Cultural Revolution: American Style/ part One
fiction
edward w pritchard
Mao was once a junior high teacher and in a perverse way his cultural revolution in China hit Junior High teachers the hardest.
When Mr. Dixon tried the same tactics on the teachers in the Canton Stark County Public Schools
end part 1
Showing posts with label schools. Show all posts
Showing posts with label schools. Show all posts
Tuesday, April 10, 2012
Saturday, April 17, 2010
the school administrator-up the river, broken oar-4
the school administrator-up the river, broken oar-4
fiction
edward w pritchard
Paul and Sharon arrived at the top of the second floor hall way near the north step at the same time Monday morning, at 7:45 as instructed. Today they were both working in the rotating job program and would be working together as security guards in the halls of an inner city junior high school in Canton, Ohio. Paul and Sharon had met for the first time five minutes ago. Sharon was a school counselor and Paul taught second grade in the same school system as this junior high was in.
They were assigned to let no students up the stairs until 7:50, no problem the students were orderly this morning. For the next two hours they were monitoring two halls of mostly 7th graders who were moving between classes and then supposed to be in classes. The school had a no hall pass policy. To facilitate learning no one was to be roaming the halls without a specific hall pass allowing them to go to a specific location and in a certain time period.
There were maybe 500 students in the school and 40 or 50 seemed to be about the halls on and on throughout the day. Any pretext was reason to leave a class room. Mostly though they were late[tardy] often. For 5 or 6 minutes they wandered around. Other times they just slowing walked going no where but wandering, alone sort of happy. The same students always seemed to be the ones in the halls.
For the first hour Paul was very strict and was writing down names. Sometimes students would forget their names when he asked them. Sometimes students would be remarkably deviant for children. Sometimes students would be incapable of accepting authority and Sharon would be worried for them. For she knew that if a student from this neighborhood, especially the boys, had trouble accepting authority eventually a certain percentage would end up in jail. That was later however,for now there was a pretense that even though a certain per cent wandered aimlessly in halls they could catch up in the classes they were behind in, especially math. The pretense was that although a shockingly high percentage failed in math on standardized tests they would catch up later. However, many of the kids wandering in the halls knew better and this school wasn't the right venue for them but they didn't know what to do about it. People like Sharon who saw that didn't know what to do about it either, for the system was complex.
Sharon had more trouble today than Paul but was happier in her work than him. Paul was intense and expected a lot from these students and his blood pressure often spiked today from the disrespect for authority and he took it personally. Sharon loved these kids although she hadn't seen them before. She was very patient for she had problems of her own and didn't expect perfection from the students. A few students were incorrigible and they were the worse problems. They needed special help and shouldn't be here and they were often in the halls without good reason because they didn't belong for now in a classroom. Sometimes they would glare at Sharon and Paul and it hurt Sharon and angered Paul who were the same age.
While they were standing in the hall fourth period it was really quiet for a while down their hall. There was a large black policeman and he was new today, not the regular guy and the students were avoiding this hall. Sharon told Paul she had thought she saw a snake in her house this morning on the way to the gym before work. Paul who was very protective with women asked what happened, concerned. She said it was just a little piece of shoe string but she saw it twice as a snake even after she had determined factually what it really was, she saw a snake. She assured Paul who didn't know her she wasn't usually like this. Paul concerned asked "what do you think it means", She said I already knew before I saw it, "my husband is having an affair". I have no proof but I think I am starting to tell myself what I secretly know. Sharon had a life of her own besides being a school counselor.
Paul protected Sharon today and after she told him about the snake he did worse as a hall monitor. Things escalated un-necessarily because of him. However him and Sharon made a good team because he was stern, authority and she was loving, kindness. At home tonight, Paul who lives alone started thinking about Sharon and a few months later after she filed her divorce he called her.
end
End 1-4
fiction
edward w pritchard
Paul and Sharon arrived at the top of the second floor hall way near the north step at the same time Monday morning, at 7:45 as instructed. Today they were both working in the rotating job program and would be working together as security guards in the halls of an inner city junior high school in Canton, Ohio. Paul and Sharon had met for the first time five minutes ago. Sharon was a school counselor and Paul taught second grade in the same school system as this junior high was in.
