Community Curriculum Building #SOLC26 29/31

My mind keeps going back to Sherri’s post from earlier this month. In it, she quotes abolitionist organizer Mariame Kaba who says, “Knowing who to be mad at truly is praxis.” Sherri follows this quote with a number of questions we might consider when we think about our anger. In my comment I suggested that I should put them on a poster and have them next to my desk.

After venting my spleen yesterday about the frustrations of teaching with no textbooks and little content guidance, I started thinking about Kaba’s statement again: who should I be mad at truly? Whether or not I should be mad at them, I realized that I’ve been targeting my anger at “the system” or, more to the point, “the government” and then joining in the chorus of cries about intentionally underfunding education.

And look, probably “the government” should be providing more money and guidance here, but Jessica’s comment on my post reminded me that the opposite of no guidance can be far too much guidance. Very few teachers appreciate mandated programs – and sometimes these programs can be harmful (think of the mandated programs that did not use research-based ideas for teaching reading; think of the mandated programs now that only use part of the research). Glenda reminded me that even lists of suggested titles can function to place some ideologies over others. While I know these things, it was good to be reminded again that the solution to these problems is not easy. Lisa reminded me that this isn’t just happening in one place or at one school level.

I thought about these things on the way to the gym and, later, while I planned this week’s classes. My brain circled back to this as I texted my student teacher and then walked the dog. Eventually, I went back to Sherri’s post to re-read the questions she had posed as she thought about Kaba.

What is this about?
What’s at stake?
Who is involved and impacted? In which ways?
How am I contributing to this issue?
What is my role?
Who is harmed? By whom?

My brain noodled away over dinner. My ah-ha moment came when I realized that every time I’ve written about school this month, people have commented on the strength of our school community. They’re right: we have a great community. I also deeply value community, and one of my goals as a teacher is helping students feel confident about participating in society to the extent that they choose. These questions ask me to use my anger and frustration not to pull away from others, but to be in relationship with them.

Community, at its best, builds. I am contributing to the issue right now by pretending that I have no agency. And, while I cannot allocate more funds to education or create a curriculum coordinator position at the school board, I can still change my contribution to the issue. So… once March is over, my next challenge will be to reach out to English Dept Heads at high schools in my board and begin a spreadsheet that shows what we are currently teaching at various grade levels. I will ask if others want to coordinate to create a sort of internal what/ when/ why of texts we teach. I can share my criteria for choosing texts and see what others use. We can pool our knowledge to create flexible lists of texts that respond to students from all of our schools. I can use my frustration to make change. And if we, the teachers, create this content, we might be able to create something that is both useful and flexible.

The worst that happens is that it doesn’t work. The best that happens is that community – this writing community, the community of friends and colleagues who commented on my post, the community of teachers around me – creates something that serves students more effectively and helps teachers feel empowered and less alone. There is potential power in this; I’m pretty excited.

Is the textbook dead? #SOLC26 28/31

The first I hear of his plan is when he pops in to pick up something he has printed for a class, and I ask how his classes are going. I haven’t seen him in a few days, but that’s not surprising: he’s a new teacher with a full load of courses, and I know that’s tough. Still, he cheerily tells me all is well, then, in passing says, “So, about Hamlet: I think I’m just going to sort of, you know, touch on the main points and cover it in two weeks. You ok with that?”

I am not.

I have many layered reactions to his casual statement, but I also need to help another teacher set up for our provincial Literacy Test and then set up my own classroom, so I defer the conversation, suggesting that we meet soon. For the next few days, I consider what I want to say.

Nothing in our curriculum tells us to teach Hamlet. In fact, we have no required texts at any grade level. Our school board has not endorsed or purchased any French textbook series – or any textbooks at all. Instead, we are given the freedom to choose what to teach as long as we assess students based on the provincial curriculum.

For some teachers, this is a dream. Complete freedom? Entirely up to the teacher? Wow! What respect! What trust! Imagine being able to meet your students where they are, being able to respond to the needs and interests of the students in the classroom. We could address bias head-on! We could re-shape what we teach! It sounds amazing, and I truly agreed with this perspective for a long time, but recently, I’ve been reconsidering this supposed freedom.

