Empress Theodora

Empress TheodoraTheodora was (most likely) born In 497 CE, a few years short of the dawn of the sixth century. She was the middle child of three, all girls, and more or less destined for disrepute. Her father was a bear trainer in the Hippodrome of Constantinople, capital of what we today tend to think of as the Byzantine Empire. If you’d asked anyone living there at the time, however, they’d have been far more likely to think of themselves as Rome.

While later historians would mark 476 CE as “the fall of the Roman Empire,” no one told Rome. Granted, they were plagued with endless foreign invasions (the Goths, the Vandals, and other punk-band sounding names) and struggling financially, but they didn’t exactly disappear – they just… adjusted a bit. The traditional capital in Italy was lost, but the seat of power had already largely shifted further east to what today is Istanbul. In reality, “Rome” continued until 1453 when the Ottomans overthrew their capital and changed the name.

Why did Constantinople get the works? That’s nobody’s business but the Turks.

The Bare Necessities

When you picture Roman chariot races, massive battle reenactments, and all the weird stuff they used to do to animals for entertainment, you probably include a standard “Roman coliseum” in the mix. One of the grandest was Constantinople’s Hippodrome. It’s not certain exactly what was covered by the title “bear keeper” (presumably it at least involved caring for the bears used as entertainment in various ways), but it definitely made Theodora and her sisters part of the “theater” class. Professional entertainment has always been a suspect class; it’s only in the past century we’ve begun celebrating entertainers as worthy of emulation or even idolization. For the previous thousand or so years, theater types were considered sketchy at best – right down there with Gypsies, Jews, and Tucker Carlson.

The details are a bit fuzzy, but the lines between “actress” and “prostitute” were pretty thin in the sixth century. It’s probably not that surprising that folks entertained by animals slaughtering one another or eating criminals or whatever weren’t overly highbrow when it came to their human entertainment. Much like today, fart jokes, violence, and sex were far stronger draws than philosophical discussions. Theodora was apparently quite ribald even at an age we’d consider WAY too young today, and for whatever reason she was VERY good at it.

She developed quite a reputation among fans of the “theater.” We can judge her for that if we like, but keep in mind that in most times and places throughout history, women have had very little political or economic power. They’ve been systematically marginalized and legally restrained. {Editor’s Note: if you live in a red state, please change this line to “some women have possibly at times been randomly subjected to unrelated episodes of sexism by individuals who coincidentally passed laws to reinforce their personal, non-systemic biases.”}

There was no option for Theodora to “study hard” or “make good choices” and get anywhere beyond tawdry routines and maybe some animal training. So, like many women who ended up in the history books, she used what she had – a gift for tantalizing men (and possibly a number of women as well) and a sharp mind – to raise her station. If she managed to break a few, um… “hearts” along the way, then so be it.

Working Her Way Up (And Down)

As sometimes happens when enough seed is sown, Theodora found herself with child and delivered a baby boy while still in her prime. The father was apparently happy to have a son, but less enthusiastic to be associated with the mother, so he took the boy back with him to whatever part of the world he called home. Not long after, Theodora had a chance to climb the social ladder a bit via an up-and-comer (as it were) named Hecebolus who was assuming the throne in Northern Africa. She lived in relative luxury for a time, but it seems the couple soon had a falling out and she was left with few resources and no way home.

It’s not certain what went wrong, but several plausible accounts suggest that while Theodora was confident and quick-witted, she lacked tact (or fear) when dealing with powerful men. This boldness was no doubt one of her most appealing qualities, but we’ve all read enough books and seen enough movies to know how things turn out for the saucy hottie once her target grows secure in his position and tires of her constant input and opinions. It’s likely Theodora shared one “insight” or criticism too many – a costly error she would never make again.

While it’s possible to trace her winding path back to Constantinople, the real story is the humiliation and degradation she suffered attempting to earn her sustenance and continue her travels. She’d been born into humble circumstances, but until now had always been able to seduce, charm, or think her way out of almost any crisis. It’s not that her beauty had faded – by all accounts she was still a stunner. She was simply in unfamiliar territory plying a far-too-common trade. It must have been devastating for her.

By the time she reached Constantinople, Theodora has been transformed – at least internally. She avoided the theater as well as the streets and found work spinning fabric, a humble but modestly respectable trade. She’d also become a devout woman committed to her religious faith. That’s where things will eventually get complicated.

Really complicated.

But that’s down the road. For now, we have a contrite Theodora, sitting at her spinning wheel, seeking Heaven’s approval, when Justinian somehow happens by. At 20, she’s half his age, but no doubt still quite a draw and certainly wisened by the years. Her past was at that point largely past, and it’s unlikely Justinian would have recognized her name or heard the stories. We don’t really have reliable accounts of exactly when they met or how their relationship first developed, but it seems likely that Justinian was drawn not only to her “maturing” beauty but her sharp wit and insight, now tempered by experience. It says nothing negative about Theodora if she jumped at the opportunity to nurture that interest. He was older, educated, and clearly on his way to bigger things – maybe she could come with?