They were assigned to let no students up the stairs until 7:50, no problem the students were orderly this morning. For the next two hours they were monitoring two halls of mostly 7th graders who were moving between classes and then supposed to be in classes. The school had a no hall pass policy. To facilitate learning no one was to be roaming the halls without a specific hall pass allowing them to go to a specific location and in a certain time period.
There were maybe 500 students in the school and 40 or 50 seemed to be about the halls on and on throughout the day. Any pretext was reason to leave a class room. Mostly though they were late[tardy] often. For 5 or 6 minutes they wandered around. Other times they just slowing walked going no where but wandering, alone sort of happy. The same students always seemed to be the ones in the halls.
For the first hour Paul was very strict and was writing down names. Sometimes students would forget their names when he asked them. Sometimes students would be remarkably deviant for children. Sometimes students would be incapable of accepting authority and Sharon would be worried for them. For she knew that if a student from this neighborhood, especially the boys, had trouble accepting authority eventually a certain percentage would end up in jail. That was later however,for now there was a pretense that even though a certain per cent wandered aimlessly in halls they could catch up in the classes they were behind in, especially math. The pretense was that although a shockingly high percentage failed in math on standardized tests they would catch up later. However, many of the kids wandering in the halls knew better and this school wasn't the right venue for them but they didn't know what to do about it. People like Sharon who saw that didn't know what to do about it either, for the system was complex.
Sharon had more trouble today than Paul but was happier in her work than him. Paul was intense and expected a lot from these students and his blood pressure often spiked today from the disrespect for authority and he took it personally. Sharon loved these kids although she hadn't seen them before. She was very patient for she had problems of her own and didn't expect perfection from the students. A few students were incorrigible and they were the worse problems. They needed special help and shouldn't be here and they were often in the halls without good reason because they didn't belong for now in a classroom. Sometimes they would glare at Sharon and Paul and it hurt Sharon and angered Paul who were the same age.
While they were standing in the hall fourth period it was really quiet for a while down their hall. There was a large black policeman and he was new today, not the regular guy and the students were avoiding this hall. Sharon told Paul she had thought she saw a snake in her house this morning on the way to the gym before work. Paul who was very protective with women asked what happened, concerned. She said it was just a little piece of shoe string but she saw it twice as a snake even after she had determined factually what it really was, she saw a snake. She assured Paul who didn't know her she wasn't usually like this. Paul concerned asked "what do you think it means", She said I already knew before I saw it, "my husband is having an affair". I have no proof but I think I am starting to tell myself what I secretly know. Sharon had a life of her own besides being a school counselor.
Paul protected Sharon today and after she told him about the snake he did worse as a hall monitor. Things escalated un-necessarily because of him. However him and Sharon made a good team because he was stern, authority and she was loving, kindness. At home tonight, Paul who lives alone started thinking about Sharon and a few months later after she filed her divorce he called her.
end
End 1-4
the school administrator-up the river, broken oar-3
the school administrator-up the river, broken oar-3
fiction
edward w pritchard
Parnell Stubbs, assistant principal, was working his first day in the rotating jobs program and the super's office had thrown him a curve ball. He had been assigned to work in a wealthier suburban district north of Akron. Parnell was Black and most of that school's students would be white. Parnell would be a teaching math, not a favorite of his or not something he used much anymore. He had got an excellent review course at Borders and was bringing his notebook laptop to get information off the internet through-out the day to help him teach.
Parnell was a large important looking young man of about 35 and today had on an expensive suit.
He had arrived 45 minutes early and had waited in the office for twenty minutes to get the sub folder from the secretary who was very busy with the phones for her fellow secretary was a little late. No one from the school administration spoke with him. He had no room key but found the janitor and had a talk with him and got some advice on school rules.
The first class, his homeroom, was honors trig and didn't need a teacher, they did the attendance, collected the donation money for the earthquake victims and collected the permission slips for the in school camping. They wanted to get to work and asked if he would let them skip announcements and work. The teacher he was replacing was very organized and had left him an excellent lesson plan. The teacher hadn't known about the Canton rotating jobs program, he was just sick today.