A few weeks ago, the Toronto Star ran this article (with a clearly AI generated image that already betrays their bias).

The article – which is behind a paywall, so I can no longer access it or share it here – begins by weighing the pros and cons of paper textbooks (hint: they’re expensive and hard to update), but a) it seems to assume that we are possibly using electronic textbooks (we are not) and b) then quickly shifts to noting that, without textbooks, no one really knows what any one class is learning. There’s no continuity from classroom to classroom much less from year to year. In my experience, this is true – and it’s only the tip of the iceberg.

Let’s start with French instruction as an example. I do not currently teach French, but I did for many years, and it’s a required course through grade 9 in Ontario. In grade 9, most high schools have a mix of students from several different middle schools. What did they learn last year? No one knows. With no textbooks and no clear year-to-year expectations, teachers are left to figure out what their students already know and what to teach them next. If we’re lucky, each school has a scope-and-sequence – but the only requirement to follow that is collegiality. If a middle school has more than one French teacher, the students from one school may arrive with different knowledge. Some years, I taught students who had studied animals, family members, colours and daily routine every year for four or five years. What should I teach next? Whatever I felt like.

Imagine, however, that a miracle occurs and the students all begin with a similar level of knowledge. Now, the teacher needs to a) decide what to teach next and b) create all the practice activities to help that learning occur. Every single one. No textbooks help guide this choice. A new teacher might find a mentor and get some guidance; AI might make worksheet creation a little easier – but really, the teacher is responsible for determining what comes next and how to teach it.

I don’t want to shock anyone, but there’s good research available about effective language teaching. In fact, (some) textbooks even use that research. And there are reasonable resources available for teachers to use to support their students – but when the school boards stop buying these resources, individual teachers are left to create them over and over on their own – or to purchase them from other teachers online. School boards save money; teachers pay. And that’s just French.

Where I teach, the science, math and geography textbooks are old, and there is no money for updated sets. I suppose we could offer students online textbooks, as the article suggested, but our board generally doesn’t approve subscription services (often required for these textbooks), and even if it did, not all of our students have access to Chromebooks or computers.

Luckily, English departments can just, you know, teach books. Right now, what limits our instruction is a) the books in our book rooms and b) what we, as teachers, have read. Unfortunately, because no books are required or recommended by our province or our school board, every bookroom has different books available. A teacher in their first few years of teaching who is still bouncing from school to school (standard in our board), may have to teach different books every semester, even if they are teaching the same grade level. What if they’ve never read that book before? Well, they’d better get reading. This explains why the young teacher I was speaking with just taught grade 12 students three short stories that my own children read in grade 8. There are *millions* of short stories out there, but to teach them you have to know about them. Instead teachers are left adrift, thinking not about how to teach certain texts or themes but rather what to teach. And, of course, the richer the school community, the more comprehensive the book room – which leads to an entirely different set of inequities.

Still, I don’t want to pretend we have no money: many years my school gets some money to purchase books that “reflect the students’ lived experiences.” This sounds great but is actually quite complicated. For example, I’m a department head, age 54 and an avid reader. For as long as I’ve been keeping track (and yes, that predates the internet), I’ve read an average of about a book a week. For the past ten or so years, I’ve read about 100 books a year – age along puts me literally thousands of books over a teacher who is twenty years younger than I am, if they read the same amount. Not to mention that I have my own reading preferences (no horror, thank you very much) and no one buys my books (well, except the public library – hooray for public libraries!) or pays me for my reading time. Every time our school has money, I am left to sift through titles to find books that are the right reading level, age range, length, topic and “lived experience.” Plus, of course, I need to find books that other teachers will actually teach. There’s no list of suggested books or set of criteria to help me with these decisions. I’m on my own, trying to determine what books students at our school should have available to study in their classes. What is students’ “lived experience” in a school where 60% of students speak a language other than English at home? where nearly 30% are new to Canada? How about in a school that both has the highest housing insecurity in the board AND encompasses several wealthy neighbourhoods? Whose lived experiences do I prioritize? What stories should we offer? (Fear not: I’ve developed my own criteria.) And, when I do make the decisions I am asked to make, I am left open to the attacks the article discusses: I can be vilified as a teacher activist who is deciding what students should learn based on my own priorities.

