The key to connecting with reluctant students
Whoever said “high school is the best years of your life” was clearly being sarcastic.
I remember high school clearly. They were not the best years of my life. I suspect those are happening right now, as an adult privileged with autonomy, living in a safe and beloved country, among friends and family.
Even if I do spend my days surrounded by moody, unpredictable teenagers who occasionally make me reconsider my sanity.
I’m teaching Lord of the Flies in English class, and the word “microcosm” crops up frequently. It means “tiny world.” The British schoolboys in the book crash-land on an Eden-like island.
The conflicts they experience over the next 12 chapters are an allegory for problems faced in life.
High school teachers have a frontrow seat to this microcosm. Most GTA high schools have around 1,500 students. Within this fishbowl are several unique ecosystems. Every school has the obvious outer layer, with students in mainstream classes and clubs and teams. But there is also another world.
My friend and fellow teacher Laura Smith talked to me about this other world, a.k.a. alternative education.
Can you tell me about the alternative education program? We work in an upper-middle-class neighbourhood. I don’t think people realize that every school in the GTA has this second world (alternative education) coexisting beside the regular mainstream world.
Alternative education is a program provided to students who have attendance issues. For whatever reason, whether the student has health issues, is a chronic skipper or is just too lazy to get out of bed, he or she would fall under the alt. ed. umbrella.
The stereotypical alt. ed. student is very frustrated and angry with school and is simply done. In alt. ed., there is such a huge spectrum of skills.
I know that even seasoned teachers can find this group challenging. What keeps you motivated? I don’t know. It’s not as if I can relate in any way. I was a super-geek in high school. Their world, their problems, are ones I have never experienced.
But it is also very fulfilling. My students have a chip on their shoulder. But I have students who come back or thank me at the end of the semester. They never kiss my butt or try to squeeze an extra mark. When they thank you, they mean it. I know what I’m doing makes a difference.
How do you deal with negative behaviour? You have to flip the switch. I coach the kids in a lot of ways. The No. 1 behaviour issue is attitude. They swear in my classroom every day. Sometimes at me — especially when I teach grammar.
That’s awful I know. But it does decrease. At first, I was not putting up with it. Now it’s like, “They’re so angry. They’re so hurt and frustrated.” Instead of constantly disciplining them, I use it as a discussion opportunity to help them turn their weaknesses into strengths. The one thing I can say is that an alt. ed. class is never boring.
Any advice for parents? When you discipline, follow through. Don’t do empty threats. Kids think that if you don’t follow through, you don’t actually care about them. Kids learn fast that it’s easier to get attention from negative behaviour.
All of my students are different; 20 per cent have not made any wrong choices, but rather life has just happened to them. They are dealing with a lot — mental-health issues, bullying, unstable family situations or health problems.
I teach the curriculum, but I also teach skills. I call it “Plus 1” learning, but it really is just simple life skills. Getting them to make good choices is challenging.
I think it is fascinating that no one ever talks about all the different programs that a high school offers. In some high schools the alt. ed. department is one of the biggest departments in the school. But the focus is always on the mainstream path. But what happens to the student who simply cannot function in the mainstream environment? Uzma Jalaluddin is a high school teacher in the York Region. She writes about parenting and other life adventures.