One time in Mrs. Smith's French class, everyone was talking and messing around and she had enough.  She tried to get the class to quiet down but for some reason, we were so loud.  She finally told Todd Litzelfelner to go to the principle's office and bring back the paddle.  I guess she was going to use the paddle to threaten us by setting on her desk.  So Todd being Todd misunderstood her and thought she said go down and get a paddling from Mr. Vanada.  You see, he was talking in class as well and thought he was in trouble. 

Off goes Todd to Mr. Vanada's office.  He gets there and says that Mrs. Smith wanted him to get a paddling.  Mr. Vanada thought that Mrs. Smith was so upset that she couldn't even paddle him.  So Mr. Vanada really laid it on.

Well Todd arrives back in class holding his behind.  Mrs. Smith says, "Todd, where's the paddle?"   Todd replies, "What do you mean, where's the paddle?  I had Mr. Vanada paddle me."  The class laughed in an uproar.  "Todd, I just wanted you to go and get the paddle and bring it back to me", Mrs. Smith stated. 

So Todd left school that year with a paddling I.O.U. from Mrs. Smith.

That was hilarious, and I can just picture Todd doing that.  I also remember 23 Freshman butts in the hall with one lick each when they defied Ms. Anita Allman, (me)

Although many 1982 PHS class  members deserved some type of discipline (myself included), I am relieved that we now live in a society where adults cant hit children with boards without going to jail. 

When I began teaching at Greenway, the biggest threat i ever had to make was, "Do you want me to call your parents.  That was in 1968  From what I hear today the common threat in a classroom is, I'll tell my parent.  As far as those Freshman rears, they all chose to deliberatly break a rule that was punished by one paddling lick.  I even heard that my 6th hour English class was going to do the same, so I walked in their classroom before beltime holding my arm and said.  My arm is a little sore but Coach Winberry has agreed to take all or any future paddlings, today.  The simple rule was be in your seat when the bell ring. They all chose to stand up just before the bell in that first class. Nobody stood in the last one. I thought they did still paddle here, but then I have been retired for 15 years now.I guess that I get more upset over the fact that 2 girls caught snorting oxycotrin in a class, got the same punishment that another girl did that day for bringing her cell phone to class.

3 days suspension was the punishment in both cases.

Loved and love you critters, Ms. Anita

Ms Alman,

 Greetings, it was nice to see  you had replied to my post.  I totally agree with you on the 3 day suspension; the girls received equal time for an unequal crime.  Also, the "I'll tell my parent" quote is absolutely correct.  I have long been interested in the changes I have seen in the U.S. regarding marriages/families/children.  According to the majority of social scientists I have studied with, the breakdown of the family (and thus, the increased unruliness in our children) began with the industrial revolution.  Fathers were suddenly not present as they now worked in town at the factories, thus, leaving their teenaged children home with nothing to do (e.g. the families sustenance no longer came from toiling on the family farm).  This era marks the emergence of groups of undisciplined youth with too much time on their hands, which, of course, are now recognize as gangs. Back in the day, a threat to ones parents was sufficient, today that same threat is laughable to most youth.  

How can anyone know the solution to a problem that started at the turn of the 20th century?    Of course, I don't know the answers to solving America's youth problems, but I plan to start looking.  I am currently working towards my Ph.D. in Child Psychology/Family Social Science. One of my two main goals during and after grad school is to design, implement, and measure an elementary school model that will eradicate (as much as possible) peer bullying  by creating an environment where the children themselves will not tolerate bullying.  If the one who is taunting another child is called out by his own peers, he (or she) loses the gratification of feeling better about himself (or whatever his known or unknown reasons were). The model will include appropriate counseling for the bullier and the bullied, along with their families.  I believe the first step in creating this type of environment is to eliminate all competition from the school day.  (not including grades, organized sports).  I have a 9 year old who is often a victim of bullies and the underlying situation always comes down to some type of competition (again, I am not talking about grades or organized after-school sports).

