Disruptive Students Shock Syndrome

ecastro flickr.com

Photo by ecastro flickr.com

Disturbed by nightmarish anxiety, it might have been a mild form of PTSD, I woke from a dream realizing that I was once again a fresh, idealistic teacher confronted by a mob of snotty, bratty, uncooperative students. It did not matter that it never really happened exactly that way, this was my perception. In the vision, I was forced to start the first class of the year in an octagonal-shaped room, which I mentally noted was probably the catalyst for the surly mood of those students. Anything so unconventional or novel in setting can destabilize standard protocols. Once again, I felt the rush of stressful adrenaline, as my fright or flight impulse responded to a mix of bombardments from students who could care less about school and me.  I just wanted to be “nice” and expected compliant, eager to learn pupils in Social Studies.

Many teachers are probably still feeling this distress, and may not have the solutions that I found to be most useful when confronted by aggressive, non-cooperative, and unmotivated students. Knowing that there are great resources, I thought that this would be a good time to share my tips.

My next realization upon rising, was to reflect on what I could have done better. I suppose reflection has become a habit after so many years and lessons, and I mentally corrected my response to the situation.

With the aplomb of Cruella de Vil, I politely and somewhat sinisterly responded to the student apparitions, “Well, we are going to have fun this year!” Spoken with such confidence to mean, “You can’t show me anything I don’t already know,” and I leave them wondering why I am not intimidated by them. I do not implore their attention, I expect it. I earn it, because our class is so awesome, so relevant, so engaging. It is as if I said to them convincingly, “You will see, you will see!”

And so I reveal to you in order of my preference, the three most outstanding, life preserving books chock full of strategies and wisdom for teachers who could use a boost of life force in classroom management.

Fred Jones—Tools For Teaching
Richard L. Curwin, Allen N. Mendler, Brian D. Mendler—Discipline With Dignity: New Challenges, New Solutions
Harry K. Wong, Rosemary T. Wong—The First Days of School

It’s a good time of year to try something new, shake it up, keep students guessing what new spark of novelty you bring to your class. It can take a multitude of forms, but the point is to do something new! Celebrate your class community. Make it reflect the best aspirations because everyone wants to belong and be a part of something significant and productive.

Difficult Days and Dua’a

Winter in my backyard. Difficult Days and Dua’a 

Written Friday night, February 22, 2013–Purulent nasal discharge and an internet glitch blocking further productivity, I’m nursing a nasty head cold. Wanting to maintain prolific gains of the week after designing presentations and writing their associated research papers, I cycle working a little, napping a little, to appease the swell of ambition egging me on. With so much I wish to do, and the frustration of not having stamina to sustain effort for long, I’m mindful to be patient and seek some good in it.

Compounded by the travails of winter, and stressors of all kinds, my heart holds an element of gratitude that those closest to me remain whole, basically healthy, and have positive expectations. Yet, I know of two young girls who have debilitating autoimmune diseases that struck hard. One can’t help but feel sad that they and their families suffer; yet, what can help bring relief from such trials?

Referring to an article by Yasmin Mogahed, titled “Dealing With Hardship” in Islamic Horizons, I found a firm inspiration to share. She began by citing the story of Asiyah, the righteous wife of renowned Pharaoh who pursued Moses and succumbed by drowning in the Red Sea. One of the most brave and virtuous women, she is mentioned in the Qur’an, “God sets forth an example for those who believe—the wife of Pharaoh who said: ‘My Lord, build for me with Thee a house in heaven, and save me from the Pharaoh and his doings, and save me from an unjust people.’” (Qur’an 66:11)

Mogahed continues in her article to reveal that she had recently faced a difficult test, and she asked people for their sincere dua’a, their supplications to God for her. She wrote, “And the beauty of having righteous, angel-like souls as your company is something priceless.” Of special strength and significance to her was a text message she received that read, “May you be shown your home in Jannah (heaven) so that any hardship is made easy on you.”

As Asiyah was bound to the most horrific husband, and as Ibrahim (Abraham) was pitched into fire for contesting with his elders that their idols were false gods, it is written that Asiyah smiled when Pharaoh tortured her and the fire was made to feel cool for Ibrahim, who did not burn.

For those skeptics, it must be acknowledged that “With every difficulty, there is relief.” (Qur’an 94:5) I can also attest that when I have come to points whereby I did not have the fortitude to prevail, when all was seemingly hopeless, painful, and gloomy, that when I deeply sought relief, it came. For me, I do believe in the power of prayer; and even if we are not the ones in dire straits, perhaps we have an obligation to others. Maybe we are also meant to help each other, through sincere dua’a. It binds us, keeps our hearts soft, supports us in tough times knowing that people care; and if we choose to believe, that there is hope for recovery, remission, healing.

“Everything for a reason,” I say, not believing in coincidence, but rather in destiny. With that, my dua’a are ways to express what little power I have. Perhaps that is why I’m sick today, because I’ve been heavily making dua’a for a lot of people, as I empathize with their dilemmas. Maybe it is useful for me to feel energy depleted, chapped, and needing a recharge from the One who can provide everything without measure, and once again thrill in the surge and return of creative drive, vigor, and secure relief from strife.

Saturday afternoon, February 23, 2013–After lots of garlic, chicken broth, hot tea, and rest…I felt that surge back to about 80%…”With every difficulty….”

