course, I had to ask, “Is she sick? Does she have the flu?” His candid response told me that his mom had gotten drunk at her office Christmas party, and she was throwing up all night. Student 4 was the only one at home, so the “responsibility” for cleaning up fell on the mom’s 18-year-old son. No wonder he couldn’t stay awake in class.
I have only mentioned four harsh realities my current students have recently faced, and I don’t believe for a second that these are isolated incidents. Some students are more open about the dysfunction in their lives while others remain silent. On any given day, more students than I am aware of come to school with hurts, fears, frustrations, and other things that prevent them from focusing on academics.
So as their English teacher, some days all I can do is give them an opportunity to read about, write about, or discuss what is on their minds and in their hearts. If that’s spending too much time on soft skills, then here’s my confession! And I don’t feel guilty about taking away from standards-based instruction to help students deal with the realities of their lives. I wish I could snap my friends, send troubled students to guidance for counseling, and have them return to class a few minutes later ready to absorb new things. Sadly, some days I would send away up to 1/3 of the class.
College instructors may be right about the focus on soft skills in many high schools. To defend my practices, I know that if my students are going to be successful in life that our schools are going to have to help students with soft skills such as a positive attitude, problem-solving skills, self-confidence, and flexibility. Too much focus on soft skills? Not for some of my students!
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I feel ya! Many of my days are go the similar route. A couple of weeks ago, the admin and I realized that one of my students and his mother was living in their car. They were having a difficult time. His sister recently died, his mother lost her job, and now they couldn't find a homeless shelter to take them in because he is no longer considered a child at 17. My point: we are much more than teachers. We wear a plethera of hats on a daily basis, and we MUST meet the standards in our lessons...all at the same time. And then, some people have the nerve to say, "Yeah, you teachers have it so easy. You get the entire summer off." Don't you just want to place that person in our shoes for a day? Most individuals wouldn't last 10 minutes...I guarantee it! Keep up the great work girl...I'm on the front line with you, and the "soft stuff" is necessary for our students. If we aren't doing what is best for our students, then why are we in this field in first place?
ReplyDeleteTeaching in public schools is the hardest thing to do. The public doesn't understand that we have to meet each child as they are sent to us. The public expects miracles and we do miracles but it is not always measurable. We are who we are because this is our vocation in life. We are the ones who make the difference and the person who can really change a child. It is not the curriculum, the school, technology, or anything we learned from Sarah. It is the teacher. It is us. Keep on doing what you are doing! One child at a time!
ReplyDeleteAs a teacher of both levels, I can certainly understand your pain and frustration. I was observed by someone of "another" level who found it interesting that I took time to teach grammar in my English 101 course. My response was, "How can I expect them avoid using comma splices if they do not understand what comma splices are?" I am first and foremost a teacher, no matter the level, and if my students have needs (educational or personal), I am going to do what I can to see that their needs are met. We were taught in some of our first education classes that students cannot learn if their basic needs are not met, so I commend you for what you do in your classroom. I think it's sad that many people do not take the time to know what's going on with their students, and still others do not care.
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