of their names that they used in school, but they appreciated that I tried to learn their real
name, no matter how much I butchered it.
I am notoriously poor at language acquisition, but I also try to learn a few words from
each of the languages spoken in class—even if only to say hello to parents on “open school
night.” As with names, students forgive a lot if they believe that you tried.
The Memo Pad
In discussions with family, friends, and colleagues, I have a tendency to get anxious and in-
terrupt people while they are speaking or trying to organize their ideas. I have the same
problem with students in my classes, especially when I am nervous about getting a point
“just right.” I learned to carry a memo pad and pen and jot down my ideas, rather than blurt-
ing them out. I find that as a result, I am better able to hear people through to completion
and more selective about my comments.
I started to use the memo pad as a regular part of my teaching and it became an impor-
tant tool in building classroom community through directed discussion. As students work in-
dependently or in groups, I circulate around the room and write down notes about the ideas
of individuals. I also tell students when the connections they are making are very good and
encourage them to present their discoveries to the class. During full-class discussion, I use
the notes in my memo pad to call on students who I know will introduce specific ideas into
the discourse. I also know who disagrees with them, so I can call on those students, if neces-
sary, to generate student-to-student interaction and discussion. When it is going well, discus-
sion takes off and I can withdraw into the background, occasionally asking a student for fur-
ther clarification, settling the class if arguments get too heated, or calling on students who
are having trouble breaking in and adding their ideas to the mix.
Discipline Problems
I do not write disciplinary referrals on students in my classes. If we are a community, or
hope to become one, we have to handle these things as a community. This is fundamental,
because it makes the idea of community real for students. For example, I allow students to
use the bathroom without permission as long as the room pass is available. If one student
goes for extended walks and monopolizes the pass on a regular basis, it is the community’s
problem and the community must address it.
Please note that this does not mean I neglect to document problems in writing or keep
counselors up to date on developments. But it does mean that involving outside disciplinary
authorities is a last resort only used under extreme circumstances. If you have a serious con-
frontation with a student, you can always shrug your shoulders, roll your eyes, suck your
teeth, and BACK OFF. Remember, you are the adult.
Smiley Faces
I know this seems ridiculous, but high school students like “smiley faces,” rubber stamps,
and stickers. One marking period, I started to give every student in my ninth-grade class a
smiley face if he or she passed every subject on their report card. A student who had passed
every subject but one asked if she could have a smiley face, too. I explained that I could not
give her one, but I assured her she was a good student and would get one on her next report
card.
156 CHAPTER 6