Monday, May 24, 2010

Eleanor Morrice's Interview with a Social Studies Teacher

My inspirational teacher smiled when asked if he minded being called an exemplary teacher. He said he was very sure that he is an exemplary teacher, knows it inside, even if his colleagues would not necessarily nominate him for the honor. He teaches seventh grade World History, Social Studies, in a middle school in one of the larger cities in this county. He says he is satisfied with the results he gets from his students, so his teaching techniques and skills are appropriate for the job. He uses what he feels is efficacious, and does not espouse any particular theory or pedagogy. Indeed, he could not articulate any specific styles or concepts, and denied having any structure other than what he has developed for himself in the 20 years he has been teaching.

The student population, 1,021 students in the seventh and eighth grades, is in a school built in the 1930s. The school has been added to and adapted to changing demographics in the area, which is considered a slightly more affluent one, near the downtown area. The majority of the students, however, are bussed in from the opposite side of town. The areas they come from are considered much lower on a socio-economic level, and are some of the most densely packed residential census tracts in the state. The community is predominantly a mix of Hispanic and Caucasian residents, but there are also Asian, Russian, Samoan, Filipino, Hmong, Afghanistani and several other eastern European cultural identities among the populace. There is a 67% rate on Free or Reduced price meals.

Mr. P got his emergency credential in 1990, as there was an immediate need for teachers in the South Central section of Los Angeles then. As he started his first year, he was not told of the true situation in the school. He had no true mentor, was never observed, and just started teaching without a period of student teaching or guided practice. Administrators did not tell him before he started that the classroom had been firebombed, and his classes were in the cafeteria the first semester. Then he had a rolling cart and ran from room to room, with kids, for the second semester. Declining enrollments meant a switch to a district near Watts his second year, where he experienced the 1992 LA riots. "Students behaved so badly that if you had 100% class discipline, you could teach anything, there was leeway for creativity." Now things are much more standardized, and more difficult.

Mr. P graduated from Temple University in 1987 with a B.A. in Journalism, and started teaching in Los Angeles three years later. He went to night school as he taught, at Cal State LA, getting his credential in 1993. His classes were in Literature, and not in Education, Theory or Pedagogy. His students were for the most part physically bigger than he was, and he quickly learned that disciplinary problems from students were "like a Hydra's head. Cut one off at the neck, and another swings into place." But he found a way to communicate his meaning, with a look, or a glance, or a bit of theatrics, and established classroom management. He does not believe in referrals to the office, choosing to deal with student discipline in the classroom as much as possible. And now he has his own children. He often thinks about how he wants to give the students in his classroom everything that he expects his children to receive in their school from their teachers. He keeps his family photos, by design, on his desktop, where he can view them at all times.

His philosophy of teaching "can be summed up in two words: kindness and strength." He feels that he is the kindest person in the room, and the strongest in spirit. His metaphor was of a piece of steel, which is smooth to the touch, but one can not break or bend it. This he compares to its opposite, a piece of sandpaper. Sandpaper is rough in texture, and it rips under pressure. At first, his classes may perceive his kindness as weakness, but he has a code posted on his wall. Its five points are, in order, Be Truthful, Be Kind, Be Respectful, Be Responsible, and Do Your Best. The ranking is a priority for him, and in this order for a reason. He refers students to the code chart, and has them read or reread it, as appropriate. He calls this method "positive reinforcement." He is preparing them for a job, or more important, for lives as an adult.

Now he teaches all seventh graders, but has taught sixth through ninth at different times in his 20-year career. There are big differences with each age group. It is not easy, and sometimes he feels broken-down, or questions himself (is he having an impact at all, let alone a good one?). The job can deplete a teacher. But he has a regimen, and feels that you owe yourself to fill up with something good, on purpose, and with intent, everyday. It is like a gas tank. He drinks water constantly, brings a nutritious lunch that includes lots of goodies like apples, bananas, strawberries or granola bars. He reads a section of the Scriptures every morning, and drives his kids to their school. They pray out loud on the way, thanking God for all their blessings, and asking God for the important things they need each day. He visits public libraries at least three times a week, reads books, listens to music, and carves out time to spend with family and friends. He is strategic in refreshing himself with loved ones, faith, culture and art, his tools to avoid teacher burnout.

His teaching techniques can be categorized by a quote from Bruce Lee, "Use what works." There is no orthodoxy he follows. He is skeptical and wary, yet open to all modes of teaching. His methods are the result of trial and error, and he admits to "having fallen into the way he does things." It is just what works. When he first started teaching, he used to have his students line up outside the door. But no one size fits all, for all teachers have different strengths and weaknesses, just as students do, and this is important to acknowledge. He watches to see how different kids interact with teachers and other students, and senses the mood of the classroom. He thinks that discipline is what he wants from his students, in the concept of the stem of the word, 'disciple'. He wants kids to look at him, and without him saying any words, eventually be able to consciously or unconsciously think, I see what I should be. Without ever explicitly saying so, he wants to get them to want to be like him, or even, someday, be a better version. This can not be learned from textbooks.

In his view, public education is the foundation of society. In fact, the Teacher, the Policeman, the Reporter, keep civilization alive. Without all three we are doomed. But the current political situation drives him nuts, and he finds it hard to express his political view aloud. Nevertheless, he votes. He is amazed that the same people who spend hundreds or thousands of dollars on entertainment will complain when taxes are raised even one dollar. We need to raise taxes to pay for things we need. But on an immediate level, he is happy. His classroom is warm and sunny most days, with a bank of windows on the southeast side, two doors to an interior corridor, with a drinking fountain outside one and the faculty lounge (with a rest room) outside the other. His classroom walls are neat, but student work is prominently displayed, with many posters of animals, scenic panoramas, timelines and cultural aspects of various peoples and countries. All is inviting, with student desks paired in three rows, and his resource materials neatly organized.

He ended the interview with his philosophy of History. "It is no accident that the root of the word (History) is 'story'." This is lacking in many current Social Studies classes, the concept that kids need to hear stories. History is a long, rambling, interconnected story, all real. It is the greatest story ever. His voice tells the stories patiently, passionately, and respectfully.

His passion for teaching and for the discipline, coupled with his care for himself and others, will be a treasured asset to the faculty of this middle school, the lives of his students, and our community for many years to come.

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