Empress Theodora

When Justinian and Theodora first became a thing, Justinian was the trusted advisor and second-in-command to Emperor Justin I. (The similarity in their names is no coincidence – Justin was Justinian’s uncle and Justinian chose his name as an act of shameless flattery. His given name was “Flavius.”) While this was a great position to be in politically, it was inconvenient personally; the law prevented men in his position from marrying women with backgrounds like Theodora’s. It didn’t help that Justin’s wife simply could not stand the girl. Justinian and Theodora were free to do, you know… what people in love do – but officially, they’d have to bide their time.

Several years later, Justin I died and Justinian was the logical successor – especially after he had his only serious rivals murdered right there in the throne room. That meant the Empress no longer held formal sway over his life choices, and it was no real difficulty for him to simply change the laws which had prohibited their coupling.

Justinian I took the throne with Empress Theodora by his side.

The Nika Riots

In 532 CE, during Justinian’s fifth year on the throne, he faced the first real challenge of his rule. Political unrest had been growing as the emperor raised taxes and appointed abusively innovative men to help collect them. A botched execution and some weird crowd participation at the chariot races sparked this frustration into widespread rioting which continued for days. Much of Constantinople was burned down and Justinian’s efforts to pacify the masses did little to slow the destruction. These days are remembered as the Nika Riots.

Things went badly enough that Justinian and several of his top commanders eventually began planning their escape. One pictures them throwing robes, goblets, and scrolls into gilded trunks while racing around the room frantically – although in reality they were no doubt handling the situation with manly aplomb. (Dudes hate looking wigged in front of other dudes, and even more so in the presence of estrogen.) Nevertheless, it was time to get the #$%& out of Constantinople.

That’s when Theodora stepped in and spoke her peace:

My lords, it may be unseemly for a woman to add her voice to the affairs of men, but the situation at the moment is too serious for me to hold my tongue. We must focus on the wisest course of action – not ceremony or tradition.

In my opinion, fleeing is not the right course, even if it did somehow bring us to safety. It is impossible for a person, having been born into this world, to forever avoid death; but for one who has reigned it is intolerable to be a fugitive. May I never be deprived of this purple robe, and may I never see the day when those who meet me do not call me “Empress.”

If you wish to save yourself, my lord, there is certainly no difficulty. We are rich; over there is the sea, and yonder are the ships. But reflect for a moment whether, once you have escaped to a place of security, you would not gladly exchange that safety for death. As for me, I agree with the adage that purple is the noblest shroud.

The Color Purple

Theodora’s closing statement is sometimes translated as “I would rather die as royalty” or some variation thereof. Purple was so closely associated with and limited to royalty that official approval or high office were often referred to simply as “the purple.” An officer promoted to duty in the royal chambers was “elevated to the purple.” Royal children were “born in the purple,” and so on. (Naturally, any outside use of the color – even if somehow available – was strictly forbidden.) So… the “royalty” translation is thus accurate enough, but it lacks the flourish one might reasonably expect of someone brought up in the theater and extremely gifted at producing pretty much any emotion or reaction she wished in her “audience.”

Theodora’s rhetorical skill doesn’t imply deception or insincerity; there’s every reason to believe she meant precisely what she said. She’d been a commoner, and she’d lost the throne once before (in Northern Africa). She had no interest in repeating either experience. “Purple is the noblest shroud” was not merely poetic; it was a poignant reminder of what it meant to be truly “royal.” it was a statement of values, and self, and a worldview not easily forsaken once attained.

On a more practical level, the speech was a bit of a shamer as well – “Of course we could run, but… is that really who we want to be? I’d rather take my chances here and die at the top than hide at the bottom.” And it worked. Justinian and crew decided that perhaps they hadn’t exhausted their other options after all. They regrouped and ended up slaughtering tens of thousands of malcontents until order was restored.

Which I suppose counts as a “win.”

The city was rebuilt (the Hagia Sophia is particularly nice) and Justinian would go on to do lots of important stuff – not the least of which was his famous “Code of Justinian,” which formed an important link in the evolution of western legal systems. Theodora would stick around as well, often supporting Justinian and other times subverting him – especially in matters of faith. For the moment, however, she’d locked herself into history as a strong female, using the tools at her disposal to improve her situation and standing firm when those around her were about to break.

She remains, in our collective memory, forever shrouded in that purple she so craved. While she’d hardly qualify as “hero” or “role model,” she certainly at least earned that.

Is That A Right? (Repost)

2020 SucksDon’t get excited – I’m not diving into current events or anything. (I’m far too demure for such things.) In fact, I’m intentionally avoiding the subject at the moment because any effort I make to write rationally about what we’ve become ends up as a spittle-spewing, obscenity-laden rant and, worse, totally off-brand. Those of you who follow me on Twitter or Facebook, where I’ve lost even the veneer of professionalism or decency towards my fellow man, can no doubt verify this assertion. 

Instead, I’d like to share two very simple things you may find useful. Or, you may not. You may find yourself a little bit sad for me if these are my best new cutting-edge distance learning ideas at the moment. Either way, I’m giddy enough for both of us.

