Last week, I wrote about a student who sent an angry email to a teacher during winter break. I talked about my own initial instinct to “jump to punishment” instead of finding out what had happened.
Returning from break, I was reminded of another layer of complexity: the parents’ pressure to punish.
The day we returned from break, I assumed that the student who wrote the email would feel remorseful. We would start off with discussing why the email was a problem, the student would apologize, and all would be well.
Nope: the student returned to school angry, sure that he was “right” to express his feelings in the email.
My school is a school for newcomer immigrant English Language Learners. With recent events at the Mexican border, I have been thinking about the parents of my students and their journeys in coming to the United States with their children. This past week, I had the opportunity to speak with the father of Marcos. * Marcos is a student from Peru who came to the U.S. when he was in the 9th grade.
This past week, Marcos won an award for graduating seniors from the Bronx United Federation of Teachers. Marcos and 30 other students each won a laptop, a wireless printer and a backpack full of supplies, all to set them up for success in their first year of college. At the awards ceremony, I sat next to Marcos’s father and learned more about him. Continue reading
My dad attended a school vastly different from mine. He grew up in Spain and learned multiplication tables by singing them in a classroom chorus led by a priest. I learned my multiplication tables by using flashcards.
As a kid, I remember arguing with my dad about math homework. Specifically, it was about problem-solving in algebra: my teacher had taught me one way to solve problems, and my dad wanted to show me an easier way. I would listen to my dad (probably not for long) and then, frustrated, huff and puff that I was going to “do it the teacher’s way” because his way was confusing. Continue reading