Another school shooting. More children and school staff dead. Video and audio footage of witnesses, survivors, bereaved families, and distraught first responders play on a loop.
Sidebar arguments repeat on television, radio and social media. Readers, callers, watchers hung up on semantics, the rights of gun owners, misleading headlines, and blame, none of which help the dead, none of which help future victims. It's not real discourse. It's slurry.
Memes call for love, demand that teachers carry guns, and fill the screen with lots of American flags, gun-toting patriots, and child-sized coffins. Political cartoons feature past victims welcoming present heroes, with lots of extra room for the future results of gun violence in Heaven. Reruns of cartoons depict teachers shielding children from shooters, scenes which never feature background details such as student artwork, projects, math manipulatives, maps, posters, monkey bars, beanbags or copies of Brown Bear, Brown Bear, What Do You See or history books. Never band instruments, lunch boxes, bike helmets or graffiti-covered folders. Nothing to illustrate the child's world that exists within a school. Nothing to convey the comfort of routine, nothing capturing the excitement of being the star helper, line leader, yearbook editor, or debate team captain. No drawings of the bravery required and demonstrated when reaching out for the monkey bars or reciting lines from a play for the first time. No renderings of the exuberant smiles or furrowed brows worn as students concentrate on their explorations and learning. No sketches of them reading together, encouraging one another, collaborating, singing, dancing or soaking up life. It's a noticeable lack of representation of the thoughts, feelings and experiences that children ought to have in school, the environment that is their home away from home.
Except now there is live streaming. Students interviewing students. Teens, whose lives are in danger, tweeting, calling, texting in real time. If the loss of life touches some part of your soul, the documentary testimony and journalistic recordings made by students will likely leave you feeling shattered and guilty. And they should. Children, innocents, are being shot at. They are dying. They are covered in the blood of their friends, mentors and teachers. They're walking around and through it. And they know we're watching. They know we're watching when we're supposed to be DOING something. They have come to understand that we're not in the mood to hold ourselves accountable, to do our jobs as parents, guardians, advocates, protectors. We're shopping for bulletproof liners for backpacks as if our consumerism is our only way to solve this problem, asking Julia and Joaquin if they'd like the pink one or the gray one. They know what we're implying: we're going to continue to send them to a place where it is becoming more likely they will be shot by someone who should not have a gun. And though we're being judged fairly, few of us seem ashamed. Self-righteousness is more addictive and rewarding than responsibility. Too many are inclined to simply express "thoughts and prayers" ad nauseam. The survivors who scream "KEEP YOUR FUCKING PRAYERS, DO SOMETHING" aren't being disrespectful. Who, other than the hero, is truly worthy of their respect at this point?
I will only speak for myself: I do not want to carry a gun in my classroom. I do not want to store a firearm in my students' learning space "just in case." I do not happen to believe that the only way to deal with violence is with more violence, weapons with more weapons. Imagining a gun in my hand within the classroom that I have purposely created and maintained as a safe place for kindergartners, colleagues, and friends of education makes me ill. I'm no coward, and I'm not a glorified babysitter, soldier, or police officer either. I am a professional educator who happens to think that far too many of my fellow Americans are performing the gun lobby's sales pitch like puppets, either out of laziness or some misconstrued impression that their "freedoms" are being trampled upon, making the protection of their guns more of a priority than the protection of their children. Cowards are people who throw their hands into the air insisting that there's only ever one solution, intent on committing themselves and the rest of us to horrific outcomes. Too many armchair teachers, administrators, and criminologists willfully refuse to allow themselves to realize that students are exposed en masse throughout every school day, not just when they're "safe" inside a building. They ignore the bus line, football field, the outdoor gardens, parking lot, class registration, recess, sporting events, prom and club activities. They inqure about our schools, ooh and ahh over the metal detectors and armed guard located at the entrance (and not any of the other doors) choosing to ignore that on one day or several, students completing a school service activity or a teacher moving his or her belongings into the building or a parent volunteer will leave an exterior door open, or the A/C will give out on an extremely hot day and someone or many someones will open their windows, or the guard will be living in the restroom thanks to the barrage of germs that attack every newbie. It is because of human nature that both our "secure" systems are never 100% effective, and our peace of mind, if assured with all sorts of gadgetry and alarms, is repeatedly reinforced by thinking that we've done enough to protect ourselves and our children.
We haven't.