“Is That A Right?” is the name of an activity I’ve done with American Government and American History classes for years, and which I’m considering trying “virtually” this fall if circumstances lead us down that path.

Is That A Sample

It’s not even an overly innovative lesson. It’s really just a PowerPoint presentation with a series of descriptions of potential “rights” as per the U.S. Constitution. Students vote ‘Yes’ if they believe whatever’s on the slide is a protected right and ‘No’ if they don’t, and we discuss it a bit (“Tasha, why do you think so?” or “So, Garrett… would you still say that’s a right if we change the wording to what Tasha said?” You guys know how discussions work.) The next slide tells us the “right” answer, often with disclaimers about how it’s actually a bit more complicated than that – because it’s almost always a bit more complicated than that. Then we go to the next one.

I recently converted the most recent version of this presentation into Google Slides. You can access it in its entirety right here. If it’s something you’d like to use, all you have to do is make a copy (File, Make a Copy…) and it’s yours. Once you’ve copied it, you can change prompts, explanations, images, etc., just like with PowerPoint.

Is That Another SampleSo how could we do this if we’re not in the same place?

I’ve had the privilege of co-teaching several workshops with an amazing history teacher from the Houston area named Barrett Doke. He’s one of those guys that loves technology, but always as a tool for putting more of the learning into the hands of the students and never as an end in and of itself. We all say that’s how we want to use technology – but he actually does it that way. (Now, the rest of you don’t get all defensive – I’m sure MANY of you are just as wonderful. I’m just sharing my personal warm fuzzies.)

Doke is partial to Google Slides and gets rather… enthusiastic when given the chance to share the many simple things you can do with them to make your lessons more flexible and your technology more useful without investing endless hours or – and this is a biggie – relying on your district to purchase and maintain subscriptions to specific apps or equipment. He showed me something he liked to do in Slides that would never have occurred to me. (As I said at the outset, it’s entirely possible this is obvious to everyone else in the world besides me. I can live with that.)

If you adjust the ‘View/Zoom’ for your slideshow while NOT in ‘Presentation’ mode, you’ll discover there’s all sorts of unused space around each slide. You may have stumbled across this in the past when moving around graphics or setting up animation. As it turns out, you can put stuff in these margins and it will be saved and accessible along with everything else, even though it’s not part of the slide.

I KNOW, RIGHT?!

Doke often uses this space for what I think of as ‘tokens’ which students can access. These can be numbered or customized to include their names (although the tokens have to be slightly larger that way). Whether they’re all in class together or meeting virtually (but synchronously), he’ll pose a question or prompt and offer the same sorts of options you’d see with multiple choice. Students move their tokens to the part of the slide which best reflects their response, then Doke calls on a few to explain why they chose what they did. Because they’re all on the same document, everyone sees what everyone else is answering – just like in class.

The Magic Extra Space

Yes, this is very similar to what Pear Deck does. I’ve not used Pear Deck extensively, but I hear great things. It might actually do this particular type of activity a bit better. I don’t have it, however, so it’s not a factor.

Here’s the long distance version of the same activity. I’ve used it with teachers successfully, but haven’t yet had the chance to do it this way with students. You’ll have to make your own copy (File, Make a Copy…) if you’d like to use it.

Tin Can PhoneI like several things about this lesson in this format:

The discussions are still the discussions. They’re the key to the lesson being meaningful and the information sticky. Without good discussions, it’s just another quiz.

Anytime you can have synchronous (i.e., “live”) student responses in a form other than asking them to speak up in class, you change the dynamics and who’s likely to participate. That’s not to say it magically guarantees full engagement, but students who may not take initiative in class will often drag their token to the answer they like best.

If you have particularly shy or fragile students, the alpha-numeric system allows a degree of anonymity. One of my priorities is usually creating a dynamic in which everyone learns to speak up, and in which disagreement is healthy and means you respect the other person enough to challenge them, so anonymity is not a priority to me. Plus, it’s difficult to have discussions, even online, anonymously.

Finally, the slideshow is easily shared with students. It’s forever available should they choose to review anything or question anything after having time to think about it.

Old ComputerThere are, of course, several downsides:

It’s tricky to keep track of who’s who on Slides. On Google Docs or Google Sheets, students logged in to their school Gmail show up on my screen as a cursor with their name next to it. I can also check version histories and edits in case there are shenanigans. I’m not sure Slides has a similar feature, and even if it does, it won’t help you if your students don’t have school Gmail accounts. That means in theory, anyone can move any number. (Then again, is there ANYTHING in class – virtual or otherwise – that’s completely bozo-proof?)

In order for students to have access to move their tokens around, I have to give them access to ‘Edit’ the Slideshow. That means in theory, they can add or delete slides or change other elements of the activity. I’ve made messing with the slides (accidentally or otherwise) a bit more difficult by ‘locking in’ everything except the tokens themselves. If you’ve made your own copy of the “Long Distance” version of the activity, you may have noticed that while you can move the tokens around, you can’t move around shapes or text on the slides like you normally could. It’s still possible – for you or anyone with ‘Edit’ access – but it’s more laborious and would require both knowledge and focused intent. This is thanks to another cool thing Doke showed me that is gradually changing my online instructional world. (Again, keep in mind that I’m nearly a thousand years old and still both startled and impressed by things like lava lamps or instant music downloads.)

