Part Deux.

Returning from yet another assignment at the high school. Overseeing ‘regular’ students, depending on the individuals, the reactions range from abject horror to esteemed enlightenment. Today is a middle of the road day. (Full disclosure: it took me three hours to wake up fully. No reason, just had a very deep sleep.)

 

 I add this post only because the other side of the equation should be examined. There will always be class clowns and malcontents. Extremely few want to be in school. Those folk were addressed somewhat in my previous post.

This is for the marginally studious to the pre-advanced student. They have enough interest to keep attention in class, but possibly too slow to make progress with the pack.  They are aware of their shortcomings, yet continue to persevere given the class clown situation.

In general, they function slightly above the clown level. Not because they’re naturally attract to the form, but by simple amplification of the clown. Omit the clown, the level of quiet goes up, the lesson stands a better chance of completion. Out of nineteen people, I see roughly four that are working. The clown reigns court over the susceptible. The susceptible will struggle over the weekend playing catch-up. The clown will beg for mercy from the regular teacher and be installed and/or promoted for his lack of work.

Substitute teachers do not have to grade a class (usually). We are asked to take notes of behavior and any incidents. It’s a rare situation that we can apply positive responses to those very few who still try.

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