Second period and third was ninth grade review algebra. Seven of 26 students came with-out books and there were none in the room. Parnell tried to read aloud to them but no one listened. The better students started the hand-out and ten or more just sat around. He walked about the class and individual by student he got pencils, paper and tried to find books or helped with the first problem, for the problems were quite simple. Three foreign girls, one in a barka, asked for permission to work in the language room with their interpreter. They were quiet and shy and he hated to see them leave, but let them. Several students didn't say much, and one or two glared at him. They usually had been sat well away from other students by the teacher. The teacher was very organized but the seating chart was all wrong. All the disruptive students seemed to be moved daily. The last 30 minutes of the second class he let the students sit quietly and eventually talk to their friend. Many wanted to talk to him about different things. One student reminded him about attendance. He asked one of the girls in the front to help. From time to time students walking in the halls would try to enter his room or tap on the door which riled up the class.
There were 7 Asian students in forth period and he had a lot of trouble with them. A few of them turned out not to be in this class. He sent one to the office with an office card and the secretary sent the kid back. He was supposed to call security, per school policy, and have the student walked to the assigned class. No one had shown him how to operate the phone, it looked simple but he didn't have time to figure it out now. The students of this class couldn't seem to sit still. He had to face them and walk around constantly to maintain order. He shut the door to the room and began to scream a little. He was having trouble getting attendance because no one was in the assigned seats. The Chinese students in the back were becoming very disrespectful. Several students were swearing when his back was turned. The teacher down the hall knocked and introduced himself and asked for permission to talk to the class. "James, Cho, up here now, Lou ,you three my room. The teacher left and offered to take anyone for any period for the rest of the day who was being disruptive. The class was better for the rest of the period but he couldn't get anyone much to do any math. He hadn't had a chance to use his notebook laptop.
Next period was remedial math. The students were very different in intelligence and ability. All had failed the standardized test. The students sort of worked on the assignment. In ten minutes 5 or six students were done and some were still on number 5 of thirty problems,,two of which he had given them the answers to. Another teacher entered the class. She was the intervention specialist funded by a Government program. She worked with several students, two of whom had left with the teacher who came in earlier. She got right to work but didn't introduce herself. With her in the room Parnell spent the rest of the time cleaning the room, straightening desks and picking up papers and broken pencils and even had time to get a girl to put away a cell phone. He had forgot attendance again and had not done a flick sheet. No one had told him about the flick sheet until the intervention specialist. He asked her if there was a procedure manual but the intervention teacher wasn't sure. The class teachers instructions were excellent however. He hadn't received a list from the office of who was absent for the day.
Seventh and Eight Period was the problem class. Algebra 9th grade. Many of the students were older. Some were adults, but not chronologically. Everyone had flunked the standardized test. Everyone was hard to control. Everyone. At length Parnell put the math assignment away and began to tell the students about his trip in college when him and a friend had sailed a small boat along the Atlantic coast from Boston down to North Carolina. The students listened politely for a few minutes, some interested. They began to relate to him a little. As he looked around the room he realized he especially liked this group of kids but a lot of them would never graduate.
Parnell hadn't had a chance today to stand in front of the doors between classes because he was always cleaning the room and putting away things left by other students. He also hadn't taught much. When he left no one introduced themselves in the office but most of the teachers in the halls had said hello and were friendly.
Parnell stopped off at a little ethnic bakery up near this suburban school system. This system had been the best in the area and one of the best in the State when Parnell grew up, but now it seemed similar to his school district. His school district was poorer but the students weren't that much different in terms of achievement, although the best students at the suburban school seemed ahead a bit. At the ethnic bakery Parnell had an expensive coffee and an excellent sandwich. As he sometimes did at the end of the day in his home school district, Parnell sat quietly for a few minutes. It was nice to be somewhere with tranquility and order about.
end part 3
fiction
edward w pritchard
Parnell Stubbs, assistant principal, was working his first day in the rotating jobs program and the super's office had thrown him a curve ball. He had been assigned to work in a wealthier suburban district north of Akron. Parnell was Black and most of that school's students would be white. Parnell would be a teaching math, not a favorite of his or not something he used much anymore. He had got an excellent review course at Borders and was bringing his notebook laptop to get information off the internet through-out the day to help him teach.
