Country Mice, City Rats

 

(My Years of Montessori – Part 40)

 

A few blog reading friends have expressed concern about my slow countrification as evidenced in recent posts. In the last few months it has been all checking chickens, migrating mice, and hoeing hedgehogs. I even got a short-lived crush on a donkey. But never fear! In a cosmically orchestrated twist, I get to reverse this recent trend and relate my adventures in the big city (Vienna) with 24 young country bumpkins (Hummingbird School kids) in tow.

While planning the trip with my three fellow teachers, we concentrated on things like Schönbrunn or Belvedere? Technical or natural history museum? Lunch packets from the hostel or supermarket stops?  What we didn’t think so much about was:

  • how do you get 28 people on and off a crowded city bus or tram in one go?
  • do our kids know the rules of city sidewalks?
  • do our kids know how to walk in pairs for more than 30 seconds?
  • will they be capable of standing still long enough for us to get a headcount?
  • will our more free-wheeling kids take our statements as instructions or mere suggestions?

Our first inkling that these things would be issues came when we changed trains on our way there. All twenty-four kids made it on to the connecting train, but only twenty-two of the suitcases did too. Mark grabbed the abandoned bags and tossed them inside before getting on himself. It took the guilty parties almost a half hour to realize what they had done.  The next sign that we were in for some troubles came during the walk from the train station to the hostel. Our kids walked in packs of five or six, taking up the entire sidewalk, practically plowing down other perplexed and/or peeved pedestrians. And not only that – they kept jostling around, shoving or trying to trip one another. They were excited and laughing loudly in the way pubescent kids do when nothing is truly funny. They were oblivious to the sights and sounds around them.  Despite having no idea where they were going, they just took off in any old direction with inexplicable confidence.

Schönbrunn Palace and the technical museum were planned for the arrival day. Halfway through the palace gardens, Mark and David were already prepared to start sending this or that kid home early. By the time we left the museum, I, too, had the first name on my own mental list of potential early departers.  (Lucy of “Power Girls and Hoodies” fame. Panting, sweating and with a face flushed red, she declared that I was unfair for accusing her of running through the museum – right before tearing off again.) Later, back in the hostel, as the kids played “Spin the Bottle”, argued the superiority of their respective hostel rooms, and planned their nighttime visits, we four teachers began a second list: “Things We Will Do Better the Next Time We Plan a Vienna Trip”. Not only were the questions above on the list, but also some new issues including:

  • should we confiscate the energy drinks (to be returned) or just toss them?
  • what should we do about kids with way more money than agreed on (or worse yet, ATM cards) and who were already starting to make loans to others?
  • should we teach them how to put sheets on a bed in advance? (as most of them have clearly never had to do this before)
  • what do we do about the kids with unlimited internet access on their cell phones?

 

Had Day 2 gone similarly to Day 1, we may very well have ended the trip early. But, as kids often tend to do, they surprised us the next morning by suddenly behaving themselves. Our system of forming groups of 8 for bus and tram rides worked almost flawlessly. On approaching a bus stop, seven of my eight magically appeared around me. They started calling me their “Vienna Mama”. (The eighth kid was Moritz of “Hummingbird Report Cards” fame.) He kept wandering off and joining other groups. “Where is Moritz?” became a mantra of our group. They watched out for him along with me. When Moritz got off the tram one stop early on our last ride, the entire group screamed his name. He heard, turned, and got back on the tram at the last second.

Back to Day Two.  The vast majority of the kids were attentive and interested during our inner city tour (thanks to a fabulous guide who adapted her content for a 12-13 year old audience). They did surprisingly little complaining about the fact that it was really cold, and when they did get a bit tired and cranky, it turned out that the cure was a playground in the City Park where they ran around like wildlings until they were no longer tired.

Memorial to Maria Christina in the Augustinian Chapel in Hofburg:
In the park:

 

The final stop on Day Two was Time Travel Vienna which is an attraction like the London Dungeon – an entertaining introduction to the history of the city. The kids were generally enthused, but also pretty sophisticated in their critiques of the experience. (Some of it really was a bit cheesy.) Only our autistic Katy had major problems dealing with this part of our trip. She couldn’t handle the 3D film and didn’t know enough to simply close her eyes (which I did half of the time).  In one part we saw rats running through medieval streets and then puffs of air blew around our feet in the theater, making it seem like rats were running past us. Poor Katy kept talking about it for hours afterward – with tears running down her eyes; it was real for her. She was so afraid we were all going to come down with the Plague . . .

