changed and they want to try again. A boy becomes a little more mature and is not so quick
to lose his temper. A girl is scared by her sister’s pregnancy or drug addiction. A teenager
gets a part-time job and begins to have a sense of possibility. Parents get their lives together
so home is stabilized. In whatever way, and for whatever reason, a student decides to shoot
for something more in life. If teachers create structured, motivating learning communities,
these young people have a chance.
As a teacher, I expect to be treated like a human being, and I try to treat my students as
human beings also. But I realize that they are teenagers and that they frequently live under
very difficult and disorganized circumstances. One of my primary battles is to provide some
structure for their lives. Whatever reason that they come to school, I expect them to work
and learn. When necessary, I provide pencil, pens, and paper. I show them how to organize
their notebooks. I meet with guidance counselors and I call homes, both to speak with par-
ents about potential problems and to report advances and achievements. I visit homes when
necessary. When students run foul of the dean, I go down to the dean’s office and speak up
for them. I mediate disputes with other teachers, write references for court appearances,
and refer students to social service agencies. I want to win a future for every one of my stu-
dents, although I realize I cannot. But the only way I can support students who are ready for
my help is to try to support everyone.
***JOIN THE CONVERSATION—AT-RISK STUDENTSQuestions to Consider:- I believe that in neighborhoods like the one where David and Eric lived and went to
school, every student is at risk. Do you agree with this statement? Would you extend it
to every teenager? Explain. - I feel that the only way I can reach students who are ready to be helped is to try to
reach everyone. This can be a tremendous emotional drain on a teacher. In your view,
is it fair to ask teachers to make this commitment? Why?
SECTION D: WHY DID PEOPLE DIE AT COLUMBINE?
I attended an elite public high school during the 1960s where I felt pretty much like a mis-
placed piece of furniture. I had passed the stiff admissions test, but the school was set up for
the privileged few, and the rest of us received little support or attention.
At school, I had a group of friends who could fairly be described as weird. Where possi-
ble, we sat in the back of rooms and tried to remain anonymous. During our free time we
read and discussed science fiction and fantasy novels. Our particular favorite was Doc Sav-
age and we imagined joining his band of superheroes.
For three alienating years, we listened to dark and heavy music such as the Doors, the An-
imals, and the Stones; experimented with alcohol and hallucinogenic drugs; and dreamed of
having girlfriends. At one point we organized our own mythic religion, which we called
Zo’olium, and we discussed building a rocket ship in shop class and blowing up the school.
244 CHAPTER 9