Parnell was a large important looking young man of about 35 and today had on an expensive suit.
He had arrived 45 minutes early and had waited in the office for twenty minutes to get the sub folder from the secretary who was very busy with the phones for her fellow secretary was a little late. No one from the school administration spoke with him. He had no room key but found the janitor and had a talk with him and got some advice on school rules.
The first class, his homeroom, was honors trig and didn't need a teacher, they did the attendance, collected the donation money for the earthquake victims and collected the permission slips for the in school camping. They wanted to get to work and asked if he would let them skip announcements and work. The teacher he was replacing was very organized and had left him an excellent lesson plan. The teacher hadn't known about the Canton rotating jobs program, he was just sick today.
Second period and third was ninth grade review algebra. Seven of 26 students came with-out books and there were none in the room. Parnell tried to read aloud to them but no one listened. The better students started the hand-out and ten or more just sat around. He walked about the class and individual by student he got pencils, paper and tried to find books or helped with the first problem, for the problems were quite simple. Three foreign girls, one in a barka, asked for permission to work in the language room with their interpreter. They were quiet and shy and he hated to see them leave, but let them. Several students didn't say much, and one or two glared at him. They usually had been sat well away from other students by the teacher. The teacher was very organized but the seating chart was all wrong. All the disruptive students seemed to be moved daily. The last 30 minutes of the second class he let the students sit quietly and eventually talk to their friend. Many wanted to talk to him about different things. One student reminded him about attendance. He asked one of the girls in the front to help. From time to time students walking in the halls would try to enter his room or tap on the door which riled up the class.
There were 7 Asian students in forth period and he had a lot of trouble with them. A few of them turned out not to be in this class. He sent one to the office with an office card and the secretary sent the kid back. He was supposed to call security, per school policy, and have the student walked to the assigned class. No one had shown him how to operate the phone, it looked simple but he didn't have time to figure it out now. The students of this class couldn't seem to sit still. He had to face them and walk around constantly to maintain order. He shut the door to the room and began to scream a little. He was having trouble getting attendance because no one was in the assigned seats. The Chinese students in the back were becoming very disrespectful. Several students were swearing when his back was turned. The teacher down the hall knocked and introduced himself and asked for permission to talk to the class. "James, Cho, up here now, Lou ,you three my room. The teacher left and offered to take anyone for any period for the rest of the day who was being disruptive. The class was better for the rest of the period but he couldn't get anyone much to do any math. He hadn't had a chance to use his notebook laptop.
Next period was remedial math. The students were very different in intelligence and ability. All had failed the standardized test. The students sort of worked on the assignment. In ten minutes 5 or six students were done and some were still on number 5 of thirty problems,,two of which he had given them the answers to. Another teacher entered the class. She was the intervention specialist funded by a Government program. She worked with several students, two of whom had left with the teacher who came in earlier. She got right to work but didn't introduce herself. With her in the room Parnell spent the rest of the time cleaning the room, straightening desks and picking up papers and broken pencils and even had time to get a girl to put away a cell phone. He had forgot attendance again and had not done a flick sheet. No one had told him about the flick sheet until the intervention specialist. He asked her if there was a procedure manual but the intervention teacher wasn't sure. The class teachers instructions were excellent however. He hadn't received a list from the office of who was absent for the day.
Seventh and Eight Period was the problem class. Algebra 9th grade. Many of the students were older. Some were adults, but not chronologically. Everyone had flunked the standardized test. Everyone was hard to control. Everyone. At length Parnell put the math assignment away and began to tell the students about his trip in college when him and a friend had sailed a small boat along the Atlantic coast from Boston down to North Carolina. The students listened politely for a few minutes, some interested. They began to relate to him a little. As he looked around the room he realized he especially liked this group of kids but a lot of them would never graduate.