Another point for our mental list of what to do better next time:

  • consider what activities are okay for our spectrum kids.

 

Day Three had only one activity – the kids could decide between the natural history and the art history museums. A week earlier at school, two thirds decided for art, but as we were standing there between them, the “Dogs and Cats” exhibit sign on the natural history museum made many kids change their minds. I ended up taking only five of them with me through the art history one.

It was probably for the best.

The Egyptian mummies and hieroglyphs held their attention for about fifteen minutes, but from then on they spent most of the time giggling and taking cell phone pics of historic breasts and butts and penises. 2000 years’ worth of them. But even that got old. At one point we sat in front of a huge painting of Prometheus having his liver ripped out by a bird and I told them the myth. I was surprised when one of them asked me if it was a true story.

I suddenly saw the masterpieces in this museum through the eyes of a 13 year old country bumpkin. When Moritz proclaimed on leaving the museum that people in the past were “sick in the head and disgusting”, I couldn’t really disagree. At least by modern standards. It was a nice reminder that, despite all the trouble in the world right now, there has never been a better time to live in than now. I mean . . . there is no Camelot time in the past when people – generally – had it better than we do. The best lesson of most history is reminding us of how lucky we are to be beyond it.

 

While standing outside the museums again, waiting for the final stragglers to return from the bathrooms so that we could make our way back to the train station and home, Mark fell into conversation with another teacher in charge of a nearby school group. He had only about 15 kids with him and all of them were 8th Graders. He had noticed how we had so many kids and of mixed ages  (the oldest 14 and the youngest 10). He asked us how we managed them all.

What we learned from that conversation is that “Vienna Week” is a staple of the Austrian junior high school curriculum. In most cases, schools all over the country simply apply to the Education Ministry and get their excursion to Vienna organized and implemented for them by professional guides. A few teachers go along for the ride, but don’t have a lot of responsibility. The costs are minimal.

Go figure.

Should we decide to do this again, I’m not sure we are going to need our mental list about “What to Do Better Next Time”. Or maybe that will be the only list we need. We will deal with the energy drinks and the spectrum kids; someone else will deal with the Lucies and Moritzes.

 

Advertisements

Girl Gone Bad (Temporarily)

About 36 hours ago, I turned to a life of crime. Among my offenses are fraud, corruption, theft, criminal neglect, cruelty to animals and attempted murder. This is my confession.

It began when I went to my boss at the university and explained my predicament of having no students in my course. I was fully prepared to say goodbye to that job after 30 years. Instead, after asking me a few questions, my boss said this:

“I realize it is a difficult situation for you, but I have to ask you to keep teaching the course. We sell this program as a package and can’t simply cut out one of the offerings, even if it isn’t needed by anyone at the moment.”

To be honest, I was kind of stunned. I pictured myself coming to the university each week, sitting in an empty seminar room for an hour or so on the off chance that some sorry procrastinator showed up mid-semester, and then collecting about $250 a pop for my “efforts”. But my boss was clearly perfectly willing to let me do this.

I told him my opinion that it really wasn’t necessary to offer two English courses with the numbers we had in the program right now. He countered that changing the curriculum would be a long bureaucratic nightmare and costlier in the end than paying me for not teaching for a while.

I said I felt uncomfortable taking money for nothing and so he made a few suggestions of how I could alter my hours – maybe blocking them, or maybe offering online instruction . . . He would be okay with any alternative I came up with. He thanked me for coming to see him and for my good work over the past three decades. I left.

I sat on a park bench for a while and thought: ”What am I going to do?” At some point it occurred to me that what I needed to solve my problem was students. Where could I get some? From the other English course. I called up the teacher and we hatched a plan.

I showed up in her course and succeeded in luring her five best students away and into my course. Before leaving her class, I thanked her profusely for allowing me to steal them. Back in my classroom, we joined the two students who had shown up for my course that evening and we were off to the races. Let the semester begin!!

Thanks to my thievery, I felt somewhat better about defrauding the taxpayers. I think that, eventually, I could have even successfully rationalized it all if my crime spree had ended there. Unfortunately, this morning I almost committed murder.

I was hacking away with a hoe in one of my flower beds. I wanted to clear the jungle growing there completely and start from scratch. After a bout of hoe hacking, a round piece of dried weeds came free and tumbled down toward my feet. I reached down to grab it and got stung by pointy quills. I realized that it was a hedgehog that had rolled itself up in self-defense after being bludgeoned by my hoe. The remorse was immediate and overwhelming.