If anyone’s interested, I’ll try to talk about ‘locking in’ elements of various slides next time. I’m learning to get better at doing it, but I’m not yet adept at explaining it. For now, you’re welcome to play with “Is That A Right?” and let me know how it works out. Keep in mind that you’ll have to make your own copy before it will let you edit anything or even move those little tokens around. Obviously, once you’ve made your own copy, you can add far more antagonistic, current event-related slides of your own and blame it on that guy who posted it on the internet to begin with.

You absolutey have that right.

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Of Assumptions and Performative Wokeness

Q JudgeFor more years than I can count, I found it odd that for all the amazing things special effects could do, snow in movies and TV shows looked so fake. Maybe it was one of those things like making gunshots sound richer and fuller than they often do in real life or allowing actresses to wake up in the morning with perfect hair and makeup. Maybe it served some purpose I didn’t fully grasp, and was intentional. It’s not like I spent a great deal of time thinking about it or writing angry letters to Steven Spielberg and Ron Howard – it was just something that bugged me… even when I wasn’t consciously aware of it.

Then my wife and I moved to Northern Indiana and I experienced a whole new flavor of winter. It turns out that filmmakers do a perfectly wonderful job of imitating fluffy, flakey stuff (or at least some forms of it). You’re probably familiar with the urban legend about Eskimos having dozens of different words for “snow.” It’s not true (at least, not in the way it’s usually told), but winters here have given me a whole new appreciation for the sticking power of this particular myth. There are ALL KINDS OF SNOW here – often, different varieties throughout the same day. 

My assumptions were wrong. In retrospect, they were ridiculous. Whatever else you can say about Oklahoma, it’s rarely cited as a reliable example of “the norm” for ANYTHING, least of all weather. I had absolutely no reason to believe my limited experiences were typical of others. That a handful of proper winters in and around Tulsa proved dozens of renowned filmmakers incompetent was a presumption beyond excuse. 

European audiences at rock concerts tend to clap along on all four beats, or on the one and the three. This is terribly awkward to the American ear, where good sense and musical ethics demand we clap on the two and the four, like Jesus would have. 

I’ve heard various explanations for this, but the most reasonable hypothesis is that it stems from the blues and gospel music which spawned modern rock’n’roll right here in the U.S. of A. Europeans may like rock and pop now, but their cultural roots are, I dunno… marches and polkas or whatever.

You know, stuff where you clap wrong

And yet, there’s no ethical component to clapping, and no harm done by clapping on the one and three, the one-two-three-four, or completely missing the beat altogether and just sort of randomly smacking your hands together in blissful cluelessness. It’s just percussion. But we’ve done it that way for so long, and it feels so natural, that it’s not something most of us would ever think to question. Anyone clapping differently is, at the very least, not as musically gifted as ourselves. It’s kinda sad, really.  

History is replete with overturned paradigms. Doctors eventually gave in to the idea of washing their hands between delivering babies. The earth turned out NOT to be the center of the universe. People don’t always make financial or political decisions in their own best interests. Professional wrestling became more popular once we stopped pretending it was “real.” 

Most educators know by now the dangers of making assumptions about students or their behavior without doing our best to consider cultural, economic, or other factors. We may not always be successful at recognizing our biases (some are no doubt in much deeper denial than others), but it’s not for a lack of training, workshops, book clubs, and other discussions. 

We at least know it’s a thing. Er… right?

What we don’t always recognize are the assumptions or biases we’re not even sufficiently aware of to question. What are the personal and pedagogical equivalents to fake movie snow and clapping on the wrong beats? The ones that haven’t specifically come up in workshops or enlightened reading assignments?

What am I missing?

At the same time, while we continue the struggle to bring more of our colleagues into the twenty-first century, some of those who got an early start on the process are crashing right through the bumpers in the opposite direction. In our quest to challenge Anglo-centric, cisgender, middle-class Protestant norms, it’s easy to veer into an obsessive sort of performative “wokeness.” Full of good intentions and thirsting for social justice, it’s tempting to categorize every student foible, every act of disruption or defiance, every shortcoming or struggle, as ongoing fallout from centuries of mistreatment and ignorance. Rather than address the problem, we celebrate our own enlightened descriptions and understanding – an ironically elitist and detached new twist on “other-izing.”

Don’t misunderstand me –  these are important conversations to have. We MUST get (and remain) more comfortable with challenges to our own ways of thinking or doing. I was speaking this week to a (White) colleague of mine who’d run into some difficulties with a group of girls (who happened to all be Black). He’d been trying the “let’s talk this out” approach rather than treating their behaviors and attitudes as a purely disciplinary matter. In sharing his perceptions of the issue with them, he said something to the effect of “it just seems like you guys feel the need to challenge every little thing I try to–”

One of the girls jumped in. “You guys?! You mean, the Black kids?” As you might imagine, this didn’t have the calming, kumbaya effect he’d been hoping for. There was now a new fire to put out and the original point was lost. 