Parnell hadn't had a chance today to stand in front of the doors between classes because he was always cleaning the room and putting away things left by other students. He also hadn't taught much. When he left no one introduced themselves in the office but most of the teachers in the halls had said hello and were friendly.
Parnell stopped off at a little ethnic bakery up near this suburban school system. This system had been the best in the area and one of the best in the State when Parnell grew up, but now it seemed similar to his school district. His school district was poorer but the students weren't that much different in terms of achievement, although the best students at the suburban school seemed ahead a bit. At the ethnic bakery Parnell had an expensive coffee and an excellent sandwich. As he sometimes did at the end of the day in his home school district, Parnell sat quietly for a few minutes. It was nice to be somewhere with tranquility and order about.
end part 3
the school administrator-up the river, broken oar-2
the school administrator-up the river, broken oar-2
see part 1
fiction
part-2
Kelli was a 13 year teacher. She taught second grade and had won teacher of the year for her school and two excellence awards, one national in origin.
Today was her first day in the rotating job program and she was working at an inner city junior high in Canton, Ohio as one of two assistant principals. Becky Owens who she knew, as a former teacher, the assistant principal here she was filling in for,had left her a detailed "lesson plan" for the day. Robert Chou the other assistant principal was handling his job and the regular Principals who was ill for the last few days.
Kelli was being interrupted by students, teachers and secretaries as she went about her schedule. Robert was handling most of the walkin parents as he was able but Kelli had talked to ten or more parents primarily about why their child was absent, late or not absent or couldn't do his work today, or sensitive by nature, some by phone or e-mail.
Discipline problems began to arrive at her office at 8:10AM. The substitute in room 264 was late and she had handled ten minutes of the homeroom. She had received two calls from the superintendents office about routine matters. Serious discipline problems for the day were brought to her or would arrive with a note from teachers and security staff. Once the police officer needed assistance. Through-out the day she walked the halls, reprimanding students and finally yelling at Mr's and young ladies. She was unable to look at the e-mails she was asked to check hourly according to school policy.
The students at the junior high didn't know her and were ignoring her when she talked to them. Because of her height, she was only 5'2", she seemed to be being not listened to she thought. She was struggling to use the de-escalation behavioral management techniques endorsed by the teachers union. At lunch time she had lunch duty and thank goodness the two security guards took charge.
About two she was finally able to start daily paper work Becky Owens had left her. Several teachers wanted to talk to her by the end of the day. The janitor wanted to remind her that there were no keys for room 18, 116, 264, and 256. He was sure the substitute teachers had been not returning them. Robert Chou brought her a coffee and reminded her they had a 3:30 meeting.
end part 2
see part 1
fiction
part-2
Kelli was a 13 year teacher. She taught second grade and had won teacher of the year for her school and two excellence awards, one national in origin.
Today was her first day in the rotating job program and she was working at an inner city junior high in Canton, Ohio as one of two assistant principals. Becky Owens who she knew, as a former teacher, the assistant principal here she was filling in for,had left her a detailed "lesson plan" for the day. Robert Chou the other assistant principal was handling his job and the regular Principals who was ill for the last few days.
Kelli was being interrupted by students, teachers and secretaries as she went about her schedule. Robert was handling most of the walkin parents as he was able but Kelli had talked to ten or more parents primarily about why their child was absent, late or not absent or couldn't do his work today, or sensitive by nature, some by phone or e-mail.
Discipline problems began to arrive at her office at 8:10AM. The substitute in room 264 was late and she had handled ten minutes of the homeroom. She had received two calls from the superintendents office about routine matters. Serious discipline problems for the day were brought to her or would arrive with a note from teachers and security staff. Once the police officer needed assistance. Through-out the day she walked the halls, reprimanding students and finally yelling at Mr's and young ladies. She was unable to look at the e-mails she was asked to check hourly according to school policy.
The students at the junior high didn't know her and were ignoring her when she talked to them. Because of her height, she was only 5'2", she seemed to be being not listened to she thought. She was struggling to use the de-escalation behavioral management techniques endorsed by the teachers union. At lunch time she had lunch duty and thank goodness the two security guards took charge.