My second goal is to quantify emotional and verbal abuse suffered by children at the hands of their parents/guardians leading to the creation of a clear line of demarcation that will warrant child protective services.  Many children are victims of this type of abuse from their parents/guardians and as you know, the unseen scars are often far worse than a broken bone, slap, or bruise.  Physical and sexual abuse are often picked up on by teachers, doctors, and others, but verbal/emotional abuse is not.  I have counseled many women during custody battles where their spouse is abusing the children in this way and when discussed in court, the answer is always the same:  "You cant prove it.  Its your word against his".  Often the children have been threatened by the abuser if they talk about it.   I do think this type of abuse can be measured and empirically linked to certain symptoms/outcomes in both the and the abuser.

Wow, didn't mean to write so much.  Probably more info than you wanted to know, but I remember you and other faculty fondly and thought you might be interested to know what a former student was up to.  I loved education, even as a child, and have been a life-long learner (previously earning degrees in Nursing and Addiction Counseling). 

You and the other faculty were key in igniting that passion inside me.   I plan to use my PhD to do research and teach at the University level, thus hoping to do the same for the next generation of learners.

Thanks much,

Beth

Beth, I am very impressed and thankful for your insight and revelations through study.  Praise God that there are still people who want to and can change the awful situations that our schools and sosicety are experiencing. 

I believe that many of the discipline problems that we see are caused by drugs that parents of the last generation took before they had this generation.  ADD, Autism, even alcohol fetal syndrome all have the possibilites of the drug interaction on genes and chromosones of these children.  My last 10 years I worked with the gifted and talented program as administrator and teacher.  I saw many situations where teachers were not willing to differentiate the curriculum for special ed needs on either end.  At 45, I went back to school for my Masters in Gifted Ed.  I believe that this should all be under Special ed. and that the stigma of special needs at either end of the spectrum could be met.  Yes, a teacher is needed but also needed is more computer interaction where students can work at the own level.

Again, a great big thank you for caring enough to do the schooling and research you have done and are doing.  I wish someone like you could get in on our national education level instead of ones who don't have an inkling what schools are facing.

Love you, Ma. Anita

Ms. Alman,

Thank you for the kind words.  I have been mixed on my views of the GT programs.  I do agree that GT should be included in special ed.  My problem with the GT label is that it infers that the other students are not GT; thus, are they mediocre?  average? not talented?  I agree with your statement about computer interaction and working at your own pace.  I propose instead of the teachers choosing and thus labeling GT kids, that the students put themselves in that catagory through work achievement.  Going off of your idea of working at ones own pace, could there be several levels of achievement that students could obtain via their own motivation?  Possibly there could be criteria for excellence (GT) (perhaps a longer research paper with more depth and breadth); and then criteria for sufficient work; and then average work, and then less than average work?  I know that sounds like our current grading system and I dont know the answer, but would like to giveall children the  opportunity to earn label of GT vs. it being handed out by faculty.  My sister took her son out of a school when he was in 5th grade because he wasnt 'labeled" GT.  It really took a toll on my nephew's self- esteem and at such a critical time (those difficult middle years).  What are your ideas?  This subject goes along with my plan to eradicate bullying; to somehow give credit to students when it is due, without leading to lowered self-esteem in those who arent such high academic achievers.    

Dr. Brian Abery, my mentor, is well know internationally on his work for children and adults with physical disabilities.  He does much work regarding inclusion of children with disabilities in the general classrooms.  The current debate is: When to start inclusion?  Can all kids be fully included regardless of level of supports (ie ventilator, suction,  urinary cathetars, etc)?  I believe inclusion can only be successful if started in kindergarten (or earlier).  I believe children that young dont have preconceived predjudices and will simply see a child with a disability as "John" or "Jill".  Children that age are protective of their own.  However, you start inclusion in 3rd or 4th grade and it is too late; the child with the disability will be seen as different.  Point in case, a family member had surgery a few years ago and required much help from my sister.  Part of the care was changing bandages, emptying drains, etc.  My 4 year old neice was present and never shielded from the process, even though we werent sure how she would handle it.  In about 3 days, my niece was emptying drains, changing bandages, etc.  She was so young, she didnt see anyone but her grandmother whom she loved.  It will work the same way with kindergardners and children who look different from them and have special needs, no matter how involved those needs are.  I think you would like Dr. Aberys work. 

I appreciate the intelligent conversation.  As you stated, so many educators completely miss the mark.  The root of the problem goes deep and the solution may be different than previous attempts of those who came before us.

Best,

Beth