Let’s go back to the young teacher who has just told me that he plans to teach Hamlet in two weeks. He has been teaching for nearly seven months. This semester he has his first grade 12 English class – along with two other new classes to teach. The curriculum doesn’t require Hamlet, but, then again, it doesn’t require anything. We have some beat up old copies of Hamlet (donated to us from the richer school down the street), and he’s read Hamlet so he’s at least a little familiar with it. Has he read the other texts we have available? Probably not. Brother, The Book of Negroes, and Washington Black are all good books, but even though he’s deeply committed to equity, they’re not books he’s prepared to teach. And the school year doesn’t slow down.

Two days after that moment at the copier, we sit down to chat. I ask what his goals are for the two week unit (he sees it as a bridge, a moment when the students encounter hard text and realize they can make sense of it with some effort); I ask why he chose Hamlet (he wants to give them something hard AND something that will provide them with a toehold into a cultural dialogue they might not have encountered yet; he wants them to be proud of their understanding); I ask why two weeks (he has big plans because he is young and enthusiastic – I envy the students in his class who have a teacher with this energy) and who his students are and what he wants them to get out of the class and the text and… we talk for nearly 30 precious minutes. In the end, he realizes that Hamlet probably isn’t a two-week text for 12th graders. We make a different plan. It’s imperfect, and I will have to ask other (richer) schools for copies of the (still *extremely* traditional) book he’s chosen, but it’s more doable.

Meanwhile, every other grade 12 English class in the school will study Hamlet. Some of our students will read three of Shakespeare’s plays before they graduate; others will read none. Some of them will read books that, apparently, reflect their “lived experiences”; some will read all classics. Despite our departments’ best efforts, in French, some students will learn colours and animals again, and in English, some will read the same short story they read in middle school. Throughout the school, teachers will try to piece together what their students know, should know, need to know… then we will stay up late creating worksheets and handouts and slide shows that we used to get from a (deeply imperfect) textbook. Some of us will do the calculations and spend our own money on information other (tired) teachers have created.

Sometime in May, the board will tell the principals then the principals will tell the teachers that our biggest expenditure is on photocopying. We will be chided and told to be more aware and to print only what we need and to offer more things online. But no one will buy any textbooks. Apparently it’s saving the province money.

Learning to be Underwater #SOLC25 11/31

The instructor gives the ok sign to each of us, one after the next, and waits for our mimed response. Next, he points two fingers at us and then at his eyes. Once he has everyone’s attention, he removes the second stage from his mouth and slowly blows out bubbles as he searches for his “missing” air supply. He finds it, puts it back in his mouth, and starts breathing normally again. Then, he points directly at my youngest child and signals for him to repeat the same actions. Nearby, I watch patiently, waiting for my turn, confident that, far from putting us in danger, this activity will make us all safer in the long run.

This week, my family is taking a scuba diving course. We’re learning a lot and I, of course, am busily observing both how we are instructed and how we are learning. I am always curious about how skills are taught outside of classrooms. Scuba is particularly fascinating because the consequences of not being able to perform the skills effectively can be deadly, but plenty of regular people scuba dive, so, while there can be no compromise, skills acquisition has to be manageable for all sorts of people.

Before we arrived on the island, all of us completed a five-section, multi-part online course with a final exam that we had to pass with a minimum of 75%. Each section built on previous sections for at least some of the learning (i.e., “How to be a Diver, part 3). As a family, we took four very different paths to success: one of us started early and learned methodically, using the “You will learn” introduction to each section to guide their reading, taking notes to learn “how not to die underwater”; one of us read the information in chunks, making sure they were able to pass the short required quiz at the end of each section before moving on; one of us skipped most of the reading but watched the videos for each section before “acing” the quizzes (not my word); and one of us went straight to the quizzes and tried them, then, once they knew what they didn’t know, went back to review only that section before completing the quizzes correctly and moving on. These choices were not obviously age-based, and no, I was not the one who took notes. We all passed the final exam, though one of us had to take it twice (72% then 80%). The last person finished the day we left on vacation. (Ok, that was a kid.)