He spent the rest of the day probing at the possibility that he’d been justly called out for unconscious bias or some other inappropriate attitude or thinking on his part. Even if the motivation of the girl calling him out was suspect (like many teenagers, she’s an expert at derailing those sorts of conversations), he wanted to make sure there was nothing in it he’d overlooked. Was “you guys” a form of “you people”? Was referring to the girls in the collective a subtle offense he hadn’t properly recognized? Could there have been something in his tone or body language that–?

You get the idea.

At the risk of repeating myself, these are good discussions to have. He was right to ask those questions. What’s problematic is our human tendency to begin valuing our own “insight” and “wokeness” over honesty and doing whatever it takes to help kids learn, or when we reduce these challenges into handouts or animated videos explaining the causes and best responses for every possible iteration of human behavior. 

Here’s a simple truth which often gets lost in the rhetoric: teenagers are complicated. So is teaching. (I’m sure it’s true of many other professions and situations as well.) My personality, mood, and experiences meet their messy mix of issues and abilities inside an ever-shifting context of culture, politics, economics, and educational dynamics. I’m not saying it’s the most difficult job in the world, but it’s certainly in the running for “most platitudes and expert opinions from people who wouldn’t last a week if they tried actually doing this for a living.”

I’d love to offer my own enlightened guidelines for when to bend policies or adjust expectations based on students’ backgrounds, experiences, circumstances, or whatever, but I’m not sure I have any. I’d like to wax poetic about restorative justice (pro or con), classroom management, high standards, compassion before academics, or even the “soft bigotry of low expectations.” Honestly, though, I can no longer maintain that level of conviction. 

The longer I teach, write, and observe, the less comfortable I am taking a hard stand about what anyone else should handle pretty much any issue related to grades, discipline, curriculum, etc. I certainly have my own ideas about what usually works better than other stuff, and a few convictions about decisions and attitudes which are pretty much always a terrible idea.

Then again, I had similar certainties several years ago when I changed districts and discovered some of the stuff that sounded horrible to me in other contexts made perfect sense here and has proven good for teachers and students alike. 

My assumptions turned out to be mistaken – even some of the ones I didn’t quite realize I had. 

We must continue to challenge outdated mindsets and harmful policies. We should absolutely strive to educate ourselves about racism, homophobia, poverty, learning issues, emotional challenges, or whatever else complicates the lives of our kids. I’m not suggesting some sort of ethical or pedagogical ambivalence or that anything goes professionally. I just think we’d all benefit from a little less certainty about our own perceptions, and a little less security in our high-ground “solutions.” I think we need to do a better job questioning our assumptions, and accepting that some people clap on the one and the three and it works out quite well for everyone involved. Sometimes that IS what snow looks like. Maybe it just doesn’t look like that where I live right now. 

I don’t mean to get all “swelling-music” and “podium-banging” on you. I’m speaking to myself more than anyone else. I suppose I’m just sick and tired of overly-simplified, self-righteous proclamations (including my own) of how things should or shouldn’t be in someone else’s classroom, someone else’s district, or even someone else’s grade book. Of course we can and should challenge questionable policies or decision-making. Of course we can and should keep fighting for what’s best for students. Of course we can and should continue to insist on better from ourselves and our peers.

Let’s just do so with a little less confidence that we, more than they, know what’s best in every situation, or that our absolutes are somehow better than all those outdated absolutes we had to reject to get as far as we have today. Maybe – just maybe – it’s more complicated than that.

Relationships (Repost)

Distance LearningGood morning. Welcome to our first back-to-school faculty meeting. We have several important items on the agenda today, then we’re going to fill the afternoon with pointless activities we found online because the district says we have to professionally develop until at least 3:00 whether we need it or not.

As some of you know, we had a bit of unpleasantness last spring which we’d like to avoid happening again this coming year. A teacher who is no longer with us crossed a few boundaries and before you knew it, we were leading off the local evening news – and unfortunately it wasn’t for our horrible test scores this time.

With that in mind, I’d like to draw your attention to the pink handout in front of you. These are some of this year’s revised guidelines for teacher-student interactions. I won’t read it all to you (it’s not PowerPoint), but I would like to point out a few highlights.

First and foremost, no touching. If you need to get a student’s attention, use your words. If you wish to encourage them… well, it’s best if you avoid that altogether. Some of you have fallen into a very bad habit of putting a hand on a shoulder or patting a student on the back as you walk by. You may intend this as an innocent gesture or believe that young people need some sort of positive physical contact in their lives, but the risk is simply too great.

This also applies to handshakes as they walk in the door, whether you’re in clear view of dozens of other faculty members or not. Also, several of you have asked about student-initiated contact. Sometimes when a student sees a favorite teacher from last year, particularly if they were an important presence in their world and they haven’t always had that sort of attention or concern from the adults who should be paying attention to them, that student will come up and try to side-hug or even fully embrace that teacher.

