Wow..Again

To me, this is one of those inevitable chapters that you know that you're going to come across eventually, and I thought when I started reading this that I wouldn't read anything that I didn't already know. After all, isn't it supposed to be obvious that your students have a right to privacy or that you have to step in and call out inappropriate behavior in the classroom?

I think that Christenbury went a lot deeper with her explanations than I thought she would, and it really helped to change my perspective of things. I like that she talked about being friends with your students, because I can relate to that. I had a couple of teachers in high school that also ran some organization or another in the school, and they made quick friends with the students in their classes that were also involved in whatever organization they were in. Although they tried to say that it didn't have an impact over how they treated those students over how they treated other students, you could tell that there was an obvious difference. It's easier to befriend students the more you are with them, but there's still that separation that needs to be there to protect both the student and you/your job.

I really have enjoyed reading the debate between Stan and Michael. They both make a lot of interesting points. I'm still leaning towards Katie's comment, though, when she mentions the fact that it's possible to be a thought-provoking and inspiring teacher without breaking the rules...maybe just bending the rules will do the trick? Another great chapter...and I'll end my post here.

classroom ethics

Some of the things in this chapter were very obvious - report abuse, don't be sexually inappropriate with students, don't be BFF with your students, etc. Then there is this issue of "breaking the rules" that I'm going to leave for the boys to battle out in the post below.

So for here, I want to address what Christenbury talked about at the beginning of the chapter. As English teachers, we are going to be having a lot of conversations with our students about things that don't necessarily have a right/wrong answer. Much of what we read will delve into the topics of racism, religion, justice, decision making, honesty, etc. and we will want for our students to actively explore these issues. Chances are good that as adults, most of us have already figured out how we feel about these issues and have made our own determinations about what is "right." The tricky part is going to be allowing our students to explore these issues without trying to convince them of our idea of "right" and being okay if they come up with something other than what we believe. And then there is the need to facilitate discussions fairly, which I think will be harder than we initially want to believe.

So maybe not the most thought-provoking chapter, but still some good things to think about and consider.

You need to reconsider...

My first instinct would to be agree with most everyone that this chapter is a no-brainer; however, I think that people are really not considering how important this chapter is to YOU. Okay, so I understand that none of us are going into the profession planning on crossing any boundaries when it comes to sexual relations with our students, and I'm sure all of us will be wanting to give each of our students fair opportunities, and we will do our best to protect them and report things that need to be investigated further, but have we really considered that all these things could and most likely will happen to us?!

I don't know about you but I have already seen how easy it could be to find ourselves breaking these "ethical" rules (whether intentionally or not). You think that you are going to be able to give your students fair opportunities? I work at an after-school program with the same kids each day. I have students that I enjoy more than others, and it is hard to be fair to everyone and not take my frustrations out on the kids who pose the most problems or rub me the wrong way while I may let another student get away with it (until the one I don't care for points out that I'm not being fair). We can't be so quick to say it is obvious that we need to be fair to each student because we will all reach a point in our careers when we find ourselves not being fair.

Have you ever really considered the privacy that our students deserve? No doubt, we have a job where students can really feel comfortable talking with us and really opening up to us - especially as English teachers. We understand that they don't have to open up to us. We understand that they have "bubbles" that should be respected. However, what about those times where you find out about a student's miserable home life, about his/her life outside of school, or some other private aspect of his/her life? Teacher lounges are breeding grounds for talking about students and what we can dish about their home life or their parents. We all want to hear it, and I'm sure at one point we are going to be the ones sharing the private information. Lets talk ethics - it isn't as obvious and easy of a matter as we think it is.

Lastly, I think that we really need to take the issue of sexual ethics seriously. I certainly have no plans for anything near what Christenbury talks about, but I think that it is something that we have to constantly be aware about and consider how our actions may be giving wrong messages. We never know when a student could take our body language, speech, etc. the wrong way. Furthermore, who knows what kind of actions our students will do, even without any "encouragement" from ourselves? One of my roommates went through her student teaching last semester and while she was at one of the school's basketball games, with her husband and sitting with some of the other teachers, one of her male students came and sat on her lap. Of course, she was quick to get him off and show him that it was very inappropriate. This instance had nothing to do with her actions in the classroom, yet it certainly did not look good for her, and it is frightening to think about what could possibly have happened if this student took her reaction the wrong way and decided to spread rumors.

Before we begin saying that this chapter is "obvious" or "a no-brainer," I think that we need to reconsider our view of what Christenbury is saying. Who are we to say that the topic of ethics shouldn't take our careful consideration? When we get into the classroom, we are going to be hit with a wall of issues surrounding this topic, and I am quite certain that each of us will find ourselves at a point in our career where we will have to reconsider if we are treating everyone fairly, making sure we aren't telling other colleagues confidential information regarding our students, and making sure that our actions (even if unintentional) are not giving our students the wrong messages.

