Over the weekend, the local water protection district issues a “boil order” and ships pallets of water bottle cases to be stacked next to the water fountains on Monday morning. In any place other than a middle school, this would be a good thing.
Construction paper signs are taped to fountains and faucets warning students not to drink the water. Here… have a seemingly unlimited supply of water bottles instead.
Students drink two to three times as much as they usually do simply because they have water bottles. Man, water is delicious!
Students make two to three times as many trips to the bathroom as they usually do simply because they have water bottles. Yes, go, just go.
The fun wears off, so ingenious students use pens to punch holes in the lids of full water bottles. Squirt guns! Broken pens! (Does this count as a STEM activity?)
The request to leave class to get a drink no longer applies because you, dear student, have a seemingly unlimited supply of water bottles instead. Please stay in the room and drink two to three times what you normally would.
Drops of water appear on desks, turning typed words into illegible gray clouds. Look! There on the desk. It’s an essay! It’s an art project!
Armloads of water bottles are tossed into the trash. Many are mostly full. So much for going green.
Teachers exhibit great patience when students empty those water bottles and then squeeze them repeatedly. Here’s the sound those bottles make: crinkle-crackle- crinkle-crackle-crinkle-crackle-crinkle-crackle-crinkle-crackle. If teachers calmly wait for the sound effect to end (because this has been happening all day), it just might… but usually it doesn’t. Throw it away. Now.
Tuesday morning feels like it should be Friday afternoon… for the teachers, anyway. This is gonna be one L-O-N-G week.
Thanks for reading! Click “like” if you enjoyed this post. Feel free to leave a comment about your own middle school mayhem. Follow my blog for more posts about teaching middle school ELA, including writing contests and the unique PBL project my seventh-graders are engaged in with a local historical society.
I recently wrote a post on Medium and my sister blog called “Dear Parents: Scientology Wants to Get Inside Your Child’s Classroom” about how an organization known as Youth for Human Rights International (YHRI) offers a human rights educator’s kit for teachers to use in their classrooms. Not realizing that the YHRI was a front organization for the Church of Scientology, I had previously and inadvertently ordered and used these materials in my English Language Arts middle school classroom where my students connect the literature they read to specific human rights as listed in the United Nations’ 1948 Universal Declaration of Human Rights. However, the Church of Scientology has no business extolling the virtues of human rights and here’s why. I ended my recent post by promising to provide some alternative human rights teaching materials. If your child’s teacher discusses or teachers about human rights, suggest they check out the materials from these organizations instead:
The Advocates for Human Rights (AHR) offers a comprehensive range of teaching materials. Located in Minneapolis, AHR’s mission, according to its publications, is “to implement international human rights standards to promote civil society and reinforce the rule of law.”
On the home page, click on Our Work and then Educators. Here teachers will find a useful Human Rights Toolkit that surpasses the YHRI’s booklet for its breadth of information and critical thinking content. In fact, the AHR’s toolkit specifically addresses several questions that my students have asked but not found answers to within the pages of the YHRI materials. Some of these questions include How can human rights be enforced? How does the United States Bill of Rights fit with the Universal Declaration of Human Rights? Which document addresses human rights for kids?
I’m thinking about downloading the PDF, copying, and binding a class set of these toolkits for my students to use. The toolkit includes chapters entitled Human Rights Primer (basic definitions and vocabulary terms), Human Rights System (UN legal bodies, regional and international groups such as the International Criminal Court), Human Rights and the U.S. ( a timeline of human rights in this country, analysis of the U.S. Constitution and human rights).
Some of the information provided by the AHR is not without political bias, especially in discussions of the death penalty, health care, and post-9/11 anti-terrorism policies, among others. Teachers should review this material before discussing with students, so the information is used to assist students in developing their own opinions on human rights policy.
Human Rights Education Associates (HREA) is a non-governmental nonprofit registered as a charity in the Netherlands. HREA supports human rights education through materials that focus on children’s rights, gender equality, women’s empowerment, human rights teaching, global advocacy, and e-learning courses. Watch this HREA video about the right to education.
HREA’s Path to Dignity human rights film surpasses the ten-minute film from YHRI in quality and content. It contains accounts of human rights activity and education in India, Australia, and Turkey. Teachers can view the entire 28-minute film or the portions that best meet their curriculum needs.
So there you have it. Three alternative resources to consult regarding human rights instead of those offered by the Church of Scientology and its front organizations, Youth for Human Rights International and United for Human Rights.
And by the way, the materials from these sources are superior in content to those by the cult. While the Scientology materials are colorful and well-produced, the information contained inside is shallow. The publishers have merely reworded the UDHR, restating each of the thirty human rights into shorter sound bites. The booklet and DVD contain some brief historical information on the evolution of human rights, but little else.
There is no mention, for example, of the International Bill of Human Rights, which provides a framework through international treaties and covenants that allows the force of law to be applied when violations occur. There is also no mention of the many human rights treaty bodies around the world and the obligations governments assume when its leaders sign a treaty or covenant.
Like all those website photos of Scientology’s sterile, empty church facilities and imposing high-rise towers, YHRI’s educator’s kids are slick but superficial. Teacher of human rights can do much better. They should avoid the Church of Scientology, Youth for Human Rights International, and United for Human Rights and try these alternative resources instead.
Thanks for reading. Click “like” if you found this informative. If you want to be even more awesome, leave a comment! Follow this blog for more articles about teaching middle school English or check out my sister blog.
So are your students and some of them can’t wait to see you.