After the situation with Mr. Barnaby last year, I’m afraid this is absolutely unacceptable and may lead to dismissal. What’s that? Oh, the “alleged” situation. I don’t know why we have to call it that. Parents were angry on social media – what more proof of actual wrongdoing do we need?

Anyway, back to the pink handout, just below the cute cartoon with the teacher in the dungeon. What should you do if you recognize that a student is approaching you for a possible handshake or hug? Well, you have several options. One is to make eye contact, extend your palm forward, and firmly pronounce, “No! No No No!” If this doesn’t work, we recommend moving away at whatever pace necessary to avoid physical contact.

Question? Yes – breaking into a full run at the approach of any affectionate student is not only permitted, but ideal as long as you avoid contacting others in your effort to flee.

Don’t forget to keep shouting “No!” We’re teachers; we want them to learn from every situation. With that in mind we’ve also placed small, conveniently-sized mace sprayer-thingies in your mailboxes, although these should only be used if other efforts to avoid human connection are unsuccessful. They are NOT to be used as a “team-building” activity during your monthly PLC meetings, as occurred in one department last year. I’m pretty sure Mr. Barnaby was involved in that episode as well, come to think of it. 

Bubble WomanThe second thing I’d like to point out are the communication guidelines we’ve instituted. Teachers should absolutely avoid connecting with students on social media in any form. We’d prefer you not communicate with the world around you at all – at least not about anything of substance. You may post recipes or pictures of student activities with all names and faces blurred out, but nothing personal, political, social, or humorous. No matter how benign, there’s a chance someone in the community will find it and erupt in faux outrage, convinced that if you’re sharing it on Facebook with a small group of select friends, you’re probably brainwashing minors with it all day, every day, because that’s what liberals do.

If you wish to have political opinions, prefer one sports team over another, promote American values, or like your grandbaby more than someone else’s grandbaby, maybe you should have thought of that before you became an educator. We’re not here to connect what we teach with real life or present ourselves as involved citizens. This is school.

New this year are the guidelines governing interactions within the school day. It’s come to our attention that a number of students have been approaching their teachers with issues not directly related to the curriculum. Sometimes these conversations seem benign enough – “Have you seen this movie?” or “Did you hear what happened to that celebrity, so-and-so?” Other times, though, they involve their personal lives, their hopes, fears, families, friends, relationships, goals, strengths, weaknesses, or other completely inappropriate topics for school.

If a firm stare and verbal warning doesn’t dissuade these inappropriate interpersonal interactions, you should immediately refer them to their school counselor, who will give them a career survey to complete until they forget what they were wanting to talk about. As with the “touching” issue above, feel free to run away screaming “No! No! No!” until the student is sufficiently re-engaged with that day’s assignment.

I suggest explaining to them how that day’s lesson correlates to state standards and maybe remind of them of how much better their life could potentially be in 10 – 20 years if they succeed in your class today. Whatever their personal issues, that should pretty much address them. Who doesn’t want to be successful a decade or two from now?

For anything more serious than movies, books, or music, call the 800-number we had carved into each of your desks over the summer. This will connect you with an overworked federal agency tasked with getting you out of these conversations. While technically this number is intended to be used for reporting suspicions of abuse or concerns about violence or suicidal behavior, we recommend using it every time a teenager brings up a recent breakup with their boyfriend, sounds worried about their ability to do well in school, expresses sadness or confusion related to difficult circumstances at home, or exhibits any other emotion not directly related to that day’s assignment.

State law mandates the agency investigate, which in turn automatically alerts local police, the fire department, child services, local media, the PTSA’s Facebook Group, the federal housing authority, and at least one associate producer working for Maury. Until they arrive, it is essential that you refuse to respond to or otherwise discuss with this student anything on their mind or hampering their ability to focus on school. You are NOT a trained counselor. It’s not as if simply listening and showing you care is going to do anything. I’m sure you mean well, but the risk is simply too great. (Remember Mr. Barnaby.)

The Wall StudentsThe final section I’d like to discuss on your pink handout involves lesson planning. We’re going to start asking you to submit written lesson plans for approval at least one week in advance each week. It’s come to our attention that some of you – and I’ll confess that the English and Social Studies departments are particularly culpable here – have been making explicit or implied connections between subjects you cover in class and events going on in the community, the U.S., or the world today. This is simply unacceptable.

We are not here to manipulate students into thinking or feeling the same way we do about current events, and the only way to safely circumvent any gray area on this is to avoid doing anything intended to make them think or feel at all. Our legal counsel has suggested we leave thinking and feeling up to their parents, clergy, or therapists in order to shield the district from potential culpability. It’s best they not connect with you, that you don’t connect with them, and that nothing you say or do in class – however well-intentioned – connect with anything happening in their lives outside of school or the real world around them.

It’s simply not our place.

Alright, that’s it for the pink handout. Any questions?

Good. Let’s take a short break and when we come back, we’ll be looking at the green handout – “The Importance of Relationship in Learning.” They don’t care how much you know until they know how much you care, amiright?

