March 2008
Vol 5 No 3

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Teachers.Net Gazette Vol.5 No.3
March 2008
Cover Story by LaVerne Hamlin
Show Me The Money!!!
If you can develop a lesson plan for your class, then you can write a grant. Here's how!

Harry & Rosemary Wong
Effective Teaching
Coaching is six times more effective than class-size reduction

»A System Is Superior To Talent Marv Marshall
»What Writing Isn’t Cheryl Sigmon
»The Busy Educator's Monthly Five Marjan Glavac
»Privacy in a Technological Age Rob Reilly
»10 Tips for Difficult Parents Barbara & Sue Gruber
»Problem-Based Learning Hal Portner
»Understanding Autism Leah Davies

»Spaceship Toilets
»March 2008 Writing Prompts
»Internet Assisted Interactive Classroom
»Our Civility Footprint
»First Grade Family Reading Night Meets Speed Dating
»Your Students Are Watching, Listening, and Learning
»Teachers Lounge - To Go or Not to Go?
»Retirement Guide for Teachers
»Daily Lessons: Humility

»Chatboard Poll: So What About Homework?
»Teachers.Net Craft Favorite: Arrow to the Sun
»Featured Lessons: March 2008
»Video Bytes: Merit Pay; Tai Chi; Asperger's and More
»Today Is... Daily Commemoration for March 2008
»Live on Teachers.Net: March 2008
»The Lighter Side of Teaching
»Editor's Pick: Picturing America Program
»Apple Seeds: Inspiring Quotes for Teachers
»What Do You Want In A Co-Op Teacher?
»Newsdesk: Events & Opportunities for Teachers


The Teachers.Net Gazette is a collaborative project
published by the Teachers.Net community
Kathleen Alape Carpenter
Editor in Chief

Cover Story by LaVerne Hamlin

Effective Teaching by Harry & Rosemary Wong

Contributors this month: Dr. Marvin Marshall; Cheryl Sigmon; Barbara & Sue Gruber; Marjan Glavac; Dr. Rob Reilly; Barb S. HS/MI; Ron Victoria; Brian Hill; Leah Davies; Hal Portner; Tim Newlin; Barb Gilman; James Wayne; P.R. Guruprasad; Todd Nelson; Addies Gaines; Pat Hensley; Alan Haskvitz; Joy Jones; and YENDOR.

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Bill Page

At-Risk Kids
Archive | Biography | Resources | Discussion

Your Students Are Watching, Listening, and Learning

Kids are never NOT learning, and the lessons they learn aren't always the ones teachers intend
by Bill Page
Regular contributor to the Gazette
March 1, 2008

When you were teaching fractions to Anthony, you made a sarcastic remark.

I knew immediately it was okay for me to ridicule and chide Tony, too.

When Jeffery was late, he explained the problem, but you punished him anyway.

I learned that you really don’t care about kids’ reasons--just your rules.

When you put “Zero” on the worksheet Juanita told you she didn’t understand,

I could tell that only grades, marks, and correct answers really matter.

When you rolled your eyes at Jason’s explanation for not doing the worksheet,

I knew you don’t believe explanations or care about kids’ reasons.

When you shouted angrily because Gary got out of line to tie his shoe, I learned

that shouting and anger are the way to handle deviation or misbehavior.

When you explained clearly, “I will give the instructions once and only once”,

I knew when I didn’t understand instructions; all I could do was to flunk.

When you stared at me as though I were stupid to ask permission to turn an

assignment in late, I decided never to ask permission for any reason.

When you included trick questions and included material you said would not be

included on the test, I knew I couldn’t trust you. I saw no reason to study.

When I got an F on the first assignment in the new unit, I had to give up trying.

I knew that future assignments and tests could only get more difficult.

When you knew I was trying to ask a question and you deliberately ignored me,

I knew it was no use to expect help or consideration next time I need help.

When you told Jeffrey he couldn’t be trusted and that you didn’t believe him,

I was certain that you intended that message for me as well.

When you scare me with your mean looks and with yelling loudly in my face,

I can only think about how I hate you and know that I will forever.

When my stomach churns and my eyes tear-up waiting for tests to be returned,

I act like grades don’t hurt and like I don’t care about tests; but I do.

When you talk to my mother, adults, and other teachers, you are so nice,

Why have you never talked to me in a pleasant voice like that?

Don’t worry if kids aren’t learning the lessons; they are always observing.
I watched, listened, and learned a lot by being in your class. I thank you.

» More Gazette articles...

About Bill Page ...

Bill Page, a farm boy, graduated from a one-room school. He forged a career in the classroom teaching middle school “troublemakers.” For the past 26 years, in addition to his classroom duties, he has taught teachers across the nation to teach the lowest achieving students successfully with his proven premise, “Failure is the choice and fault of schools, not the students.”

Bill Page is a classroom teacher. For 46 years, he has patrolled the halls, responded to the bells, and struggled with innovations. He has had his share of lunchroom duty, bus duty, and playground duty. For the past four years, Bill, who is now in his 50th year as a teacher, is also a full time writer. His book, At-Risk Students is available on Abebooks, Amazon, R.D. Dunn Publishing, and on Bill’s web site:

In At-Risk Students, Page discusses problems facing failing students, “who can’t, don’t and won’t learn or cooperate.” “The solution,” he states, “is for teachers to recognize and accept student misbehavior as defense mechanisms used to hide embarrassment and incompetence, and to deal with causes rather than symptoms. By entering into a democratic, participatory relationship, where students assume responsibility for their own learning.” Through 30 vignettes, the book helps teachers see failing students through his eyes as a fellow teacher, whose classroom success with at-risk students made him a premier teacher-speaker in school districts across America.

Bill Page Columns on Teachers.Net...

Related Resources & Discussions on Teachers.Net...