For it is He who sends the winds bearing glad tidings before the rain-showers of His mercy–until when they lift heavy clouds aloft, We drive them to a lifeless land. Then upon it, We send down water, Then We bring forth with it fruits of every kind. Thus do We bring forth the dead, so that you may become mindful of your won resurrection.–(Qur’an 7:57)

High Performance Education Systems: Expert Thinking and Complex Communication

2013-02-04_14-50-00_457 Gift from Sr. Wan, Iqra Academy near SLC

A casualty of America’s reliance on high stakes testing has been the cutting of courses other than Math, Science, and Language Arts by budget minded bureaucrats. Yet, while the value of the tested material is recognized, to marginalize the wide array of other subjects somehow diminishes the level of civilization.

Historically, we have seen a pattern from ancient times that in peace there flourished art, literature, and architecture, while in war and times of anarchy it simply was impossible to cultivate. People merely struggled to survive. Are we slipping?

Education expert E. D. Hirsch wrote, “[education] attained by studying a rich curriculum in math, literature, science, history, geography, music and art and higher level skills in context…there is a scientific consensus that academic skill is highly dependent on specific relevant knowledge.”

Incorporating a wide variety of learning opens doors to deeper understanding, creativity, and problem solving capacity. This is exactly what the world needs in the future, and education professionals must provide it now. For while many menial jobs are exported to countries with cheaper labor—thereby raising a larger, global, middle class—and robots increasingly tackle  jobs previously performed by humans, we need to prepare our students using high performance education systems that feature a wide spectrum of valuable cognitive content. These can be summarized as the liberal and fine arts. We are about to take education of humans where computers cannot go. That is, we teach the “gray areas,” those that incorporate values, ethics, and judgment that necessitate heuristics.

For example, take the student whose friend asks for last night’s homework. Being a loyal friend, one would be inclined to share and help a buddy. Yet, would our students judge that acquiescence as ethical or not? Would they pursue a logical analysis to question if their compliance could be construed as sharing guilt? This is the specialized domain of a parochial education, as the public school system is struggling to maintain basic skills and rudimentary performance of the masses. I challenge argument!

Let’s recognize that we cannot afford for our Islamic schools to slide down and ignore the manners, values, and critical analysis of choices and responsibilities of individuals. We must not narrow and dumb down the scope of our curriculum offerings in exchange for elevated standardized test scores removed from relevant application. Insight toward the complexities of thought and excellence in articulation across a variety of modes is the ticket to a true high performing education system.

Elements that keep us employed and economically viable are our abilities to utilize Expert Thinking and Complex Communication. There are two categories of Executive Skills which are recognized as valuable components to success and brain development.

Promoting Expert Thinking incorporates pattern recognition, perceiving relationship, and problem solving. These are cognitive skills.

Complex Communication is performance based. Students can demonstrate ability to confer understanding beyond declarative learning. They incorporate listening, analyzing, evaluating, and conveying information via a multitude of modes. While it is still evident that many of our students need more development in their writing, it is also relevant that they must learn oral articulation skills, graphic representation, technology based skills, and artistic means to effectively broadcast the products of their analysis.

This is where Active Learning, as designed by the instructor answers:

  • Why and how the lesson fits previous learning?
  • How is this relevant and interesting to motivate students?
  • Is movement incorporated for the students during the lesson?
  • Do students verify competence in the learning goals?

As you see, the intelligent design of lessons is imperative to an optimal outcome, but I question if Islamic school teachers will rise to the call? I wonder if many instructors are still in “survival mode” struggling with class climate and management issues. Certainly, involving students in deeper levels of learning can keep misbehavior at bay, but it can only be done when there is a window of order, clarity, and trust in a collaborative classroom. The journey to higher levels of learning must be preceded by focus of minds and cooperation among the class community, and especially weekend schools would benefit from this realization. Much can be done to improve the school environment, but willingness from administration to diligently strategize a campaign with all stakeholders to prioritize school climate is necessary. This is also where seeking professional guidance is worthwhile so that your school can aspire to developing a high performance education system.

Last night, my eldest son gave me some critical analysis of my blog structure and website. When time permits, I want to redesign and make it more functional as a resource for Islamic school professionals and people who work with Muslims in their communities.

Please give content suggestions so I can incorporate them in a new design. Not that I am so tech savvy or have the means to pay a web developer, but I guess it’s finally time to learn more about the backside of web design. It may take awhile…

Last weekend was my first visit to Salt Lake City, as I flew in to do professional development at the Utah Islamic Center where full-time and weekend school teachers from Iqra Academy met along with members of the local Bosnian organization. Iqra Academy is the only accredited Islamic school listed in Utah, and they presently serve up till 5th grade. I truly enjoyed meeting everyone and found the mountains calling me beyond. Such an inspiring setting; I wish to have stayed longer for skiing. Thanks for your hospitality!

The only downside was that I caught glimpses of Superbowl at the first touchdowns by Baltimore, and San Francisco’s after the blackout when changing planes in Phoenix. It was however, an opportunity to read Forbes and ASCD’s Educational Leadership. Now, as freezing rain and bits of snow pelt us, it’s back to preparing for the Common Core presentation. Hope you have a chance to register for the ASCD preconference at the ISNA-CISNA Education Forum in Chicago!