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Teacher Evaluations (Hammers & Nails)

Reality TV MontageThere’s a difference between caring how well you’re actually doing your job and caring how well you do on official evaluations. Ideally, the two at least overlap – like a Venn Diagram or pop and hip-hop. That’s not always a given, however. In practice, it’s often more like the relationship between reality and reality TV.

I know a teacher I’ll call Mr. Lutum. Mr. Lutum has been teaching forever – long enough that he began to fear he’d grown a bit stale. After some soul searching and a few months of crippling doubt and despair, he decided that if he were going to continue teaching, he at least needed a fresh start and a serious change of scenery.

He took a position in a high poverty, majority-minority district in the building people only work at until they have enough seniority to go elsewhere. Lutum figured he’d put his lofty rhetoric and progressive ideals to the test and see if he actually had the chops to work with kids who are nothing like himself – hopefully without becoming either cynical or patronizing. It was around this time I met Mr. Lutum at a local workshop and we began staying in touch – first just talking teacher talk, and eventually carrying on about other things.

We’re both in northern Indiana, and both of us moved here from other states. One thing we’d noticed is that in ultra-conservative states, the official solution to almost any problem is “punish them more.” If that doesn’t work, “punish them harder” or “punish those around them” pretty much exhausts the limits of legislative imaginations. None of that restorative-nurturing-touchy-feely nonsense here! All problems are nails – poverty, mental health, crime, poor schools, crumbling infrastructure, general malaise and despair. Fortunately, the state has a big hammer and uses it regularly and gleefully.

In their defense, they genuinely believe this demonstrates their concern over social ills and the like. It’s WJWD.

Local governments – right down to school boards and building administrators – have learned that, as middlemen of sorts, they have two basic options. They can become hammers themselves… or end up nails. The practical result of this is that in the local public schools, “accountability” and “high standards” have little to do with figuring out what works, and much to do with demonstrating that bent nails will not be tolerated. (Or straightened.)  

The community is poor, families are broken, the economy is a mess, and relationships between parents and schools, citizens and police, business and society, are largely dysfunctional and periodically hostile. The state is criticized for not doing more to help local schools, who are in turn criticized for not doing more to revolutionize the lives and circumstances of each and every child within their boundaries via grammar worksheets and basic math skills. By way of showing their true commitment to educational progress, the schools shut down for standardized testing nearly every month for at least a few days.  

In their defense, most schools are reacting to state mandates, threats, and demands. Because there are so many things they can’t control – home lives, poverty, culture, lack of interest, a global pandemic – they’ve doubled down on the things they can, which brings us to one of their favorite categories of nails – teachers in low-performing districts. “It’s time to accountability you with some high expectations, beehatch. It would take forever to get to know you and your classrooms, explore the dynamics of your interactions with kids or the systemic challenges you face which prevent you from accomplishing more. What we can do, however, is mandate this pretty impressive rubric to judge your classroom performance based on a 30-minute observation by someone desperate to stay a hammer twice a year.”

Teacher Evaluation RubricTeacher evaluation rubrics usually involve detailed sub-categories cascading for pages under ranking columns with names like “Excellent,” “Adequate,” “Could Be Better,” “My God You Suck,” and “Not Observed.” These are laid out in a giant spreadsheet or in an iPad app with descriptions of where a teacher might land on each measured characteristic.

For example, “Lesson Organization”:

EXCELLENT:  Lesson is clearly laid out with pre-teaching or connection to previously learned materials, new content or skills, and formative or informative assessment to determine the extent to which students have mastered the new material. Instructor demonstrates effective differentiation and connects content and skills to students’ lives, learning styles, and future endeavors in meaningful ways throughout the lesson. Teacher has clear plans for students who excel quickly, who understand adequately, who struggle with the material, or who remain unaware or detached and implements each of these strategies with the appropriate students simultaneously.

ADEQUATE: Randomly insert the word “somewhat” into previous description so the distinction sounds quantitatively meaningful.

COULD BE BETTER: Replace “somewhat” with “rarely” but nod severely as you do to demonstrate thoughtful concern.

MY GOD YOU SUCK: Teacher is moderately conscious and may or may not have traces of drool working its way dramatically down their chin. There is little or no pre-teaching or connection to prior learning and teacher doesn’t appear to know students’ names, personal histories, family stories, emotional issues. Plus, I’d swear there were at least two kids playing on their phones which she totally ignored! Remediation consists primarily of discouraged sighs and instructions to “look, just give me something, OK?” before teacher crawls under desk and weeps in despair.

Teacher StressHere’s the other thing: it doesn’t matter if there’s a pandemic or if every teacher in the building is a Mr. Miyagi, Dewey Finn, or John Keating. “High expectations” means a percentage of them have to be scored harshly because “high expectations.” It’s like a college course being graded on a curve and there were going to be 3 ‘A’s, 10 ‘B’s, 12 ‘C’s, 10 ‘D’s, and 3 ‘F’s no matter how well or poorly individuals might actually do. Oh, and your grade for the entire course is based solely on page 3 of one of the 12 essays you’re required to do that semester.