Even though you love your job, when you think about the first day back at school after Christmas break, you sigh. Ugh, right? Who wants to think about that? The kids certainly don’t. Let me clarify that. Some of the kids don’t want to think about the return to school; however, some do.
Some kids can’t wait to go back to school. They love to see their friends. They love to see their teachers. They thrive on the community of school.
On the last day of the semester as my students and I were packing up to leave for Christmas break, one student told me that she dreads being away from school for so long. She misses her friends and the social environment of school. Another agreed.
Depend on these enthusiastic kids. Let them inspire you as you think ahead to settling back into your busy teaching schedule.
True, not all students look forward to returning to school. In fact, on the last day before break, I overheard one student admit that break could last forever and it would be okay with him. As for these students who really don’t want to go back… give them a reason to return to school. Be a positive presence in their lives. Expect them to fulfill their potential, to be their best. Push them to see the positive results of their hard work. Encourage them.
So, as the holiday break dwindles away, pour yourself another cup of coffee. Read some. Write more. Learn a few new chords on your guitar, bake a loaf of bread… in short, recharge. And when your mind drifts to that moment when you re-enter your darkened, eerily quiet classroom, remember there are kids who want to see you, who want to know what you’ve been up to over the long break. Rely on those kids and smile at the possibilities the new year brings.
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It’s a Project-Based Learning partnership with White River Valley Historical Society
The October-November 2017 issue of WRVHS Whippersnappers was published a few weeks ago! My seventh-grade students wrote all the content for the issue using online archived articles from the White River Valley History Society Quarterly magazine as their research. They designed the content around Halloween and the fall season.
About half of the students wrote for the first issue; the rest are writing for the second issue that prints in December. After the Christmas break, students will return and begin designing and writing content for the February and April issues.
I appreciate the help and support of Leslie Wyman, managing director, and Dusty Ingenthron, webmaster, at the WRVHS. Their enthusiasm and cooperation have allowed me to bring this Project-Based Learning idea to fruition for my seventh-graders!
Click here for a previous post about how this idea got started.
It’s nice to see clothing like this instead of that snarky shirt I wrote about recently.
In August, Kohl’s mailed a back-to-school catalog with a shirt on the cover displaying the words, “Shhhh! Nobody Cares!” I wrote about it in “Ten Questions for Kohl’s About This Shirt.” I believe that snarky messages like this only send negativity into the world… and can be especially hurtful in a school setting. I’m a middle school teacher and I know several kids who don’t need to read that their lives are unimportant.
Kohl’s tweeted to me a week or two after I published that blog post. Here’s their tweet: “Thanks for this feedback, Marilyn. We’ll be sure to pass it along to our buyers here at Kohl’s for review and future considerations.”
I love reading books about the teaching of writing. It’s always so valuable to me to find ways to help kids love writing!
Right now, I’m re-reading Real Revision by Kate Messner, a text chock-full of innovative strategies that real-life published authors use when they revise their own writing. This book contains so many practical tips from Messner, who is also a seventh-grade English teacher. I have already used one of her revision strategies in my classroom this fall and I know this book will provide more ideas as I continue with it.
I’m also getting ready to write a short post on another book I recently read, Renew! Become a Better and More Authentic Writing Teacher by Shawna Coppola. This book also contains down-to-earth advice and examples from the classrooms where Coppola works as a literacy specialist. Another bonus from this book: Coppola gives me permission to literally rethink how I teach the writing process. As a result, I’ve put off posting my usual five-step writing process poster. Why? Well, I don’t really follow completely it in my own writing, so why should I force my students to?
There is one downside to all this reading, though… when I set these inspiring books aside for the moment, it’s a little disheartening because I realize that I could have taught a lesson so much better, explained a writing dilemma so much more effectively, or responded to a student in a much more powerful way than I did.
The upside, however, is that I do find concrete, implementable ways to improve my teaching, and that’s the ultimate goal, after all.
How about you? What are you reading about the teaching of writing? Any books I should check out?
Thanks for reading! Feel free to click “like” and leave a comment about any books you’re currently reading.
I’m a writer who teaches writing. Click here for my personal writing blog.
Yeah, it’s just a $10 t-shirt (when you buy two of these charmers), but clothing has power.
Is this shirt supposed to be funny, Kohl’s? Because it’s really just mean.
Did you know that back-to-school should be a time of building students up, not tearing them down? “Nobody cares” has no place in an environment structured for emotional growth and learning.
Do you realize the clothing you sell affects the social climate? Sure, maybe we don’t read and reflect on messages like the one on this shirt, but I think our minds do absorb its spirit.
Do you know this shirt also says “You don’t matter”? It extends the “Whatever!” attitude with an added dose of disdain and egotism.
Do you know how a message like this can harm someone who’s having a bad day? I’m a middle school teacher. Messages like this are the last thing a middle schooler needs to see.
Could you sell this shirt without the wording? Because it appears to have a nice fit and I like the longer length.
You paid a designer to design some new back-to-school fashions, and this is what they came up with? And then you put it on the cover of your catalog?
Do you know that the world doesn’t need this shirt? We’ll all get along better if we don’t cover our bodies in snarky comments.
Do you realize that people actually do care about other people? In fact, I contend there is a greater capacity for compassion among humans than there is for scorn.
Do you really want to associate your brand with such disrespect? I didn’t think so. You’re better than that, Kohl’s.
If this post made you think click the like button, leave a comment, and share on social media. Follow me to read more about my ELA classes. I’m a big fan of student writing contests, authentic writing, PBL and more. Thanks for reading!