"TEACHERS SHOULD BE ARMED! THAT'LL SOLVE THE PROBLEM, BY GOD!" "If a shooter makes the mistake of entering my child's classroom, the teacher can prevent or end a bloodbath!" Folks, the only "winners" in this scenario are the gun manufacturers. Instead of regulating guns, they'd very much like to encourage the purchase of more. Instead of preventing guns from getting into the hands of those inclined to use them for violence, they want everyone packing. And because they've somehow gotten a significant percentage of the populace to forget that we're actually capable of solving exceptionally difficult problems without bloodshed, many folks have convinced themselves that my job is to reenact some Shootout at the O.K. Corral scenario, completely disregarding every child's right to learn, grow and thrive in a safe and shielded environment. "Instead of one gun, there should be multiple guns in schools" is not a reasonable standard to which any of us should allow districts to aspire. I refuse to drink the snake-oil being peddled by the gun lobby, and I refuse to accept that one day, a Super Star will have to depict me holding anything other than a book, cup of coffee or THEIR hands in mine:
If we ever needed a paradigm shift, now's the time.
Showing posts with label school safety. Show all posts
Showing posts with label school safety. Show all posts
Saturday, February 17, 2018
Speaking for Myself: I Do Not Want to Carry a Gun in My Classroom
Labels:
child advocacy,
gun lobby,
rant,
school safety,
shootings,
teacher advocacy
Monday, May 19, 2014
A Call for Context
Today I had to take off my teacher hat and put on my mom crown.
Having taught for eighteen years with three children of my own, this isn't the first time the chapeau-switcharoo has had to occur. Conferences, social issues, injuries and illness... I've heard it and dealt with it all. My eldest's seemingly never-ending fascination with all things Titanic... that time when my daughter punched and bloodied a kid twice her size because he tried to prevent her from coming to tell me that he was harassing her... and the ever popular "s/he isn't turning in his/her homework" conversations.
Oh yes. I've been there.
Today was different however, and I've decided to share the story of it with you partly out of professional courtesy, partly out of professional frustration, and partly because I believe education professionals need to be reminded of a parent's perspective regarding the sharing of disciplinary actions in the public school system.
My youngest is a second grader, and has attended the school where I teach since preschool. He was diagnosed early on with developmental and communicative delays, likely caused by contracting pneumonia at two weeks of age followed by surgery while still an infant. He continues to receive speech/language services as well as modeling and practice time with a social skills group. Learning how to express himself clearly and appropriately has been a long term goal for him, set by my husband, myself, and our stellar school team. Now, at age eight, he loves dinosaurs, planets, the mysteries of Egypt, and all things Minecraft. Thanks to the anything-but-petite builds of both me and my husband, The Second Grader is very tall and stocky for his age. It won't be much longer now before football scouts start knocking at our door, if you know what I mean. His size makes his outbursts, exuberance, and silliness seem larger than life compared to many of his classmates.
You. Can't. Miss. Him.
This morning, my instructional time was interrupted when I was asked if I could help handle a situation that arose with The Second Grader not fifteen minutes earlier. Apparently, while lined up outside of his classroom, he was speaking with a classmate, venting his frustration that yet again, his birthday fell during the last week of school, preventing him from being able to enjoy a birthday party during the week. Despite the fact that he's 1) eight years old, 2) into all things Minecraft, and 3) developmentally delayed (most notably in the areas of communication and social skills, with an IEP in place), an adult became greatly concerned after overhearing The Second Grader speaking to his classmate in the hallway, saying something along the lines of how he wished he could "blow up the school so nobody would have to come to school the last week," and then "blow up all of the schools in the country" so no one would have to spend their "birthday week at school doing work."
I know. Deep, slow breath in. Now... exhale.
"Blowing up the school" out of context IS very alarming sounding. I've been a teacher during the time of 9-11, Columbine, Sandy Hook, and other school-related horrors and tragedies. I've been trained in school safety, and performed fire, tornado, and intruder drills with my students. I have been fortunate enough to have been partnered with parents and families who have protected their kindergartners from the terrifying images, sounds, and reports of terrorist attacks and unexplainable massacres in real time and when rebroadcast year after year. I too, have protected not only my students, but my own children from details of the atrocities that humanity can wreck upon itself.
I know.
Though ~not~ a "credible threat," The Second Grader's comments initiated a DEFCON threat level response from the adults around him. Not quite DEFCON 1, but certainly not DEFCON 4. His comments weren't questioned, nor was the context determined by the adult who overheard them. His comments without context were reported to his teacher. His teacher, concerned that the comments would be shared elsewhere before she could address them had to make sure that higher ups were aware that the comments had been made and that she would be getting more information about what had transpired in the hallway between the Minecraft-savvy students. Adults other than myself were notified and asked to intervene, despite the fact that I am only four doors away.