Last year was Lutum’s first year at this particular school, and – as was somewhat expected – the learning curve was steep. It’s one thing to know the culture and dynamics of a building are quite different than what you’ve experienced before and another to manage those dynamics effectively. As the latest newcomer, he was an unknown quantity and thus had zero credibility in the eyes of most students. He was regularly challenged both directly and indirectly and had to up his game a bit with classroom management and personal interactions. Then came time for formal administrator observations and his first evaluation.

“I normally don’t care about that kind of thing,” he told me. “I’ve always believed that if I’m doing what I think is best for my kids, things like state tests or administrative paperwork either take care of themselves or simply have to be endured. I was a little uncomfortable this time, however, partly because I knew things weren’t going all that well in class, but also because my supervising administrator had shown little interest in getting to know me (or any of the other teachers) beyond periodically walking the halls to make sure we were on duty during passing periods and that our doors were locked during class.”

Lutum was scheduled to be observed during his 2nd period – a class of about 25 freshmen. Halfway through 1st period, an announcement came over the intercom to dismiss all band students for dress rehearsal in preparation to some contest they were attending that weekend. That meant that the 8 – 9 students most likely to participate (or to even know what was going on) were leaving. Normally, Lutum would have changed what he did in class that day to reflect the change of circumstances – try to keep it meaningful for those who remained – but the evaluation rubric doesn’t have a category for “what’s best for the kids actually present.” He’d have to plow ahead and get those boxes checked, students be damned.

Eval StopwatchIt didn’t go well. He was marked down for things like insufficient connections to prior knowledge – despite the evaluating administrator arriving 10 minutes after the lesson started and the kids not actually having much in the way of applicable prior knowledge. Two kids were doing other things on their iPads which he couldn’t see but the administrator could, meaning he lacked “awareness.” Other than that, it was lots of blank stares and hostile body language. (Also, the kids didn’t seem that glad to be there either.)

He spent the next few weeks trying to assemble documentation to get him up to a score that prevented a required “plan of improvement” and vowed to do better in the Spring, knowing he’d not see or hear from his administrator before it was time to schedule the next evaluation.

Then the pandemic hit.

Evaluations last fall were based on his Canvas page, and again he was slammed for things like insufficient differentiation – meaning, I guess, that his prerecorded online lessons didn’t adapt throughout each period to the individual needs and responses of the students who weren’t doing them. He asked his evaluating administrator about this and he was at least sympathetic. “Hey, look – I have to be able to document it to give you ‘Adequate’, and I’m not seeing it. If you can show me something that qualifies, I’d love to change it.

Again he spent a few weeks trying to nudge the score up past “please don’t fire me” and began wondering why he gave up the easy gig in Michigan where everybody loved him and he had tenure.

Since Spring Break, Lutum has had 8 – 10 in person students each period (while still expected to keep up with virtual learning for the rest.) Last week was the first time this year he was scheduled to be observed in person. He made sure there were no extra band rehearsals or major sporting events scheduled and spent the two weeks beforehand trying to establish some classroom dynamics as students began wandering randomly back from virtual learning to in person school. He chose the period right before lunch when students were awake enough to participate but weren’t as hyper as they got after whatever fights broke out at lunch.

A few days beforehand, his evaluator emailed that he couldn’t make it that hour – could they do 1st period? Not wanting to seem insecure or unprepared, Lutum agreed.

Mr. Woodman Trading CardThe day before the visit, the building principal came on the intercom and announced that tardies were out of control and that teachers were to lock their doors when the bell rang – no exceptions. Those students would report to detention for the rest of the period. (1st period, unsurprisingly, has more tardies than any other hour.) That announcement was followed by a list of all the busses running late that day. There were always at least 3 – 4; that day Mr. Lutum estimates it was more like 7.

It had been a few weeks since they’d covered “irony” in class, but maybe that should have been the lesson he’d prepared for observations. Once again, he wasn’t going to have enough students to demonstrate anything on the checklist. Well, maybe Brittney. She’s always there early. Nice kid. Clueless, of course, but enthusiastic. Yeah, allusions and metaphors will go great with just her. The breakout groups activity would be particularly impressive, and her first chance to be group leader. Of herself.

He could have tried to reschedule, but why? Hammers need nails. They have no use for screws, widgets, duct tape, or clamps. At some point the nail has to either stop trying to pull away and accept its fate or figure out how to become a hammer – something Mr. Lutum was unwilling to do.

“Bring it on,” he told me. “I figure no one else is lined up begging for this job. Let’s get the part over with so I can get back to trying to figure out how to help the kids actually in front of me, and if they want to start a paperwork trail to fire me, so be it.”

I guess a single nail sticking up does look a bit like a middle finger. And I’m OK with that.

Postscript: It went fine. Ludum had 5 kids show up and found out later when they saw an administrator in the room most had assumed they were in trouble of some sort. They didn’t have great answers but they upped their game considerably and tried to look attentive (and not like nails). He’d forgotten to tell them what was happening that day and had no idea they’d be panicked by a principal visit. Turns out he’s still learning a few things about his new school.

Hammer & Nails

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