the Delta factor

Closing the Teach For America Blogging Gap
Mar 02 2011

congrats, R. you found my limit.

when I revise my classroom management tone to try to accomodate your moods, i expect a response.

when I am acutely aware of your moods and do absolutely everything i can think of to pull you out of them (to varying degrees of success) i expect you to learn, eventually, to improve them on your own.

when what I do works for all but 3 students in the room 99% of the time, it’s no longer my problem. it’s your problem.

spending 90% of my energy to try to control those 3 students is not sustainable. i can’t do it.

the fact that you’re 6 no longer makes a difference.

i am out of ideas┬áregarding how to address this kid’s┬ámisbehavior within the boundaries of my school’s discipline policy- a policy i fully support. sending him out of the room, calling home… that’s what he *wants*. he wants attention more than anything else.


Me: R, sit correctly.

R: no response.

Me: R, sit correctly or go to Ms. N’s room.

R: no response.

Me: R, you can either take yourself to Ms. N’s room, or I will get the principal to come remove you.

R: “Go get the principal.”

I lost a power struggle with a child. I do not want to do this anymore.

Not that there’s any chance this post portrays me in a positive light… in the interest of full disclosure, the last step I took before leaving my classroom defeated, in tears, was to scream at him.

the worst part is… well, pick one: the shame I feel for how I handled the situation, the embarassment of defeat (to a child, no less), or the hopelessness of knowing that I’ve got no idea how to keep this same shit from happening tomorrow.

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