Input needed!!! ~~~ Calling all Bloggers!!

Everyone please join the discussion Michael and I are having in the "The Job is the fight" posting. We are discussing the topic of when and if to fight as a teacher and would like to hear additional opinions, even Kevin's.

Besides, you will be able to fill your "comment quota" on a fun and heated post for once. There is some life in this blog. Ding..ding..

~Stan (not pictured)

Ethics...important enough to repeat!

This chapter on ethics was very powerful. Yes, it was a lot of things I already knew or assumed about teaching, but these issues are still hugely important. I think Christenbury had to address these issues somewhere in the book in order to stress how important these things are. I think we would all be surprised how many teachers violate these rules on a daily basis. I think it is easy for us to say that we will never do any of these things now, but who knows?...maybe years down the road when our fresh perspective on teaching has worn off, we might be tempted to slack a little. The whole concept of giving students respect is very broad. Sure, it seems like an obvious thing to say, but it is good to think about actual scenarios where you might forget to show the student respect. Also, being a professional in the classroom is a good reminder for me not to try to be on the student's level. I obviously want my students to like me a lot, but that isn't always going to happen. My priority needs to be maintaining my professionalism and being a teacher, not a friend. It is also very important to know where the boundaries are as far as building relationships with students. Physical contact, like hugs, pats on the back, or other gestures you might do to show your appreciation or care about a student, might be offensive or inappropriate to that student. Making sure to recognize those boundaries before we step into the field is going to be crucial in us keeping our jobs. Overall, this chapter did say a lot of things I was already aware of, but it was defintily necessary to be included in this book. It showed me how important Christenbury viewed these ethics, and it is always a good reminder for us.

The Job is the Fight

After reading the chapter and going through what a lot of you guys posted, I realized that there are a lot of wussies in our class. Sure, the chapter told us a list of what to do and what not to do and it was a no-brainer and, sure, it is a job so it should be viewed as such and nothing more. I understand these points of view completely but they're wrong.

How many jobs have you had where you can inspire or challenge another's complete outlook on life? How many jobs have you had where you really wanted to know the people and the potential of the people you worked with? How often have you hid in your safe shell of a job and were afraid to say or do something different because you might get fired? Stop kissing ass and take charge of what you love!

I know from my own experience that I have never done what I was told to do just because. There had to be a good reason backing it or I would never do it. Every job I've ever had, aside from acting, was one in which I rebelled against my oppressors. Every job I've ever had had hypocritical management and a list of things to do and not to do and I just ignored them. Granted, I read and heard them but I tweaked them to suit my needs. As an educator, you need to tweak the way your school is run based on the student's needs. They're not giving you enough money, work on the weekends as a server or hotel manager. They're telling you how to do your job— shut the door and teach your way. They're telling you "you have to teach for this standard or test," teach how you feel is the best interest for the students... so they can get a job and have a successful life after high school. They're telling you that you'd be fired if you go on strike, have your students go on strike for you! Keep the rules they've shoved down your throat in your forethought but teach those kids and worry less about the stipulations of the term "job."

Teaching is more than a job; it is a way of thinking, a way of idealizing, and a way of setting the standards for the future of the nation. Take the power from the corporate vagabonds and federal government and remake America from the schooling outward. Stop cowering and worrying about your job security, grow some guts and take a stand. You shape the future, not them. When the rest of the leaders of the world lack popularity and the youth stop looking to them for guidance, they look to teachers. We make the difference. Get out there and risk everything. No fear.

Busy Work

I was wondering how many times you have been on the receiving end of "busy work." Have you ever experienced an assignment that lacked challenge and any potential for learning?

Take a look at each of the assignments in your unit plan. Are you asking students to do busy work?

Ask yourself, "do these assignments help student to explore the essential question?" The essential question isn't something that you discuss the first and last day. The essential question guides the activities that you do. You want them to do something about justice. Then the assignments ask them to explore justice in the texts you are reading. But, I think it has to be more than just exploring the idea in the canon. Are you tying in the "here and now," as Matt mentions below?

What are some examples of busy work that you have seen?

We've talked about sponges some times. I wanted to tell you my favorite "sponge." I had a library in my class, and students at all times either had an independent reading book or could grab a book out of my library. Any time there was extra time at the end, or if they had to wait on other students to finish, students picked up their books and read.

As "English Teachers," we are teaching reading, writing, and thinking. Above all, I hope that you go out and create a love of reading, writing, and thinking in your students. They won't all be English teachers, but you have the power to create some spark and inspiration. They may not teach English, but I hope that they always pick up a book. I hope that they always pick up a pen and write for themselves.

So, ask yourselves, do the lessons I provide ask students to do "real" work as opposed to "fake" work? Great unit plans will have students inquiring and asking questions and figuring out.