Dear we are teachers,
I have a stutter and it’s mostly under control, but it gets worse when I’m nervous or stressed. I’m in my first year of teaching so obviously stress activates it often. The principal called me and said that I needed to “work on” it because parents were complaining that it was making it difficult for students to understand me. I was too scared to argue, but I needed the principal to know that I couldn’t take this seriously. How can I approach the conversation with him without seeming combative?
—Would you like to cure your baldness?
Mr. WDYWOYB
First of all, I laughed out loud at your admission. wonderful.
Employers cannot legally require stuttering improvement. This is disability-based discrimination under the Americans with Disabilities Act (ADA). It is illegal to require modification of a protected characteristic, such as a language disability, as a condition of employment.
If you don’t want to make waves (although this can work), be sure to include the federally protected language and email that information to your principal. It’s not combative. In fact, the principal should kiss your feet that you weren’t actually combative because of your job.
If you don’t mind shaking things up (which also works), I’d suggest contacting an employment discrimination attorney to see what you’re dealing with. I don’t like the idea of school leaders so confidently asking us to change characteristics that we have no control over. What other conditions can you confidently ask your employees to change or hide?
Dear we are teachers,
My school has started a new program called “The Collective Good.” This means that once a month, teachers, staff, and administrators all do something special for the greater good of the school. I really love my school and this idea. However, I don’t have the luxury of taking on the “big” projects that many teachers do. Someone on my team is starting a vegetable garden, and another teacher is leading an after-school theater program. All of my “once a month” ideas seem to pale in comparison. What can you do once a month that isn’t overwhelming but still makes a meaningful impact?
—My collective good needs improvement
Dear MCGNI
These teachers are doing incredible things! But they go far beyond the “once a month” request. I believe these are programs that teachers have already wanted to start. They needed the support of this “collective good” program.
Please let me talk. After my son was born, I quit almost everything I was involved in, including neighborhood groups, clubs, and volunteer work. Because for the rest of my maternity leave, and maybe forever, I just wanted to stare at my baby and smell his head. When I told my friend that I felt guilty about this, she said, “I feel guilty about this. “Those groups belong to someone else for now. You seem to be asking yourself, ‘What should I give them now?’ This is the answer. And that’s the correct answer. ”
So please ask yourself. “What do you have to give me now?” Perhaps it’s an uplifting student art project about kindness. Or, once a month, the teacher’s restrooms may be cleaned with premium soap. Or decorate the new person’s parking lot with chalk. Whatever you decide will be the correct answer.
Dear we are teachers,
This is my first year teaching World Geo and APUSH at a high school. Here’s my question. What do you do when your “A” obsessed kids are stalking you for extra credit? Every time they take a test or quiz, they give you extra credit for less than a perfect score. I have some kids who send me tons of emails requesting things. I respect their hard work, but it means more work for me. Can you eliminate extra credit opportunities?
—Take your time, kiddos.
Dear SYRK
Consult with your department chair or administrator to eliminate or limit extra credit opportunities. I suspect there is a departmental policy regarding additional credits that you may not be aware of. They can also give you advice on how to get your message across. After all, these students are used to getting good grades quickly. Removing it without warning can cause a shock to your system (and its GPA).
I was in a similar situation one year when I was offering unlimited extra credits. The following year, I changed things. I told my students in August that I would give them one large extra credit project at the end of each semester. (I announced it early to avoid conflict with the final exam). That grade replaces one of the lowest test/project scores on your report card. The students knew I would only give them extra credit once, so they didn’t ask. The opportunity appears to have worked out well for those who took advantage of it. As food for thought.
Have a burning question? Email us at askweareTeachers@weareTeachers.com.
Dear we are teachers,
Well, I can’t believe I’m hearing this, but it is what it is. When I noticed that one student’s handwriting and writing skills improved dramatically overnight, I asked the student, “Did an adult help you with this?” He quickly said: “Oh, my mom didn’t just help me. She did it for me.” When I called her home and asked, she casually confirmed, He gave it to me. After a long silence, I said that homework is meant for students to complete. She said she didn’t have time that night and that she “has the right to help my child with homework to the extent I wish.” nice. I didn’t know what to say, so I suggested we meet in person and we scheduled a meeting for next week. What should I do about this?
–Am I on another planet?
