Mark Johnson has his first day at school board:
He had successes and failures, he said, but the story that sticks with him is one about a 16-year-old student he taught in his second year. By that time, Johnson had his class management skills down, he explained, so the students would file into the classroom quietly, collect their assignments and books, and start reading.
One particular student — the aforementioned 16-year-old — was more fond of skipping class and cutting up. But one day, when the student walked in and saw all the other kids behaving properly, he asked Johnson for his textbook and assignment. Johnson said he was thrilled. It was a dream moment for a teacher — getting through to a hard-to-reach student. But Johnson’s enthusiasm was smashed moments later when the student called him over after starting the assignment. “I still remember to this day,” Johnson said. “He told me, ‘Mr Johnson, I can’t read the words in this book.’”
I’ve mentioned this before, but I’m going to do it again: The part of this story that should stand out to everybody reading it, is the fact these kids only had access to their textbook for the 55 minutes they were in class. They should have it with them in study hall, when they go home in the afternoon, right before they go to bed, when they get up in the morning, while they’re riding the bus (or car) to school, etc. But when your budget is so tight you’ve got five or six classes of children sharing the same books, you’ve got to “ration” their usage. Like a fricking basketball during P.E. That should have been the moral to Mark Johnson’s story every time he told it, but it sounds like it didn’t even register on him.