I Don't Look That Dumb...

Over the course of this year, I've changed my tactics when handing out consequences. For a while, I was doing after-school detentions. Apparently, they became too difficult. I actually made the kids do a writing assignment in which they would, at least superficially, reflect on the actions that got them there. After one or two detentions, my students started telling me without hesitation that they were not going to serve my detention and that they would prefer an office referral because those detentions were easy. How, exactly, was I supposed to respond to that? Rather than make my life more difficult, I decided to assign writing assignments specific to the action with a bit of gentle mocking built into the passage. The standard passage is about four or five sentences long and is to be written 20 times by the beginning of school the following day. If this is not done, then I have a 40 times assignment that discusses how the student had an opportunity to write less and now they have to waste even more time and it ends with the hope that the hand will not cramp up. At this point, if a student does not complete this assignment, I issue an office referral and it's out of my hands. Often the assistant principal will ask for the assignment and make the student complete it during the detention (she's great).

I've only had one student try to type the assignment (now each one says "no typing"). I had a very interesting situation yesterday though. I had a student use some choice language as I entered the hallway the other morning. I decided to cut him a break and give him a writing assignment instead of an office referral. The following day he turned it in, but had decided to paraphrase. He replaced the word intelligent with smart, and left out sentences he apparently didn't think were really necessary for him to write. Now, I actually have an assignment specifically for this occurrence, but it was created in response to the last time THIS VERY SAME STUDENT had a writing assignment. It actually states that I (meaning me) am not a complete idiot. Knowing that I check the assignments, he did it again. So, I made him write more for the following day. He comes in the following morning with 30 copies of the passage. Now when I say copies, I mean COPIES. The kid actually wrote it twice on one page and then photocopied it for the rest of the assignment. When I asked him if he seriously thought that using a copy machine was acceptable, he responded, with a straight face, looking me in the eyes, that he traced it because it would be more fun that way. I asked why the same words were cut off at the ends in the exact same way on each page. He replied that that was how the paper was. This same reason was used for the line at the top of the page. He did have a different reason, however, to explain why dots that had no punctuational purpose appeared on every page. Because he was tracing, he wanted every page to look exactly the same. He would not budge on this story! Later in the day, I spoke with him in the hall and he broke down and said he had copied it. I told him that I was going to give him another chance (largely because I don't deal well with tears), but he would have to write more times. The next time I saw him, he asked if he could have detention instead because, and I quote, "I don't really like doing writing assignments. Nobody does." I was almost speechless, but managed to remind him that it was a punishment. I could not believe this kid. He better have them written in the morning.

Insert Explitive Here

Today marks day three of the Pennsylvania state tests. We have had two math test and two reading tests with one of each left to go. Monday, the kids had to take one of each back to back and I'm sure glad that they did the math one first because when it came towards the end of the reading test, even the best students were about burned out. That was three hours of straight testing. The rest of these days are a little better with just one test, but that's still 1.5 hours of testing time every day. Then we have classes. And study hall times. And we are not allowed to have tests, quizzes, or homework this week. Did I mention I teach 8th grade? So far, no casualties, but we still have two days to go. I really feel for the kids though. This week has nine hours of testing. A month ago, we had three days of writing tests and in about a month, we have two or three days of science testing. Next year we get to have all four tests in the month of April. I hope we do math first; sorry other subjects.

On a good note, I decided that I need to start doing some speed work if I ever want to get my miles faster. I planning on a 5k in April (25th) and I just don't have any speed these days. I chose to do some pace work, headed to the track (that felt nice), and enjoyed the temps in the 60's with twelve 400m repeats, attempting a 96 seconds pace for each with one minute rest between. It has been a long time since I did any sort of speed workout. When I was passing the 200m mark in 45 seconds, I realized that I used to finish the entire 400 in less than 10 seconds more than that, but could not even comprehend how I could run that fast now. But, I'm starting and the speed will return. It has to. My science teacher teammate decided to announce to some of the kids that I was planning on running the 600 at field day. I have until the beginning of June to get ready.

Race Wrap-Up

As I said in the last post, it was a good race. I cannot believe how well I did considering I've only been back running about 2 months now. I hit the 3 mile mark at about 25 minutes. At that point, I felt like I could finish in just over an hour. Then I hit the really steep parts. Or, maybe they just felt steeper because I had already run 3 miles, mostly uphill. The course map includes an elevation profile, but even it doesn't truly capture how torturous the last few hills are. What I thought had been the last big hill was just a little blip around mile 4. A mile later, I found out how wrong I was.

All in all though, it was a great race. I actually averaged under 11 minutes/mile, didn't get beaten by my 8th grade student, and they had beer and chili at the finish line (actually, it was inside a little ways away from the finish line).

I did it!

This morning I ran what may have been the hardest run I've ever done. This felt harder than the marathon. Granted, the marathon was 11 years ago, but this 7 miles on single track with extreme inclines and declines was really hard. The course fooled me too. I knew that at mile 5, there was one last 1/2 mile hill. I thought I had already gotten it and was flying down the "last" hill and then I saw, coming around the bend the biggest and steepest section yet. The hill and his friend gravity sucker punched me in the gut. The very last part of that hill was a section that everyone actually had to climb because it was so steep and muddy. I was so tired, I could hardly get myself to run downhill. As I started that uphill section, I saw my student's mother who really wanted her daughter to beat me. As I got to the crest, half a mile later, I heard her cheering for her daughter and I knew that she wouldn't catch me. I actually finished the race in 1 hour, 17 minutes. I never thought I'd be that close to my goal of 70 minutes. Maybe next year. It was a great finish though. My daughter came up to me with a paper medal she made a school and gave me a medal.

Race Time

Well, in about 12 hours, I start my race. I'm ready. I have no idea how I am going to do. I was going through last years results and there were only about 15 guys in my age group. Looking at the times, I was thinking that I can place top 5. Of course, that's my 7 miles on the roads with on big hill, as opposed to their times on the actual course that gains about 1500 ft over the entire course. The elevation of the course starts around 503 ft and reaches a peak of about 1184. It's been warm the last couple of days and should be even warmer tomorrow. We haven't had rain yet, but I don't know how frozen and thawed the course will be. It should be interesting. I think I'll still shoot for 10 minutes miles. That's probably unrealistic, but once I realize that, I may be just getting myself to climb up the trail rather than worrying about keeping a pace.

BSG starts in a few. Good hunting!

Is it really worth my effort?

I hate feeling this way, but I'm reaching the point with some kids where I feel like any attention I give them isn't worth the effort. There are so many good kids who want to learn and do better, and they lose out because my attention is taken by those who would rather distract. I keep telling myself that by imposing consequences and following through on what I say I'm going to do that I am at least teaching these students a life lesson (if not an academic one), but I honestly feel like there is absolutely no response to any given consequence. I've reached the point where I don't bother assigning after-school detentions. It punishes me more than the kids, if they even show up. To my face, multiple students have said that they would rather have an office referral and office detention, because mine are too hard and boring. How am I supposed to deal with that? I don't know.

Sour feelings aside, I am getting geared up for my race this Saturday. I was hoping for it to stay cold through Saturday, but it's going to warm up to around 50 with some possible rain on Friday and Saturday. That should make the trails nice and mucky, exactly what I was hoping to avoid. I don't mind running in foul weather, but I wanted to turn in a good time. Muddy, hilly trails are not the best suited for fast running. It should still be fun then. Maybe others' lack of speed will be more of a benefit to me.

Only three episodes of Battlestar Galactica left. I am sad.