I got a call from work today asking what’s been going on in my class. Apparently, one parent has been calling the office repeatedly saying that the class is out of control, that desks are being thrown and kicked.
I guess the kids ratted me out about the desk kicking thing, even though I apologized for it.
So I was told to write a report on the kids’ behavior, so my bosses can better defend me. Whatever, I’m pretty sure that at this point I do not have a future with the Princeton Review.
Below is my “report,” with names edited out to protect the not so innocent (the kids) and the incompentent (guess who).
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J - J is often quite disruptive, and even when separated from the rest of the class, manages to engage others in conversation. Though he seems to have a grasp of the material, he only bothers to complete half of the homework assignments. I doubt he is trying his best.
K - K has her good days and bad. On her good days, she is enthusiastic about being in class, and is an active participant. She enjoys working at the board, and is very quick to ask me a question if she doesn’t understand something. On her bad days, however, it is difficult to hold her attention. K also has the kind of voice that carries very far, and perhaps for that reason, Mr. Sitedirector somewhat unfairly singled her out as a trouble maker. It must be noted, however, that K, V, and Z enjoy passing notes, and continue to do so even after I confiscate the notes and chastise them.
M - M is a very good student. He does his homework, and definitely tries his best. His attention does wander from time to time, but not in a disruptive way. Occasionally, M does things that the other kids find strange, such as eating paper, or the lead tip of his pencil, and other kids will make a fuss of it. When that happens, it does become disruptive, but I do not think it is M’s fault.
L - L thinks he knows more than he actually does. He does not complete his homework assignments, and often makes small mistakes in his math. He seems to be in that phase of adolescence where he enjoys ridiculing things and others by calling them “gay.” Other than that, he is a fine student. He is an active participant in class, and has a fair understanding of the material. He would be a great student if he did not insist on taking shortcuts.
V - V is very quiet, and generally very respectful. She pays attention, except when notes are being passed. I would have separated her and K, but V often keeps K on track.
D - Ability-wise, D is probably the best student in the entire class. He very seldom gets a wrong answer, and has a very firm grasp of the material, despite his trouble with paying attention. Behavior-wise, D is one of the worst in the whole class. He is very prone to distraction and distracting others. I have pretty much run out of places to move him, because the girls always strongly object to having D next to them, and the boys near him quickly get sucked into his sphere of inattentiveness.
DD - D is quiet and attentive. He is a good student.
B - B is a good student, but is sometimes uncooperative, though not in a disruptive way. When I call on her while she is being inattentive, she is very quick to pick up the ball and give me the correct answer. She occasionally hits A and explains it as typical behavior of Some ethnicity girls, when I tell her to stop.
N - N is one of those students who is very prone to being influenced by those around him. If sitting near J, N becomes quite disruptive. The same happens if he is placed near D. Otherwise, N is average. He is not an active participant, though he follows the lessons without great difficulty.
A - A is similar in temperament and performance to B, though he is slightly more prone to distraction, and also more of an active participant.
C - Though C does not like to participate in class, she is not at all disruptive.
Z - Z has a great affinity for cell phones. Not only is she very interested in her own cell phone, she also enjoys examining the cell phones of her fellow students. At the beginning of almost every class, except my very first, I have gently reminded her to turn off her cell phone, which she does. Unfortunately, she turns it back on during our break, and she does not remember to turn it off once break ends. On one occasion, her phone rang, I warned her not to pick it up, but she did anyway. I walked up to her desk, and repeatedly asked her to hang up for about thirty seconds. I wanted to grab the phone and hang it up myself, but that did not seem appropriate. The next time her phone rang in class, she left the classroom before I could tell her to do so. Unfortunately, she was outside for a while and probably had a conversation, which was not what I had intended for her to do. Z, like K, will sometimes prop her feet up on an empty chair, claiming that it is to ease the pain from a knee injury. Z pays attention about half the time. The remaining half is probably evenly split between daydreaming and passing notes/being disruptive.
My shortcomings:
The desk kicking incident.
On one occasion, I believe it was the same night as the desk kicking incident, I muttered a little too loudly that I needed a drink. I believe this was prompted by the kids asking me if I needed something.
On a separate occasion, I skipped a step while teaching a lesson, and the sh- word partially slipped out of my mouth, after which I admonished myself by letting the f-word fully slip out of my mouth. I apologized to the students afterwards.
Last class, I began the class by telling them I was sick, and asking them to please be on their best behavior so I don’t have to raise my voice. They immediately began to ask why I was sick, whether I had been out drinking, etc. I just said I caught a cold from leaving the windows open. Then somebody dismissed that explanation with an apathetic tone and asked, “Did you at least get laid?” I began to blush, which made the situation even worse. It took about ten seconds to regain my composure.