If you’re keeping track… PADI (the group that administers the course)

used a focus checklist (“by the end of this section, you will be able to…”)
presented the information in both written and video format
offered low-stakes immediate retrieval assessment questions (we could redo them as often as necessary)
encouraged spaced practice by expecting us to review things we had learned in previous sections
at the end of each of the five sections, offered more retrieval with a section quiz which we had to pass but could retake and THEN
provided an evaluation which mimicked the section quizzes and which we had to pass with a 75%. If we needed to, we could review material and take it again.

That is decent pedagogy.

Today, we started the “practical” portion of the course with… wait for it… a written quiz based on the material we learned online. It was not for points. We simply took the quiz and then the instructor reviewed the answers and chatted with us about mistakes that anyone had made. For much of the information, this was at least the FOURTH time we had been asked to retrieve it. I don’t want to shock anyone, but we all passed this low-stakes review.

I’ll probably write more about the practical part of the course later, but I want to pause here and notice what I can take into the classroom from the written portion. For me, the lesson focus wasn’t particularly useful – I tended to skip that part – but one of my children loved using it to guide his attention. Interesting. We all spent different amounts of time with the information and took it in differently (I didn’t watch a single video; everyone else watched some or all of them). The low-stakes retrieval questions worked for all of us, as did the “do it until you pass” mastery quizzes at the end of each section and of the written course. The spaced practice was effective, too: if you’d forgotten something from a previous unit, you got a quick review in order to pass the current one.

I was most impressed, however, with the “extra” retrieval we did today. Let me tell you, everyone who took the course is very clear on the biggest ideas – and PADI has used both spaced practice and retrieval practice to ensure that we actually remember it.

Of course, a classroom is a different place. Most obviously, students’ motivation for learning in a classroom is not quite as compelling: rarely does anyone die because they forgot where to put a comma or mispronounced “epitome.” But I’m also thinking about how our family moved at different paces and took information in differently. That could happen in a classroom, to some extent. I think a lot about the Modern Classrooms Project, for example, which seems to account for some of that. My particular school is desperately low on technology, so I’m not quite ready to adopt the approach, but it seems right. I wonder what I could do to make learning in the classroom just a little more like getting ready to scuba dive?

Maybe I could just bring some really cool fish.

This tarpon – and her friends! – were at least three feet long & swimming casually next to our lunch spot.

Attendance concerns #SOLC25 5/31

Thanks to one of my colleagues, many of us have this sticker on our laptops:

You would think that this would help us remember to turn in our attendance for every class every day, but if our Vice Principal is to be believed (and he seems reliable enough), it does not.

As a result of my inability to submit attendance for all of my classes before 4pm, I have written myself an attendance letter.

(NB: Our lovely administrators would never actually write a letter like this!)

Dear [Employee Name],

We are writing to express our concern regarding your recent attendance pattern: specifically, [insert problem here: you keep forgetting to turn it in].

Our records indicate that you sometimes take attendance as soon as class begins. We commend you for your optimism! We know that on those days, invariably, at least 12 students arrive late – generally walking in one by one over a 45-minute period – and thanks to our fancy tracking system, you have to keep a record of the time at which each student enters the class. We understand that this might be difficult for you, but noting their arrival time is imperative for our systems.

We are here to support you. May we suggest noting arrivals on a piece of paper and hoping you don’t misplace it before you enter the data later in the day? Do you even have paper near you? If not, why not? If so, where do you keep it? And do you manage to keep a pen, too? That would be impressive organization for a teacher who is also moving about the room to respond to her students. Alternately, perhaps you could pause your instruction, freeze the projected computer screen each time another student enters, then navigate to our school attendance site and immediately enter their arrival. Would that disrupt your teaching? If so, what is your plan to manage that problem?

Consistent attendance taking is crucial to the smooth operation of our school. Your attendance-taking pattern has impacted [explain specific impacts, e.g., our records]. According to our computerized records, your period Z class has nearly perfect attendance, despite the fact that one student no longer attends school at all. We note, too, that you insist that this class is “nearly unmanageable” with “students entering and leaving at will.” This implies that perhaps you are forgetting to submit your attendance for this class.