I stood there staring at the poor creature and saw that it was still breathing. Was it injured? Was it suffering? “Do veterinarians treat hedgehogs?”  I wondered. My cell phone rang. The husband was calling to say he’d be home in an hour and would I feed the chickens. I said yes and then blurted out “I THINK I KILLED A HEDGEHOG!!”

 

I am happy to conclude this post with a few updates:

The chickens experienced hunger today, but the hedgehog survived. (He eventually unrolled and burrowed back into my flowerbed.) The relief I felt will help me to return to the straight and narrow – my life of crime is over.

I will not defraud.

I will not steal (any more) students.

I will not be cruel to animals.

I will not hoe.

Morning at the Improv

 

(My Years of Montessori – Part 39)

 

At some point – I assume – every teacher will have a lesson when everything goes differently than their best laid plans. They arrive in class only to discover that some crucial piece of technology refuses to work, or a flu epidemic has halved the class size, or as is often the case with me, they suddenly look at what they prepared and think “This is stupid. I don’t want to do this.”

So they improvise.

And many teachers will tell you that these improvised, spur-of-the-moment lessons can be incredibly fun and much more memorable than the usual fare.

 

I went into my class Monday morning with a plan. We were kicking off a big, school-wide project around the theme of “Art”. Starting the next Monday, the kids would be able to try out different art forms for themselves – from ceramics, to painting, to sculpture, to carving, to weaving, etc. – but beforehand we would be learning about various artistic movements and different epochs in art along with their historical backgrounds, from cave paintings to Picasso, from da Vinci to Banksy. So all their lessons this week, whether World Studies, English, German or even Math, would somehow be connected to the topic of art . . . starting now. This lesson –this moment  – would be the big Kick-Off. I had it all planned out.

 

First I was going to do a general survey of what the kids associated with the word “Art”. Then I had a set of 26 cards based on the book “Museum ABC”. Each card showed 4 very different works of art with some object in common. And these 26 objects each began with a different letter of the alphabet. They had to identify the objects (in English!) and lay them out from A to Z. After that, I would point out examples on the cards from different art movements (Realism, Impressionism, Expressionism, Art Nouveau, Abstract, Surrealism, etc.) and have the kids come up with differences.

 

So back to Monday. I sat down on the carpet in the circle of kids and announced the official beginning of the project.

And then there was a weird, fairly long silence because I suddenly found it difficult to bring the banal question “What is Art?” over my lips. I knew instinctively that it wasn’t going to work.  Talking about art was not going to edify these kids. To really learn something, you need to experience it.

Time to improvise.

“We, humans,” I said, “all see the world in our own unique way. And most of us want to show or communicate to others how we see things. Art gives us an almost infinite number of ways to do this. I want to do a little experiment with you guys to demonstrate what I mean. Now close your eyes.”

The kids eyed me somewhat dubiously, but then decided to play along.

“Picture a chair.”

There were some murmurs and short requests for clarification. (“What kind of chair?” – “That’s up to you.”)

I looked around the circle of kids with their eyes closed, and added

“As you are imagining your chair, think about a few details . . like, what color is it? What is it made of?”

I waited for a few seconds and then asked, “Does everyone have a picture in their minds?”

After everyone had said yes, I told them to open their eyes, then handed them a piece of paper and said “Now go draw it. You can use colored pencils if you want.”

There was a mild but palpable excitement in the room (which surprised me) and they all spread out.

About ten minutes later most of them had wandered back to the carpet with drawing in hand. I had them lay their pictures in a circle on the carpet around the word “chair”. We all then sat down around them and compared for a while.

“Clearly, we all have different ideas about what a chair is and we used different styles in drawing them. One style is called ‘Realism’ – it means trying to paint the object as realistically as possible – exactly like it is. Almost like a photograph. Which of these is ‘realist’?”

About 11 fingers immediately pointed at Benny’s drawing. He was the only one who had used a ruler and thought about perspective.

“Not all artists draw objects exactly. Instead they show the object the way they see it or feel about it or experience it. Their impression of it. This is called ‘Impressionism’ – which of these looks a lot like a chair, but not like a photograph of one, somehow softer, less exact, more creative, lines that aren’t straight . . .

Fingers pointed at several pictures this time. A discussion started up about one of the choices because it didn’t look enough like a real chair.