Thank goodness for professional courtesy. One adult came straight to me to ask how to proceed. You can imagine my confusion and my concern as I had to rapidly downshift from teacher to parent unexpectedly. Appreciative that my aide could take over calendar and story time, I was able to leave the room to question two of the folks involved, though not the adult whose concern initiated the scene. The Second Grader admitted saying he wanted to "blow up the school." When I asked him why, he replied "because it's my birthday this week and A-G-A-I-N, I don't get a party until it's the weekend. I don't like having my birthday during school." When I asked if he wanted to blow up our school, or our school that he would build in Minecraft, he replied "The school in Minecraft. I can build it exactly like this one, and have lava explode from a volcano, or have it flood, or make it explode from bombs. I don't know how to make real bombs, but you can get bombs in Minecraft to get rid of stuff so you can build again."
Context.
What eight year old would express him or herself with "Oh, I strongly dislike having my birthday during the school week. Do you think we could ask the principal if all of the students could just take the week off so that we could celebrate our birthdays and have parties like we want to? Perhaps we can open up this topic for debate and a vote utilizing Robert's Rules of Order?"
You've likely heard something similar to what The Second Grader is purported to have said. Your children have said things like it to their friends. Perhaps in your youth YOU even muttered something along the lines of "Oooooh, I can't stand my mom. She won't let me go to the mall today. I wish she'd just die" or "I could just KILL my dad, he's driving me crazy over prom!" Children reference what they know as they learn how to navigate not only their feelings but how to express them. My son knows Minecraft. I knew Friday the 13th and Nightmare on Elm Street movies (and so did many of you). You didn't really drive a bowie knife through your father's chest because he was stressing out over a formal dance, and I didn't invite Freddy Krueger over for tea and crumpets with my mother because she didn't like a boy I thought was cute. Similarly, The Second Grader isn't going to track down ordnance in order to blow up a building so he and every other child can stay home and enjoy birthday cake, presents and a party on their weekday birthdate.
Unfortunately, thanks to events such as Columbine and Sandy Hook, adults now believe they must respond immediately and severely for the good of the many, often at the expense of the individual. Parents are forced to expose our children to details of adult fear and horror so that they won't unknowingly risk accidentally crossing a line in places like school, day care centers, or play dates. Educated professionals, who are supposed to be schooled in child development and psychology are trained to react first, and ask questions for clarity, understanding, and context for appropriate interpretation later. What a relief it is, knowing that my son's innocence, lack of experience, and peace of mind were sacrificed for the good of his classmates and teachers, those folks who were never truly in danger anyway. Common sense has given way to hysteria, and the professional trait of knowing when to immediately react and when to calmly respond is nowhere to be found.
Too bad for the child who ate around the edges of his Pop Tart, identifying what was left over as a gun shape. If only he had shared that it also resembled the letter "L," or the states of Idaho or Florida. If only the adults responsible for the guidance of his lifelong learning experiences had taken a breath, controlled their internal fears and biases, and taught him how to recognize alternate possibilities and forms for his creation, utilizing acknowledgement, redirection, and encouragement to explore other possibilities.
You know, those things that we as educators are supposed to do.
Having taught for eighteen years with three children of my own, this isn't the first time the chapeau-switcharoo has had to occur. Conferences, social issues, injuries and illness... I've heard it and dealt with it all. My eldest's seemingly never-ending fascination with all things Titanic... that time when my daughter punched and bloodied a kid twice her size because he tried to prevent her from coming to tell me that he was harassing her... and the ever popular "s/he isn't turning in his/her homework" conversations.
Oh yes. I've been there.
Today was different however, and I've decided to share the story of it with you partly out of professional courtesy, partly out of professional frustration, and partly because I believe education professionals need to be reminded of a parent's perspective regarding the sharing of disciplinary actions in the public school system.
My youngest is a second grader, and has attended the school where I teach since preschool. He was diagnosed early on with developmental and communicative delays, likely caused by contracting pneumonia at two weeks of age followed by surgery while still an infant. He continues to receive speech/language services as well as modeling and practice time with a social skills group. Learning how to express himself clearly and appropriately has been a long term goal for him, set by my husband, myself, and our stellar school team. Now, at age eight, he loves dinosaurs, planets, the mysteries of Egypt, and all things Minecraft. Thanks to the anything-but-petite builds of both me and my husband, The Second Grader is very tall and stocky for his age. It won't be much longer now before football scouts start knocking at our door, if you know what I mean. His size makes his outbursts, exuberance, and silliness seem larger than life compared to many of his classmates.
You. Can't. Miss. Him.
This morning, my instructional time was interrupted when I was asked if I could help handle a situation that arose with The Second Grader not fifteen minutes earlier. Apparently, while lined up outside of his classroom, he was speaking with a classmate, venting his frustration that yet again, his birthday fell during the last week of school, preventing him from being able to enjoy a birthday party during the week. Despite the fact that he's 1) eight years old, 2) into all things Minecraft, and 3) developmentally delayed (most notably in the areas of communication and social skills, with an IEP in place), an adult became greatly concerned after overhearing The Second Grader speaking to his classmate in the hallway, saying something along the lines of how he wished he could "blow up the school so nobody would have to come to school the last week," and then "blow up all of the schools in the country" so no one would have to spend their "birthday week at school doing work."
