Thankless Teachers

Thankless Teachers

What could I put on these reports?

“Use dirty praise,” school executive instructs.

Dirty praise, right, limits possibilities. But I can understand why we’ve been told this. After all, these final reports will be seen by potential employers. No point in making things difficult for our boys, or the school, with comments about unfinished homework, or their tendencies to talk back, or an obsession with I-Pads, games or mobile phones. Attendance statistics inform employers about punctuality. So, not my job to make another comment about inabilities to keep to schedules. Any troubles with bell times not something necessary to state twice.

Anyway, when these boys are getting paid, I’m sure their arrival-on-time attitudes will change. They’ll realize sauntering in ten minutes after start time means less cash in their pockets, might even cost their jobs. Welcome to real worlds, boys. Some might even regard being on time as much more important than they currently do, especially when it comes to an English class.

But I am being distracted by students in my class, and their flippancy; I must get back to these report comments? I do try to be as honest as possible. Surrounded by other staff trying to so, heavy computer user times, almost queued to sit and type appropriate report comments.  

Our computer system will allow me to say things like:

-  Robert can make contributions to classroom discussions. He prepares well for assessment tasks and would benefit from a structured revision program leading into his final exams.

While this comment technically says nothing, with this I meet school management’s implied expectations.

My first exchanges with Robert, from his back row central position, a response to comments about working hard to achieve something worthwhile from his final school year. Otherwise he’d face a non-university alternative future, ‘fronting up at Social Security Offices on a regular basis.’

‘I don’t care, I’d be happy with that,’ is Robert’s response.

But he did care. When marks gained exceeded his openly talked about, low expectations, or attached positive results, Robert simply couldn’t hide his joy.

I suppose some of this ought to influence a report comment, but how to word?

…When interested, Robert is motivated…Despite a façade to the contrary, he really does want to do well…

Leaning over my shoulder, their Year Advisor says, ‘I want you to listen to Robert’s comments.’

I must look particularly dumbfounded, no doubt confused as to why she avoided report comment stress so far, because she continued, ‘particularly directed toward Peter.’

These names are not uncommon, but my class, is the only senior English standard group, so I know exactly which two students she talks about.

Other teachers are timetabled with more than one advanced class, but I am allocated interesting, dare I say, bottom feeder boys. Management quietly refers to as scrapings from a barrel capable of bringing down advanced English averages. So, these boys are aggressively shoveled toward my class, and unique skills.

I seem to be noteworthy expert for boys of this caliber, except Peter is far from typical of my usual charge. Student council office bearer, he plays trumpet in our school’s band, and is a cross country runner of some repute. There won’t be any problem finding affirmatives to pad out his final report. Peter came to my class after deciding to maximize his grades and rank with Standard English. Using school processes to seek out advice in order to make informed decisions during subject selection periods of his lower school years.

I can still recall parts of those exchanges, ‘I want to enjoy lots of different things without having to stress about my potential grades, rankings and scores, Miss.’

Still confused about what his year advisor is getting at, I need to ask, ‘listen to them, why?’

Those two boys sit in very different locations; I can picture Robert, center equi-distance from both walls. Whereas Peter often secrets himself in a left-hand corner, hidden from view of anyone walking past our English room by a storage cupboard and my out of control Athenaeum. These two talking to each other would indicate boys in my room were in total disarray, making cross-room exchanges in loud volumes. Never happens! I would even be so confident to say such dialogue did not even occur in my absence. Students leaving my class unsupervised, not something I’d contemplate. Blue moon time, seldom, never, likely I’d return to disheveled furniture and graffiti on notice boards. 

‘I heard Robert was needling Peter in another class, some homophobic slurs, trying to get a response.’ His year advisor continues.

Peter! She’s wrong, he doesn’t even act gay. Nothing wrong with this orientation, but I would not peg Peter within a ten-foot barge pole of homosexuality. Not all boys in a single sex school show those inclinations. Statistics would, if collected show fewer gays than in the general population. Truth be known, sometimes I think those poor gay boys, are kept struggling inside their closets, constrained by any likely taunts from what I call Alpha males. Surely Robert, doesn’t fit such an implied bully label, he would never stoop so low as to be taunting Peter about his sexuality.  

