Troublemakers

    Reading the Preface and Introduction to Carla Shalaby's Troublemakers raised some familiar questions that have lingered in the education world for decades. Right off the bat, I liked that Shalaby stated that she cares about the lives of the children at school because she is an educator, but she also cares about the students because she is a human being. I relate to this because oftentimes, in a classroom, the teacher can become robotic, or I have had experiences where a teacher has little to no feelings, and you can tell they do not want to be there. "Classrooms must be a place in which we can practice freedom." (16). As future educators, we need to listen to Shalaby and create spaces for young people, by young people, so we can engage our youth to practice their power. Although there obviously will be some disconnect in the ages, if you take the time to learn about your students and create meaningful, trusting relationships with them, the world is ultimately your oyster. If you fail to do so, those students you fail to connect with will continue to fall through the cracks and become a statistic. Frequently, students who struggle in school or act out are considered "troublemakers" due to indifferences in the way they learn that do not fit the curriculum in school, requiring more support from the school and teacher, which is not always available. I think students are falling through the cracks due to many underlying circumstances that can not all be placed on the teacher to fix. Teachers are trying their best to teach up to 30 students at once, and they are only one person, so obviously, not everything will be perfect, but you know a vital difference between a teacher who cares. Teachers cannot be everywhere at once to help their students, but they can try their best to continue to promote positive thinking and ask for resources if needed when they are struggling. 

    Having to focus all of your attention on one student who continuously is disruptive and noncompliant with any rules or authority is mentally and physically draining. Additionally, teachers are expected to teach their other students while struggling with just one. Knowing that there is little to nothing to be able to do to help the child is frustrating, but there will be excellent days and awful days in a classroom. But you have to remember you will get to go home after this, and one bad day, week, month, or even year does not define you as an educator. In my FNED 101 class this week, we talked about constructive criticism and how difficult it is to receive it, but no one talks about the anxiety around being the one who has to give it. You never know how a child, parent, coworker, or administrator will react to you offering advice or voicing concerns in the classroom or the school. Although teachers often get frustrated with how schools function, it is time for reform and/or a shift in schools. I am in no way, shape, or form trying to eliminate every rule or day-to-day schooling activity. Still, some regulations and other implications may need to be implemented to help educators and administration.