“But it reminds you of a chair. Or makes you think of chair without really being a chair, doesn’t it?”

Most of the kids agreed.

“That is called ‘Abstract’.  The form of the object is distorted but usually still recognizable – in this case as a chair. Though . . . sometimes you have to be told what it is before you can see it.”

From there we found something Expressionist (in which the emotion was more important than the object) in Fred’s attempt to draw a dentist’s chair. He had gotten frustrated and scribbled over the part where the patient’s face would be. The result was slightly frightening. We discovered a Cubist chair (a collection of rectangular forms) and Symbolist executive chairs – one of which could be mistaken for a (middle) finger (salute). There was even one slightly Surreal chair (with fluffy looking jetpacks).

I was amazed at how long this little demonstration held their attention and at how they really seemed to get it. Even young Jonathon, who was clearly embarrassed about his own chair and reluctant at first to add it to the others on the carpet. I could almost hear him thinking “Benny’s chair is so good and mine looks so stupid and wrong!” Ten minutes later he was beaming about his cool, abstract style of drawing.

Unfortunately, because this was all unplanned, I didn’t have examples ready to show them right then and there, but I prepared this poster in the evening. The following morning, we ended up talking about it again for almost a half hour as one kid after another asked me questions about one of the movements (mostly the one their own chair drawing was assigned to . . .). Then we finally got to the Museum ABC activity that I had originally planned. It turned out to be way too easy and they were done in two minutes flat. So – Thank Goodness for spontaneous inspirations!

The next time I try this – and I definitely will (!) – I’ll have the example pictures ready to go. But I can say with confidence already that it won’t be the same magical experience. It is also entirely possible that two minutes before class starts, I will suddenly think, “This is stupid. I don’t want to do this.”

From Night Owl to Early Bird

 

Speaking as a confirmed Night Owl, I’ve got a bone to pick (or as German speakers would say “a chicken to pluck”) with all the Early Birds out there. It is so unfair that you get to decide the timetable of the school day – and therefore my professional life, now that I have a day job. I didn’t notice this during the first 35 years of teaching because I almost exclusively had afternoon and evening courses. But then I switched to teaching at an elementary/middle school and – BAM! – I was confronted with the 6:00 am alarm clock alarm (which –after 6 years, I still find alarming). It was cruel and unusual. (Yeah, yeah, I know the cliché about he who “gets the worm”, but, honestly, who wants to get worms?)

My summer vacation has been long and relaxing and regenerating, and yet I am staring down the reality of the coming upheaval with a certain amount of trepidation. I have three more evenings/nights to enjoy my natural rhythm – that means going to bed when I feel like it and getting up when I wake up. That means being somewhat slow and lethargic during the Peak Sun hours and then being energetic and creative and productive after sunset.

Then it will be Sunday. I will try to force myself to be in bed by 11:00 pm, alarm set for 6:00 am. I will lie there, tossing and turning, eyes sending signals to my brain that they would prefer to be open, feet playing patty-cake of their own accord, various spots on my body alternately itching or aching, requiring me to scratch or adjust my position continually . . .

. . . and all this for at least three hours, possibly more, before I finally drift off . . .

. . . and then there will be the alarming start to a new school year.

 

Each year in fall, articles appear in newspapers or online about some initiative or another to change the school day to 9-3 rather than the current 7:30- 1:30. These articles make salient, pedagogically sound arguments about the futility of trying to teach teenage brains who are too tired to be receptive in the wee hours of the first period. Each time I read one of these, I feel a tiny glimmer of hope.

These hopes are then quickly dashed – usually by some Early Bird who is happy to be home from work in the afternoon, in time to partake in the last bits of Peak Sun. “It will never happen,” they tell me. “Too many lives would be thrown into chaos and stress. People have to get to work, and they have to have their kids safely sent off beforehand. Everything would have to change – store opening hours, factory shift hours, bus and train schedules – the list is endless!”

So, (sigh), no, this is not likely to change in the next and last five years of my career. We all will continue to conform to a 19th century farmer’s pre-electricity daily schedule, requiring us all to get up when the sun does and to go down a candle’s-length after twilight.

And I will force my body and mind to do the same. Resistance is futile.

 

A Moment in Teaching

I encourage my university students to consume non-commercial media like BBC, PBS and NPR. I also try to turn them on to podcasts – there are so many good ones out there. This year, one student in particular took my advice to heart. Each week, he would come to class and tell me about some new English language show or podcast he had discovered. A lot of it was pretty sophisticated stuff.