We are here to support you. Have you tried using a hall pass system? Perhaps students in this class would be willing to write their arrival and departure times on a piece of paper strategically placed near the door. Attention: do not write student names where others can see them; this might be shaming. We realize that all the other students have seen the late arrivals; nevertheless, we invite you to manage attendance privately. Maybe you can place the paper a little out of the way? And put a cover on it? And you will probably want to attach a pencil. We are certain your students will use this paper appropriately. Also, please note that even if a student spends 70 minutes of the 75-minute class period “in the bathroom”, you should still mark that student present and note the time they arrived.

We encourage you to discuss any underlying issues that may be affecting your ability to maintain regular attendance, and we highly doubt that your attendance records reflect anything close to reality. Please reach out to [supervisor’s name] to discuss potential solutions and support options available to address these concerns. Please note that [supervisor’s name] is unwilling to text you every. single. day to remind you to do your attendance. That’s what your laptop sticker is for.

We value your contributions to the team and want to work with you to ensure your attendance meets school expectations.

Sincerely,

[Name]

[Title]

Teacher Math #SOLC25 3/31

Word problem:
Having been made aware – repeatedly – that photocopying is consistently the largest line item in the school’s budget, a teacher has nevertheless decided to make photocopies for a grade 9 English class. The activity will require only one day, so students who are absent today will not need a copy. 24 students are enrolled in the class. How many photocopies should the teacher make in order to have enough for all the students without “wasting” money?

Break down using the GRASS method.

GIVEN: Read the question carefully. Figure out what values are given.
24 students are enrolled in the class.

REQUIRED: Figure out what is required.
Enough – but not too many – photocopies for the students who attend class today.

ANALYSIS: Analyze the question and use appropriate math operations.
It’s one week before March Break and one (1) student has already left on vacation. Their parent notified you. Experience tells you that up to two (2) more students may have already left without letting anyone know.

24-1-1 = 22 OR
24-1-2 = 21

It’s the first week of Ramadan and class is at the end of the day. There are at least seven (7) Muslim students in the class. Some of them will be fasting, and some of them may be fasting for the first time in their lives. This is difficult, so some of them may go home before the end of the school day. Still, it’s only Monday, so probably most of them will try to stick it out. Estimate: one (1)

22–0= 22 OR
22–1= 21 OR
21–1= 20

The flu has been going around. Loads of students and teachers were out last week, some for up to five (5) days. Today’s list of absent teachers is long, and during period one, about a third (⅓) of the class was absent. This class was pretty healthy last week. Are they more likely to be sick this week as a result? Check the online attendance to see if anyone has already been called in sick by their parents. One student is marked absent. Estimate: at least one (1) and up to three (3) sick students.

22–1= 21 OR
22–2= 20 OR
22–3= 19 OR
21–1= 20 OR
21–2= 19 OR
21–3 = 18 OR
20–1= 19 OR
20–2= 18 OR
20–3= 17

Last week you sent emails home to several families addressing student behaviours. Of the four (4) families you contacted, two (2) replied. How many of these students will attend class today? Educated guess based on experience: three (3) will attend and one (1) will skip in frustration.

21–1= 20 OR
20–1= 19 OR
19–1= 18 OR
18–1= 17 OR
17–1= 16

Finally, students may not be able to attend due to “Acts of God”: “I missed my bus after lunch” or “I got suspended for fighting in the bathroom” or “My best friend’s boyfriend just posted on IG and another girl was in the picture so I had to stay with her because she was so upset” or “Sorry, Miss, I forgot it was a Day 1 and I went to my Day 2 class and I only realized it wasn’t my class after 25 minutes.” Estimate for today: an optimistic zero (0)

WAIT: don’t forget to add in the extra copy for the student who loses their sheet between the time you hand it out and the time they need to use it. (approximate elapsed time: 8.3 seconds)

20+1= 21 OR
19+1= 20 OR
18+1=19 OR
17+1= 18 OR
16+1= 17

SOLUTION: Solve the question.
Maximum photocopies required: 23
Minimum photocopies required: 17

Repeat these calculations for each of today’s classes.

STATEMENT: State your answer in simple words.
For today’s classes, in order not to waste money, the teacher requires somewhere between 17 and 70 kajillion photocopies.

