Ahoy:
My brother has said that since I got to Baltimore my blog has become depressing, and I would have to agree with him. Really, who wants to read about the fact that two middle school teachers got punched by students this week - one in the face, and that a couple of fifth graders drew blood in a fight in the cafeteria. Right, no one wants to read that. So I won't write about it.

Musicality:
There are 2192 songs on my iTunes. I'm currently listening to them in alphabetical order, skipping over the audiobook genre. My songs are currently being brought to me by the letter A. Right now I'm on Bernstein's America from West Side Story. Just switched over to American Idiot by Green Day. The alphabetical order provides organized randomness that I appreciate.

Shakira, Shakira:
According to my small girl group who fancy themselves the up and coming Dreamgirls - I look like Shakira. Who knew? This girl group also tried to guess my age - with guesses ranging as high as 40 and low as 14.

Puppies!
I saw an Irish Wolfhound in person the other day. Now I'm a loyal schnauzer fan, but those wolfhounds are beautfiul and I want one, because they are bigger than a Shetland pony. But since I don't have room, or money, don't expect an animal acquisition anytime soon. However, I would like to write a children's book featuring an Irish Wolfhound and a schnauzer - their names are Seamus and Schnitzel.

Speaking of Germany:
The Lives of Others, the little German film that took home an Oscar is amazing and you should stop reading this mindless blog entry and go see it now! Seriously, now! Why are you still here?

Lunch Bunch:
On Thursdays and Fridays, students that have been well behaved the entire week get to come eat lunch with me in the classroom. It seems a small thing, but it's a big deal for them as more often then not the lunch room is a riot waiting to happen, and many days they must have silent lunch - as in no talking, at all. And it's become my favorite time of the week. In the small conversations I get to know the kids a little better. We also read aloud during these times. I'm reading Charlie and the Chocolate Factory to one, and Sideways Stories from Wayside School to another. The kids get really into it, and I think they're starting to see why reading can be fun.

I think I'm going to bake some cookies today. And I'm also going to be checking my blog for comments, because gentle reader, they have been sorely lacking of late. I attribute this to the depressing nature of the blog lately, though I don't think this stream of consciousness business is much better. Still, post a comment or else! I mean that, or I'll bank yo' face. I ain't playing, either.

You tell me:

There are a lot of fights in my school. The spark can be something as little as bumping into someone accidentally, or staring at someone to the bigger ones of calling someone's mother a bitch.

I've said it all year, but my kids came to me with zero coping skills. There was no stopping point between, "I'm mildly annoyed,"and "I'm going to rip your face off." And I can't claim to have made great progress in this area.

Because here's the deal: when you have parents - who present or not, competent or not - remain their kids' greatest influencers telling their children to hit back when someone hits them, and to hit harder, then it's an uphill battle for a teacher.

Everytime I hear a parent tell a child this, or tell me that they have told their child this, it makes me viscerally angry. As I explained to one parent today, after I asked her to recondsider her position (this conference was after her son's suspension for fighting - what else), saying that not only did that place her son in danger, but it placed other children in danger as well and made the school an unsafe place. Furthermore it doesn't give the child skills to fix things with words or compromise. Which is why two of my brightest girls and sweetest girls felt it neccesary after tiffing today to say "Well I'm going have on the ground, you better watch it."

I believe these parents set this kids up for failure, and though I have heard the argument that sometimes in Baltimore the children need to know how to protect themselves, I still think it undermines the student for the parent to instruct the child this way.

The parents of course want it both ways - for the child to "protect" (more often prove) his or herself, but also for the child not to face the consequence. The above mentioned parent told her son to "hit back and [she] would take the consequences". I also encouraged her to reconsider this, reminding her that it was her son who would serve the suspension, and upon whose record the suspension would go, not hers. How much more assine could you possibly be than to say you were going to take the consequences for someone else's actions.

It just depresses me. If you want to know whether we're still going to be fighting wars 20 years from now, all you need to do is ask these parents if they're going to tell the children to hit 'em back and hit 'em harder.

If it's not one thing, it's another - and in the end it's the kids with the swollen eyes, and the missed school, and the daily fear of being hurt, who suffer the disruption of violence and who have to spend more time worrying about who put their hands on whom who suffer. Not the parents, not even the weariest, most discouraged teachers. The kids who are grabbing with hands, unclenched for the briefest of moments the world we are handing them.

Live Wire:

It's been another week in Baltimore. The first week of our standardized testing and yet another week that was hardly quiet. The most notably dramatic thing was a parent assaulting a child (not hers, but someone else's) by repeatedly slamming the girl's face into the side of a car.
After this incident my principal asked if the show "The Wire," would send her money for story ideas, or would want to come film at our school.

The latest season of "The Wire" focuses on Baltimore's school system, and most people that work agree that it's an accurate representation. Even though my school is not the worst in Baltimore, there's still a lot of violence, anger and strife. But in the fourth grade there are moments of grace.

On Thursdays and Fridays, the children who have been well behaved all week come and eat lunch with me in the classroom. We eat and typically read aloud, or sometimes play a game. I'm reading Charlie and the Chocolate Factory to one class, and Sideways Stories from Wayside School. These kids, some of whom were not at all sold on the idea of reading, are slowing hearing the stories come alive and are beginning to comprehend them on their own without a lot of prodding from me. This is very much true from the Sideways group, who pointed out that when the book said a dozen apples it meant 12 and that in order to reverse a magic spell the teacher said it backwards. Well done kiddos.

This week we continue on with the testing, finishing the math portion this week. The fourth graders are making progress, and as the year draws to a close I am beginning to really see that the work is making a difference.