“How’s the new program working?”
I’m standing outside my classroom door, as I’m required, ready to greet my students as they walk in the classroom door. I’m tired, and I have a terrible head cold. This is not improved by having our dean of academics come up and ask me this question.
“Fine,” I say shortly, then turn to say hello to one of my surly students who is trudging in. He steps between Mr. Slater and me without any acknowledgment of the greeting.
“So it’s going well?” Mr. Slater asks.
“If they would work,” I respond. I really don’t want to talk to Mr. Slater, now or any time. The class period that’s about to start is my worst-behaved class, and this new “program” is the district’s response to my request for an interventionist to come in and work with my students who clearly can’t read well. Rather than sending the STATE REQUIRED PERSON IN, they decided to implement another computer program, in addition to the one I’ve already been doing. This will teach the kids to read – not the study-proven one-on-one help that we’re supposed to be providing already.
So yeah, I’m unhappy with Mr. Slater, with his smug, stupid little goatee and lack of email response. I’m unhappy with the school and their general half-ass measures. This program was his brilliant idea.
“So what are you doing to make them work?” he asks.
I cough violently. “What?” I say.
So what am I doing to make them work, besides standing over them, constantly redirecting and reminding them of their grades? I’ve been threatening their families and bribing them with illegal substances? I hear that works.
Luckily, the bell rang. "Sorry, I have to start class now," I say to Mr. Slater. I walk inside and close the door in his face.