About two she was finally able to start daily paper work Becky Owens had left her. Several teachers wanted to talk to her by the end of the day. The janitor wanted to remind her that there were no keys for room 18, 116, 264, and 256. He was sure the substitute teachers had been not returning them. Robert Chou brought her a coffee and reminded her they had a 3:30 meeting.
end part 2
the school administrator-up the river, broken oar
the school administrator-up the river, broken oar-part 1
fiction
edward w pritchard
The School administrator was overwhelmed by the bickering between the teachers and assistant principals.
Brandon had done both jobs, four years as a teacher and six as an assistant principal, for he had come up through the ranks. Then thirteen as a principal and two as a salesman after first retirement and now four as assistant superintendent. He had several advanced degrees and two years in the Navy, where he learned PERT an advanced planning and management system for motivating and controlling projects and the people involved in getting things done.
He wrote a short note to all teachers and assistant principals in Canton, Ohio where he and they worked:
1st memo
Effective immediately all teachers and each assistant principal will spend one day per week rotating jobs with other school system employees. Until further notice teachers will work as assistant principals and assistant principals will work as teachers. Assistant Principals will receive assignment every Monday by 3PM for the next day via the telephone substitute finder system currently used by all 700 substitute teachers in the district, many of these substitutes are former full time teachers now retired. Teachers will receive assignments from my office by Friday at 3PM for the next Tuesday. This program has been blessed by Mr. Larkin of the teacher's union. Should any assistant principal wish to discuss this please call me and I will call you back immediately. To facilitate the new program I will be holding Saturday morning meetings from 8AM to 9AM for the next four weeks should you wish to discuss any detail of the rotating jobs program. Attendance is not mandatory at these meetings. I Intend to make the new program work. Please join me in receiving the temporary changes to your schedule with an open mind and a positive attitude.
Brandon Phillips
assistant superintendent, former teacher, former assistant principal
Copy-37 school Principals
Superintendent
Bob Larkin -Teacher Union
2nd Memo
Bob, thanks for the unions support on this. Just to confirm I agree that any handicapped teacher may dismiss class one minute early to get a start toward the next destination if they are moving about the buildings. This is effective during the period of the rotating jobs program as it effects teachers. I will continue the fight to make the change permanent as I am able.
brandon
End part 1
fiction
edward w pritchard
The School administrator was overwhelmed by the bickering between the teachers and assistant principals.
Brandon had done both jobs, four years as a teacher and six as an assistant principal, for he had come up through the ranks. Then thirteen as a principal and two as a salesman after first retirement and now four as assistant superintendent. He had several advanced degrees and two years in the Navy, where he learned PERT an advanced planning and management system for motivating and controlling projects and the people involved in getting things done.
He wrote a short note to all teachers and assistant principals in Canton, Ohio where he and they worked:
1st memo
Effective immediately all teachers and each assistant principal will spend one day per week rotating jobs with other school system employees. Until further notice teachers will work as assistant principals and assistant principals will work as teachers. Assistant Principals will receive assignment every Monday by 3PM for the next day via the telephone substitute finder system currently used by all 700 substitute teachers in the district, many of these substitutes are former full time teachers now retired. Teachers will receive assignments from my office by Friday at 3PM for the next Tuesday. This program has been blessed by Mr. Larkin of the teacher's union. Should any assistant principal wish to discuss this please call me and I will call you back immediately. To facilitate the new program I will be holding Saturday morning meetings from 8AM to 9AM for the next four weeks should you wish to discuss any detail of the rotating jobs program. Attendance is not mandatory at these meetings. I Intend to make the new program work. Please join me in receiving the temporary changes to your schedule with an open mind and a positive attitude.
Brandon Phillips
assistant superintendent, former teacher, former assistant principal
Copy-37 school Principals
Superintendent
Bob Larkin -Teacher Union
2nd Memo
Bob, thanks for the unions support on this. Just to confirm I agree that any handicapped teacher may dismiss class one minute early to get a start toward the next destination if they are moving about the buildings. This is effective during the period of the rotating jobs program as it effects teachers. I will continue the fight to make the change permanent as I am able.
brandon
End part 1
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