One time he was really excited about a fascinating find – it was called “Dead Dogs”.

“Dead Dogs?!” I asked, incredulously, “That sounds awful! Are you sure that was the name?”

 “Yes, Dead Dogs. It’s about all different themes in science and technology . . . it gets millions of clicks every day.”

“And . . . so . . . why is it called ‘Dead Dogs’?”

 “I don’t know. I’m not sure what ‘Dead’ stands for.”

“Spell out the name for me, will you?”

“D – E – D . . .”

“Wait a sec. ‘Dead’ is spelled D – E – A – D.”

“No, I am sure that it is D – E – D.”

 

We stared at one another for a while in silence and confusion.

 

“I have an idea,” I said, “write down the name so I can see it.”

 

Here’s what he wrote:

TED Talks

 

The following week we did some work on pronunciation.

 

 

Where’s That Conch When You Need It?

(My Years of Montessori – Part 38)

 

It all started out so innocently.

Our school playground presented a perennial problem in that there was no part of it that the P1 kids – the six to eight year olds – could call their own. Their games were continually frustrated by older kids shooing them off or setting artificial borders for their games of Tag or Hide-and-Seek. So at the end of last year, my colleague, Mark, suggested extending the top end of the playground a few meters by co-opting a part of the adjacent kindergarten’s yard. He got the green light from the Team. Over the summer, he moved the fence and created a sort of protected space. He then piled a bunch of huge branches and various other natural materials there. The new school year started and we all watched as the little kids first cautiously approached, then discovered, and then started redesigning the new space.

It began with anarchic building. Trees and sticks and rocks were moved around by anyone who felt like it. Eventually, a sort of imaginative space began to emerge and suddenly changes were only allowed after consultation. A group of fort builders crystallized and rules were established.

Of course there were a few kids unwilling to follow the group directives and they found themselves banished. One of them, Davey, set up his own enemy camp in a huge flowering bush around the schoolhouse corner. It was from there that he and his two or three more or less willing followers launched their first attack on the Fort Camp.

But never fear! A force of Fort Defenders quickly formed to beat back the assaults. Sticks emerged and were carried around as weapons and then arsenals of them were stored, both in the Fort and in the newly created Bush Camp. There were more forays. Then surprise attacks.

I have Playground Duty only on Mondays this year, so each week I observed how the roles had developed and expanded since my last recess supervision. I watched to see that sticks were held properly (pointy end downward) when the forces were on the move. I made sure that no sword fights with actual contact occurred. I checked to make sure that there were smiles on both sides of the battlefield and that the game’s progression was mutual. The Fort Camp clearly liked the excitement of the enemy’s advances and they, in turn, had found their way out of exile in this new and accepted role within the game.

All the while, I was sort of haunted by some memory that I couldn’t quite grab hold of. I had experienced something like this before in my own childhood – but . . . what was it??

A week or two ago, things changed. It was precipitated by the addition of a large piece of cardboard to the Fort Camp which was quickly fashioned into roofing for one section. The coolness of this renovation coincided with the bush of Bush Camp starting to look decidedly droopy which caused alarm among the teachers. This was simply not the optimal place for them to reside. Bush Camp became disgruntled with the restrictions and the general inferiority of their situation.

And then the Fort was vandalized by unknown but suspected culprits.

This was totally unacceptable.

The imaginary war entered real life as the kids yelled at one another outside of recess and inside the school. They started telling on one another and name-calling, using furious vocabulary that raised the eyebrows of all the teachers. The Fort Situation officially became an agenda point for our weekly Team meeting.

I need to add here that I only knew a tiny portion of all these developments. I don’t have a lot to do with the littlest kids and only observed the more harmless parts of this Fort War. It was fascinating to hear about all the peripheral stuff. As my colleagues discussed, I was once again plagued by some vague, unattainable, distant memory. Ann talked about how a password had been introduced and I thought momentarily that a low point in my own childhood involving passwords and cruelty might be what was haunting me. But the situations were so different in every other way . . .

Then my colleagues started planning how the discussion with the kids should be conducted. Mark half-joked about having a “speaking stick” to make things go more smoothly. And that is when it hit me.

The conch.

“Oh my god!” I blurted out. “It’s Lord of the Flies!!”