No, Peter draws more attention because of his loud honking laugh. Seriously cross a line into hilarity to get this amusing creature to surface. Even a senior teacher such as me can push those buttons sometimes. Such a pity this quality couldn’t form part of a report comment - I love it. Enjoying those rare occasions his laugh tumbles forth. Often, Peter’s response to any humor will only be revealing those braces with an endearing grin. His full-on laugh much more ridicule-worthy than any likelihood of homosexuality. Still these boys can keep a heap of things hidden from their grey-haired English teacher, and many other time-poor, stressed out, variant subject teachers

‘Reeks of being bullied and we want to make sure it gets nibbled in the bud,’ his year advisor confides.

Can’t help thinking, as I pen final reports, a tad late for nipping anything in the bud, my dear.

Again Peter, confident, well rounded, does not strike me as a potential target. Neither does - full of his own newly emerging attractiveness - Robert strike me as likely to get kicks from picking on another boy, but like I said these boys do keep things tucked away from adult view.

‘Don’t say anything to either of them, but if you notice those types of comments, let me know.’

On graduation day, well after report comment writing, when a science teacher and I are struggling with our allocated task of marking a roll, as everyone arrives at the hall on masse.

‘Robert, over there, completed a very interesting science project.’ He confides. ‘You know boys do an independent study of some sort, and record evidence of testing hypotheses?’

These comments make me feel there isn’t enough cross-pollination of assessment requirements across key learning areas, other than making sure senior boys aren’t allocated multiple tasks due within too short a time span. Which isn’t always possible. I still wonder how students manage to combine work demands of various assignments. Laying down habits of future educators, most probably.

‘Yeah, he decided to test effect of air-conditioning on his dog,’ continues my scientific peer. ‘Trouble was he used ceiling vents, testing responses of a tiny Maltese-cross. So, to be able to record effects of chilled air, Robert needed to get said outlet and dog closer. All his photographic evidence shows a terrified animal – Robert holding him – up a step ladder.’

Right about then a whole lot of pennies drop into place. Minor details like Robert grumbling if anyone sat in ‘his’ chair. Eventually other boys avoided this seat like a plague infected object.

If we knew more about what these boys were doing, in other subjects, or in vast playground spaces…during excursions, for breaks, both recess and lunch, given a chance to put random bits of information together… form workable communication networks. But then I figure, just exactly what teachers will do with such data once, and if it were to be collated. And where do us teacher get time to deal with such mountains of detail. If only, we might slip additional hours into our days? Maybe such a miracle might create some real sweeping statements about their potential in post-school pathways.

I saw Peter again, weeks later; he came to the staff room door. I noticed how fresh faced he looked without his braces, keen as mustard, smiling widely, asking about a reference.

‘Thought I’d try my hand at a few casual jobs in cafes before university, Miss.’

I wished him well and felt a kindred warm rush of eagerness about his forthcoming life mirrored in an aura of positive energy.

On my way home, heading to the train station; in my persona of an old lady trying to negotiate several controlled crossings and avoid being hit by cars impatient with school zone speed restrictions. When a flashy, late model Ute, emanating intense doof-doof loosely called music, didn’t stop, I needed to jump back from road edges. Couldn’t be 100% sure but from scouring face and yelled comment, I felt as confident as possible, this driver showed an uncanny resemblance to Robert.

At this point I couldn’t help considering a quote from King Lear – as flies are to wanton boys; we are to the gods… I think this line needs reversal, surely boys, as students, are crueler than gods? When we were still in the old buildings, my cactus adorned a lovely sunny windowsill. From time to time boys used to impale sunlight-drunk blowflies on its spikes. An interesting variation on a more typical wing or leg amputations. But some individuals are sadistic.

Would there ever be a situation where myself, and fellow teachers could be more honest and use less dirty praise on those report comments:

- I am concerned Robert will target people who he considers weak or marginalized. I already note several attempts to dominate others. Robert makes demands and keeps up a facade perpetuating his innocence regarding any negative outcomes. I can envisage a future where this young man will be beating a partner, or embedded in a violent exchange, maybe he will even become a mercenary. Although I doubt Robert will be motivated by a cause, other than his own gains. Perhaps he will not be a protagonist of violence, but he will be grinning evilly from side-lines.

Honest, yes. But too many words, I would exceed allowable word counts.