Summer School - Day Six - Student Shenanigans

There is a light tap on my classroom door. I'm not quite sure if someone knocked or not but I go to check anyway. There is no one there.

About 4 months ago, during the regular school year, several senior students were caught playing nicky nicky nine doors in the science wing. At first, I thought this was a repeat of that prank. One of my students saw the guy through the window and told me he had walked to the left. I went out into the hallway to confront him.

He said, "Do you know where the washroom is?"

Really?!?! That's the best you could come up with? You knocked on a complete stranger's door, then walked away because you wanted to know where the washroom is?

I finally started to clue in. Just after the knock, one of my more difficult students asked to go to the washroom. Apparently, the light knock and walk away was a subtle signal to this guy to come out and wander the halls with friends.

So, I let my student go. Then I followed him.

Sure enough he met up with the knocker and another guy at the other end of the hall. I stood watching while they completed complicated handshake/fist pumps. Then one of them noticed me. They made a big show of trying to find the washroom and disappeared inside.

New classroom rule: Use the washroom during break because no one is leaving the room on class time anymore.

Summer School - Day Five - Who Am I Teaching?

The vice-principal for summer school brought a new student to my class two days ago. Then he asked to talk to me in the hallway. He asked me to let him know if this student ever left the class. Apparently this student has gang connections and the administrative team wants to keep an eye on his activity at the school.

This got me thinking about how much we know (or don't know) about our students. Does this information colour the way I view this child? Am I biased now? Am I less likely to give this kid a break? Am I looking for him to mess up? Will I be more strict and less forgiving?

Or will I go the other way? Will I view him as a child from a broken home with a troubled past? Will I give him second chances? Will I attempt to respond to him in a way that is different than how most adults probably respond?

Overall, I try to treat all my students the same. I have the same high expectations for behaviour, effort and manners. Discipline and consequences are clearly explained and are consistent for all students.

But, I admit I find myself being tougher on this student than the others. I am quicker to apply consequences because I don't want escalating behaviour. I also find myself more lenient towards the girl who showed up the first day with her mother who said, "Just try your best." They both looked like passing the course was already hopeless.

Is it inevitable that I will treat some students differently? Is it inconsistent? Is it unfair? Or is it OK? Is it necessary even? How do I avoid inconsistency while still treating each student as an individual?