Realize after all of this that at least three students will be gone for some or all of the class because of a volleyball game. Their coaches posted about this on the email conference three (3) minutes after you finished photocopying.

Good luck!

Here is where we grow

School doesn’t start for at least half an hour, but I’m already letting two students into my classroom because one of them thinks she left her vest here yesterday, and ninth graders often move in pairs. As I jiggle the key in the lock, a large figure lumbers up behind us.

“Oh!” I smile, “I heard a rumour that you passed your Civics class!”

He lurches to a halt in the near-empty hallway and glares at me. My key finally turns, opening the door just as he leans forward and breathes, “I cheated on all my tests” – only he says “testes” and, their eyes wide, the girls practically tumble into the classroom. He shuffles away.

In the room, the lost vest is retrieved and then, in a significantly more graceful echo of what just happened, one child leans towards me and murmurs, “Why would he say that?”

My mind clicks backwards through the moment, and I realize what they think just happened. “He was embarrassed,” I reassure them, “because I gave him a compliment. Some people have a hard time being praised. He did not cheat on his tests.” I emphasize the word tests.

They nod, unconvinced, and head into the hallway just as he returns. They flee. He stops again and looks me up and down. “Do you still have that box?”

I know exactly what he’s talking about. “Oh, yes!” I feign distraction as I move to the front corner of the room. The box he wants is hidden under a desk. “I was just wondering if maybe I should get rid of it,” I pause, “but if you really did pass Civics, I suppose you could get a prize.”

He squints his eyes. “Two.”

“Hmm…” I pretend to consider this. “Well, first I need to know if you cheated on any tests.”

He glances around, wary. No one is nearby. “No,” he admits, and I swear I see a bit of a blush on his cheeks, but I could be making that up.

For the next fifteen minutes, he rummages through my “Box of Terrible Prizes.” He holds up various items, considering. He tells me which things are still there from last year (hint: it’s most of them), and I remind him that they really are terrible prizes. Undeterred, he checks out tchotchkes and useless plastic toys. He asks more than once if I have anything that makes noise. I do not. He points out prizes that he brought in for trades. Eventually, I remind him that class will start soon, so he makes his choice. Two prizes. No noisemakers. Delighted, toys in hand, he shuffles out of the room, leaving me aglow.

******

Last year, when he was in grade 9, I taught him. Well, “taught” might be a bit of an exaggeration. Last year, we were in the same classroom and sometimes he kind of did English-y things. Often, he was rude to me and others. Sometimes he was very rude. By the end of the school year, even after he’d left my class, every time he saw me in the hallways, he sneered things like, “Oh. It’s you. I hate seeing you,” or “Seeing you makes my day awful.” I am embarrassed to admit that, eventually, I let this make me angry.

Sure, I had read his school records and communicated with his middle school teachers, so I knew he needed a lot of time and stability to settle into a place. I knew his IEP and had read all his old report cards, but he drove me up a wall. I wasn’t alone; few teachers connected with him. I couldn’t imagine how his middle school teachers had been able to find what they confidently called his “sense of humour.” All I saw was an angry young man.

One thing about a school, though, is that it’s full of kids – and kids grow. And, whether we like it or not, we’re all sort of stuck there together for a few years while they do this. He is lucky to have a Resource room full of people who have kept an open mind about his growth. I will argue that I am luckier that he kept an open mind about me – or maybe he never quite realized that I was actually angry. And I’m lucky that those same colleagues have helped me see him more clearly, too.

*****

This morning, I realize that I get his humour now: I laugh as he moans and groans about the quality of my terrible prizes; I snicker when he tells me that I need more, and that I’m clearly not giving out enough prizes – maybe this year’s grade nines aren’t as good as he was. I fake exasperation when he lingers as my 12th graders come in, and he scowls when I make him leave, but he’s here. He’s still here. And here is where we grow.

This afternoon, a partial transcript #SOL24 27/31

PA system: “We are in a secure school. Please clear the hallways and lock your doors. I repeat, we are in a secure school.”

Email: “If you see [student name] please contact me in the main office right away.”

Email: “Photo”

25 minutes pass

PA system: “We are still in a secure school. Please remain in your classrooms when the bell sounds.”

