Taking Democratic Engagement Out of the Classroom

The grade 10 Citizenship & Careers course includes an introduction to democratic engagement.  I decided to make this as real as possible. First we took a democratic vote using three voting systems -by riding, proportional and preferential – to decide on a cause the group felt passionate about. In the end  the votes led to PPM 150, the 2011 Ontario law regulating food in schools. The students wanted to advocate for choice in the food dispensers and cafeteria.  They interviewed the school kitchen staff, the company representatives loading the dispensers and other students. Others researched the details of PPM 150. Then we made placards and went onto the main street of our town and demonstrated for Food Choice and Honk for Health! The students also wrote a letter to the chair of our board of education, to which he responded by coming to the classroom to commend the students for getting involved in the political process. He explained that he was impressed that the students were making a political statement in public and that politics is not just a dirty word. He even suggested other ways they could get their message out! A gratifying teaching experience!

The Risk of Losing My Colleague's Respect

A colleague in another department of my school has a son whom I have taught twice. I taught Ivan in grade nine and noted he was intelligent and sometimes too talkative in class. His behaviour was not too difficult to manage however. In grade ten he was in Madame R’s French class. His behaviour was inappropriate at times and Madame R. went to speak to his dad, our colleague, about it.  Ivan’s dad’s view was that she was the problem. This year Ivan is in my class again.  I’ve had to confiscate his hat on a couple of occasions. The school rule is no hats on in the building. Yesterday his outbursts, mostly loud verbal exchanges with another student, and the hat issue led to a talk in the hall with him. I know he wants to apply to RMC and train for the military. I asked him if the value of respect for authority was something he valued as someone entering the military. He agreed it was. I then told him I expected him to be a leader of respectful behaviour, not just someone who tries to behave on or under the line of respect.  To date my relationship with his dad has been very cordial.  I don’t know if his dad’s attitude toward me will change…..

Wanting Out?

Brad is in grade 11 French immersion. He is pleasant but shows no initiative except for minor in-class assignments he does manage to complete and hand in.  At mid-term his mark was 30%. I invited him on several occasions to come in at lunch to catch up. He did not come. I called home and spoke to his dad who thanked me for calling and said he would speak with Brad about this. A couple of weeks went by with no work coming in.  I called home again and set up a meeting with Brad and his dad. I prepared a contract that Brad filled out in our presence and we signed. It stated the extension dates and tasks he thought he could complete by those dates.  I stressed to Brad the importance of taking the initiative to fix a problem rather than let it slide. On the due date Brad came in with a USB stick and said he had not printed of the work yet. I told him that as long as he printed the work and handed it in the same day that was fine. I never saw the work.  I called the dad back to let him know. He was upset that Brad had lied to him about having the work done and handed in. I told the dad that at this late date, with four weeks left of classes, they should probably consider alternative courses for next year. I wondered out loud whether Brad was passively sending a message that he wanted out of the immersion program.  What would you have done?