So I should probably clarify that the in-school suspension is referred to as SMARTS.
This morning, I had the following conversation with a student.
Student: If I'm not in SMARTS.
Me: [Cue incessant laughter]
Student: What? [I laugh even harder]. No, I'm serious!
Me: I know, that's why it's so funny.
I found out that I am getting a girl in my 1st period class. Help us all.
I felt completely scatterbrained in my third period class. I was scrambling to answer student questions, set up for an assembly, talk with my supervisor, and get students started on an activity. Kaboom. On my wish list for next year? Conference during the period before assemblies. Not a life and death change that I couldn't live without. It would just be nice.
Our assembly today was about September 11th. Not the exciting entertaining or fast paced even like last week. Somber and serious. We started with this tribute:
We then shared some facts and statistics about 9/11. Many of these students had not even reached Kindergarten when it happened, and I was very proud of two of my students who read these in front of the school. Here is part of the full list, which can be found in an article in NY Magazine:
Death, destruction, charity, salvation, war, money, real estate, spouses, babies, and other September 11 statistics.
The initial numbers are indelible: 8:46 a.m. and 9:02 a.m. Time the burning towers stood: 56 minutes and 102 minutes. Time they took to fall: 12 seconds. From there, they ripple out.
- Total number killed in attacks (official figure as of 9/5/02): 2,819
- Number of firefighters and paramedics killed: 343
- Number of NYPD officers: 23
- Number of Port Authority police officers: 37
- Number of WTC companies that lost people: 60
- Number of employees who died in Tower One: 1,402
- Number of employees who died in Tower Two: 614
- Bodies found "intact": 289
- Body parts found: 19,858
- Number of families who got no remains: 1,717
I also shared with them the experiences of a family who recently lost their home in the recent fires. I edited it so it would be appropriate for school, but I highly recommend reading it yourself.
I introduced my students to a game called Quelf. I offered them 10 points just for playing, and another 10 if anyone won. It's normally a party game, but it uses skills so important to theatre. Working together, thinking quickly, creativity, story-telling, improvisation, listening, etc. Basically I tried to trick them into trying things they had been unwilling to try when in class normally. Often they would draw a card and take the penalty (going back 1-3 spaces) before doing anything potentially embarrassing, but I few of them totally went for it.
One of my students who didn't want to do the project came up to me before class and said, "I'm doing all my assignments so I can get credit for more than one class!!" Congratulations my friend. You've finally figured out how it works. The counselor told him that he could get credit for art, then get credit for theatre. It really is such a different model, but so good for these kids. And I keep telling them the same thing. The only way out is through. Put in the time. Put in the work. Get the credit. Graduate high school. Have more hope for a better future.
I really do love being a teacher. I'm developing talents I didn't know I had, facing shortcomings I wasn't expecting, and seeing people in a whole new light.
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