The rest of the team all went silent and looked at me with curiosity. I decided it would be better not to explain my outburst and made a waving “Please continue” gesture. I listened to how all grievances would be aired and peace talks begun. How the Bush would be declared a nature conservation area and that the spot around the corner from it officially laid free for fort building – supplies forthcoming! I was relieved to hear that the adults were about to land on this island playground, bringing the insanity to an abrupt end.

 

Yesterday, the day after the Peace Talks, I ventured out into the Playground during recess. I saw that Davey was inside of Fort Camp. I quickly conferred with Mark to see what that meant. No, Davey had not been welcomed back from exile. It turns out that he had been captured and forcefully dragged into the Fort for trial.

But there were smiles on all the kids’ faces – even Davey’s. So I feel fairly certain that we won’t be finding his head on a stick anytime in the near future.

 

Kids in Their Cells – The Epilogue

My Years of Montessori – Part 37 ½

 

Movie Night was a mixed success in the end. Despite the lovely afternoon, it seems that the later it got, the more bad ideas the kids had and the more they acted on them. Cell phones reappeared and then after midnight, without my (sleeping) colleague’s knowledge, a third movie (not rated for their age group) was watched. For four of my five fellow teachers – this incident was the proverbial last straw. Time to take action against the increasing number of – and increasingly dishonest – provocations before our trust in them disappeared altogether. Cell phones would now be banned from the school.

I got tasked with letting them know. Right then and there. I trudged up the stairwell toward the classroom, thinking this is going to suck.

I called the whole class to the carpet and they sat in a circle. They were eerily quiet and uncharacteristically attentive. I think they knew what was coming.

“I have something to tell you all. It’s about the cell phone situation. We teachers have decided it is time to disappear them completely.”

The room was silent. There were no objections or groans or complaining noises. No one whined “But whyyy??” So I continued . . .

“We decided this because our original agreement on how and when cells can be used is not being kept to. So . . . from now on, they should stay in your schoolbags, turned off or in flight mode, for the entire school day. Basically from when you get out of the bus in the morning to when you get back in after school.  And . . . I guess . . . that is all. Does anyone want to say something?”

Tommy raised his hand and asked “Why does this have to apply to everyone in the group? The girls didn’t do anything wrong.”

I was stunned. All eyes were on me and all mouths remained shut. I surveyed the other boys’ faces and they were all looking back at me expectantly. Where was the protest? Tommy had essentially expressed a group confession, a collective acceptance of the consequences, and then tossed in a fine, fair, and socially mindful proposal to protect the innocent. I didn’t know how to respond. So I said,

“I don’t really know how to respond to that.”

A few of the girls quietly added that they would still like to listen to music during the break, and that it was true they had always stuck to the rules.

“Well, I can’t change the Team’s decision on my own. But if you all have an idea for a better solution in this situation, you can bring it to us and we will consider it.”

One girl then said, “I think we all agree with Tommy’s suggestion.”

“One set of rules for the girls and another for the boys? Is that true? Who of you thinks Tommy’s suggestion is a good way to go?”

All fifteen hands immediately shot up into the air.

“Okay,” I said, “I’ll bring it to the team and let you know. Until that happens, the new rules apply to everyone. Does anyone have anything to add?”

Another boy raised his hand.

“Should we go put our cells in our school bags right away?” He seemed eager, as if hoping to hear a “Yes”.

 

“How can it be,” I asked myself as I left the room, “that they all seem  . . . relieved?!”

 

I later came to believe that the kids had talked among themselves before this circle discussion ever happened. I think they knew the hammer was going to come down and came up with their own solution – as a group – that everyone could live with when it did. If so, that was a great sign. They were on their way to becoming unified again. I thought it would be a positive development to respect their unanimous proposal.

My fellow teachers, unfortunately, didn’t tend to agree. Especially my Movie Night friend wanted us to take the hardest line possible and saw all of this as just the next attempt to bend rules. I had to argue for 45 minutes till we came to an agreement.

Today, I sat with the kids in a circle again and had each individual one say in turn if they still felt the same, still agreed to Tommy’s proposal. No one had changed their mind. So I told them that we teachers see this as their decision, not ours, but that we will respect it because it was unanimous and had its own kind of fairness. Still, I asked the girls if they would think about alternative ways to listen to music as a show of solidarity and they all nodded yes. Then we wrote up the new arrangements and everyone signed:

 

Cell Etiquette

cells in schoolbags, flight mode, from bus to bus

music for the girls

ask before calling or texting (e.g. parents)