Of course, I make tons of stupid mistakes. I look back at things I’ve said, letters I’ve written, men I’ve stayed with past the point of all basic sense, and thought, “Well, that was a colossal error.”
But that’s not the same as regret. My underlying attitude, when I bother to think about it, is that in each instance, I’ve done my best with what I’ve had. My state of mind + the external circumstances + my genetic wiring + my previous experience + the alignment of the planets + variables x, y and z = idiot behaviour. I will try not to do it again. Moving on.
However, in my teaching life, there are moments when I worry. I’m dealing with young lives here, and I try to think carefully before I speak or take action, but even so, I sometimes come away from a lesson or a student conference and think, “I don’t know. I probably shouldn’t have done that.”
We all have memories of teachers who did or said things that threw us off course for years, or who unfairly crushed our self-esteem. I’m not opposed to derailing students, or altering their overblown self-esteem toward reality. I AM opposed to confronting students with things they can’t handle, or venting my anger, or making bad situations worse.
In the past week, I’ve had two interactions with students that I now regret.
I’ve written about Michael a couple of times before, describing an essay he wrote about his troubled home life and the severe difficulties he’s experiencing with his schoolwork. Last week, Michael did his oral presentation, and he got a zero. He spoke for barely a minute (for a 5-7 minute talk) and nothing he said bore any relationship to his topic or made any sense. I was unable to give him points or feedback in any of the categories he was being graded on. It was hard to watch.
When the time came to discuss the presentation with him, he just nodded as I explained why he’d be getting a zero. Then I told him that at this point, I see no way for him to pass the course. “I know you’re working hard,” I said. “But even with all your hard work, you’re not managing to meet the requirements.”
The difficulty came with what to say next. How to tactfully explain that because he is demonstrating absolutely no progress from assignment to assignment, and is not in possession of the most fundamental skills required to pass, he’ll probably never complete college? How to say, “It makes no sense that you ever graduated from high school”? How to say, “This is the wrong path for you”?
You might ask, “Well, who are you to say these things anyway?” Good question. Here’s why I felt it was important to say them. I’ve talked to other teachers and tutors who know Michael, and they confirm what I’ve seen: he works very, very hard, and he makes no progress. None. It breaks my heart that he continues to waste his time, when he could be investing himself in something that brings him enjoyment and maybe even an income. For some reason, he’s been continually given false expectations of what he is capable of. Someone, somewhere – maybe many someones – has to help him understand that he needs to stop banging his head against this wall.
I asked, “Have you ever spoken to someone in counselling about your bigger plans? About what you want to do with your life, and where college fits in? I can see that school is a big struggle for you, and it’s causing you a lot of anxiety. If you talked to a counsellor, he or she might be able to help you think about other options, and plan your decisions with all the facts in mind. If you have a hard time explaining it, you’re welcome to tell the counsellor to call me, and I can explain what I’ve observed, if that would be helpful.”
I handed him the info for the counselling centre. He took it and thanked me.
“Is there anything else I can do to help you with this?” I asked.
He hesitated. “It’s just…do you think, if I really worked hard for the rest of the semester, there is even a small chance that I could pass?”
“No, Michael,” I said gently. “Realistically, I don’t see that happening.”
He nodded again. “Thanks, miss,” he said, and left.
I have been racked with self-doubt ever since we had this exchange. Who the hell do I think I am? Do I really think this kind of discussion is going to change anything, other than making him feel terrible? Should I be physically leading him down to counselling and sitting him in front of someone? Should I just keep giving him failing grades and gentle feedback and keep my nose out of the rest of it? Do I know for sure that it’s impossible for him to pass? Should I be pressing him to tell me more about his situation, like what happens when he brings home a failing grade?
The bottom line is: I didn’t know what else to do. Nevertheless, I’m worried about the consequences of what I’ve done.
I wrote about Kaneesha two weeks ago. She’s a royal pain. At the end of last week, she came in for a mandatory appointment to discuss her next essay rewrite, and was perfectly pleasant and asked pertinent questions. I felt tempted to leave things at that, and to hope that this productive conversation would change something in our relationship. However, past experience tells me that such hopes are in vain. So when we were done talking about her essay, I said, “Now we need to discuss something else: your level of attention in class.”
A sheepish smile came over her face. I detailed her offenses: texting constantly, sleeping on her desk, talking while I’m talking, sighing and yawning loudly. She shook her head, still smiling: “I’m sorry! I’m really sorry.”
“Well, I’m glad you’re sorry, but it doesn’t really solve the problem. I’m not sure how to talk to you about it, so I thought that, rather than being angry about it, I’d give you the chance to explain WHY you do these things.”
She just stared at me for a few moments. I couldn’t tell if she was thinking, or just paralyzed.
“Well?” I asked.
“I don’t know what to say,” she said. “I don’t know.”
Let’s pause. In hindsight, I should have stopped right here, and done something with this information. I could have told her to think about it and come up with a response. Write me a paragraph at home, entitled “Why I’m Not Always Focused in Class,” to be counted as a homework assignment, for example. This would have given her a chance to think about what I was saying, and to express herself without sitting under my accusatory gaze.
Instead, I launched into lecture mode. (A sign that I hadn’t thought this through.) Point 1: it’s hard for me to do my job when I’m annoyed. Point 2: she’s distracting other students, and it’s not fair to them. Point 3: if she continues making noise, talking and distracting people, she’ll be ejected from the class. Point 4: if she just quietly continues being rude, I’ll be angry with her, and I don’t like being angry, but I can’t change her; only she can do that. And so forth.
Finally, I asked, “Do you understand what I’m saying here?”
“I…” She was still half-grinning, but with a touch of shame. “I just… I don’t think I’m that bad!”
Now, this kind of assertion always throws me for a loop. My natural tendency is to second-guess all my feelings and responses, so contradiction of them sends me into a spiral: Maybe she really isn’t that bad! Maybe I’m overreacting! This was a terrible idea!
“It’s not a question of being bad, Kaneesha,” I said. “It’s a question of creating a difficult atmosphere in a small classroom. You may think your behaviours are normal, but they’re not normal behaviours for a college student. If you look around the class, you’ll see that others aren’t doing those things. I guarantee you that some of them are tired, some of them are bored, but they’re doing their best and they’re not being rude.”
At that point, I could see her face closing down. “All right?” I concluded. “I want you to think about what I said.”
“All right,” she said sullenly, and gathered up her things and left.
Argh, I thought. Stupid. Useless. Why did I have to use words like “normal”? Why didn’t I give her something concrete to do, to change, to focus on? I just made things worse.
I haven’t seen Michael or Kaneesha since these conversations (and I suppose that, depending on what Michael decides, I may not see him again.) I am anticipating negative fallout from each of them, but we’ll just have to see.
Have you taken actions with students, with teachers, with loved ones, with friends, that you’ve later regretted? Why do you think you did what you did at the time? Were you doing your best, or were you careless? Were you able to fix things later? How?
Image by Cecile Graat