I know. Deep, slow breath in. Now... exhale.
"Blowing up the school" out of context IS very alarming sounding. I've been a teacher during the time of 9-11, Columbine, Sandy Hook, and other school-related horrors and tragedies. I've been trained in school safety, and performed fire, tornado, and intruder drills with my students. I have been fortunate enough to have been partnered with parents and families who have protected their kindergartners from the terrifying images, sounds, and reports of terrorist attacks and unexplainable massacres in real time and when rebroadcast year after year. I too, have protected not only my students, but my own children from details of the atrocities that humanity can wreck upon itself.
I know.
Though ~not~ a "credible threat," The Second Grader's comments initiated a DEFCON threat level response from the adults around him. Not quite DEFCON 1, but certainly not DEFCON 4. His comments weren't questioned, nor was the context determined by the adult who overheard them. His comments without context were reported to his teacher. His teacher, concerned that the comments would be shared elsewhere before she could address them had to make sure that higher ups were aware that the comments had been made and that she would be getting more information about what had transpired in the hallway between the Minecraft-savvy students. Adults other than myself were notified and asked to intervene, despite the fact that I am only four doors away.
Thank goodness for professional courtesy. One adult came straight to me to ask how to proceed. You can imagine my confusion and my concern as I had to rapidly downshift from teacher to parent unexpectedly. Appreciative that my aide could take over calendar and story time, I was able to leave the room to question two of the folks involved, though not the adult whose concern initiated the scene. The Second Grader admitted saying he wanted to "blow up the school." When I asked him why, he replied "because it's my birthday this week and A-G-A-I-N, I don't get a party until it's the weekend. I don't like having my birthday during school." When I asked if he wanted to blow up our school, or our school that he would build in Minecraft, he replied "The school in Minecraft. I can build it exactly like this one, and have lava explode from a volcano, or have it flood, or make it explode from bombs. I don't know how to make real bombs, but you can get bombs in Minecraft to get rid of stuff so you can build again."
Context.
(photo here)
What eight year old would express him or herself with "Oh, I strongly dislike having my birthday during the school week. Do you think we could ask the principal if all of the students could just take the week off so that we could celebrate our birthdays and have parties like we want to? Perhaps we can open up this topic for debate and a vote utilizing Robert's Rules of Order?"
You've likely heard something similar to what The Second Grader is purported to have said. Your children have said things like it to their friends. Perhaps in your youth YOU even muttered something along the lines of "Oooooh, I can't stand my mom. She won't let me go to the mall today. I wish she'd just die" or "I could just KILL my dad, he's driving me crazy over prom!" Children reference what they know as they learn how to navigate not only their feelings but how to express them. My son knows Minecraft. I knew Friday the 13th and Nightmare on Elm Street movies (and so did many of you). You didn't really drive a bowie knife through your father's chest because he was stressing out over a formal dance, and I didn't invite Freddy Krueger over for tea and crumpets with my mother because she didn't like a boy I thought was cute. Similarly, The Second Grader isn't going to track down ordnance in order to blow up a building so he and every other child can stay home and enjoy birthday cake, presents and a party on their weekday birthdate.
Unfortunately, thanks to events such as Columbine and Sandy Hook, adults now believe they must respond immediately and severely for the good of the many, often at the expense of the individual. Parents are forced to expose our children to details of adult fear and horror so that they won't unknowingly risk accidentally crossing a line in places like school, day care centers, or play dates. Educated professionals, who are supposed to be schooled in child development and psychology are trained to react first, and ask questions for clarity, understanding, and context for appropriate interpretation later. What a relief it is, knowing that my son's innocence, lack of experience, and peace of mind were sacrificed for the good of his classmates and teachers, those folks who were never truly in danger anyway. Common sense has given way to hysteria, and the professional trait of knowing when to immediately react and when to calmly respond is nowhere to be found.
Too bad for the child who ate around the edges of his Pop Tart, identifying what was left over as a gun shape. If only he had shared that it also resembled the letter "L," or the states of Idaho or Florida. If only the adults responsible for the guidance of his lifelong learning experiences had taken a breath, controlled their internal fears and biases, and taught him how to recognize alternate possibilities and forms for his creation, utilizing acknowledgement, redirection, and encouragement to explore other possibilities.
You know, those things that we as educators are supposed to do.
Labels:
family,
professional judgement,
rant,
school safety
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