50 minutes pass

PA system: “The secure school has ended.”

Email: “We will be having a stand up meeting at 3:35 in the auditorium.”

Person: “First, I want to say that under a difficult circumstance, we got to the best possible outcome because so many people came together to do the right things. Even the students in question cooperated with the police.”

Person: “Police entered the classroom and made an arrest. Afterward, social workers were available for students in the classroom.”

Person: “The police recovered a replica gun and a knife from the student.”

Person: “The police also recovered a knife and a replica gun from a second student.”

Person: “The students involved will not be returning to school.”

Person: “Ever?”

Person: “Well, I don’t want to tell you something that might not be true, but they will not return any time soon.”

Person: “An email will be sent home to parents.”

Person: “Social workers will be available at the school tomorrow.”

Email: “Thanks again for all that you did today in support of students and colleagues.”

High school in March, by the numbers #SOL24 22/31

(After Harper’s Index)

Number of pencils borrowed by grade 9 students during period 2 today: 4

Number of pencils returned: 1

Number of pencils lost while students moved between desks, ≈6 feet apart: 2

Number of days in school so far: 11

Number of fire alarms pulled: 1

Temperature on the day of the pulled alarm: 2C (35F)

Highest temperature in March: 17C (63F)

Date of highest temperature: March 5

Lowest temperature in March: -14C (7F)

Date of lowest temperature: March 22 (yeah, that’s today)

Number of hours set aside for parent-teacher interviews last night: 4

Timing of these interviews: 3:30pm –7:30pm

Number of minutes planned for each interview: 10

Number of parents who requested an interview with me: 3

Number of their students I am concerned about: 0

Number of people at Iftar dinner after parent-teacher interviews last night: ≈150

Number of those who were teachers: ≈20

Number of hours I slept last night: 6.5

Number of hours of sleep I really need: 8

Reason for the missing hours: finished Tom Lake; a cat sat on me until I woke

Number of five-day weeks left in March: 0

Chances we will cram five days of drama into four days of school next week: 98%

Number of days left in the March Slice of Life Challenge: 9

Chances that I will manage to write every day until the end: 100%

A call from the teacher

The phone rang after dinner. I warily checked the caller ID, then perked up when I saw my sister’s name. Ah, exactly what I needed! But just as we settled in to a nice chat, I heard a beep.

Call waiting. I didn’t even know we still had call waiting. We’re already the odd family out because we still have a landline, but I can’t even remember the last time two people tried to call our house at the same time. Odd. (For what it’s worth, our reasoning for the landline is complicated, but the crux of it is that one of the kids still doesn’t have a cell phone AND we want them to be able to answer the phone in a general sort of way – you know, like if their grandparents call.)

Even odder, the tiny screen displayed the school district’s phone number. Someone was calling us from a school at 8:15pm. I asked my sister to hold on, and clicked over. My younger child’s teacher chirped a cheery hello. Quickly, I hung up on my sister (sorry, sis) and devoted my attention to this unusual caller.

I was a little concerned. I mean, when was the last time we had a not-automated call from the school? We got his report card last week and nothing looked terribly amiss. And he was already at home, playing video games & chatting with his friends, safely in one piece. More than that, when I’d asked, “How was your day?” he had pleasantly replied, “boring” as he does virtually every day. Everything seemed fine.

But his teacher was talking. I calmed my racing mind and paid attention. She was just calling to say hello and see how things were going. She was impressed with his math work. She knows about his dyslexia and complimented his writing. We talked about this and that. Finally, I asked if she was calling everyone. Yes, she was. She had decided to call all of her students’ families just to check in after report cards. After all, she said, it’s really too bad that the students who are doing well don’t get this sort of attention. We had a very pleasant conversation, and I hung up in a good mood. Judging from her voice, I bet she felt pretty good, too.

Before I called my sister back, I realized: I have done this. I have called home to say something nice. I have called home to check in. I have been the chipper voice on the other end of the line, the teacher saying that things are going well. But, I have never been the parent who got this call. And you know what? It felt nice. It felt like the sort of thing I might want to do for the families of this semester’s students. In fact, maybe I’ll start again this week.