Today was one of those days where I was right about being wrong.

As the week drew to a close I had problems in all my first year junior high school classes. Yesterday’s was bad enough that they got homework. One student, who took one minute to move 15 feet to his desk, got double homework as a “delay of class” penalty.

This morning, though, was special.

My worst student, who was actually fairly good last class, has a bad case of wakarimasen dekimasen. If he doesn’t understand something, he feels he is entitled to free time. He didn’t understand the listening activity and put his head down on his desk, which I don’t allow. He even used his textbook as a pillow. When I tried to get him to sit up, he went full stubborn and kept his head down, which resulted in me puling his chair out from under him as I’d done in class before. He wrestled back spilling his desk.

He then stood up and gave me the finger. I laughed and he sat back down.

Eventually, his head went back down and I started bumping his desk to get him to sit up. He jumped up, picked up his desk and shoved it at me. At that point I threw him out of class.

Keep in mind, this is not technically legal, so I merely escorted him right outside the door and showed him where to stand, which was a place where he could still hear the lesson. He raged a bit, kicked the door a few times, sat down out of sight, and then stormed away (to the restroom it turned out).

At the end of class I went to see if he’d left anything behind and found his textbook torn up and scattered across the hallway.

A meeting with the homeroom teacher, the student, and a translator ensued. He’d mentioned the first part of the story, but left out 1) flipping the bird, 2) hitting me with a desk, and 3) me telling him where to stand when I put him in the hall.

(Note: the translator was there to protect me by 1) guaranteeing my point got across and 2) keeping secret how much Japanese I can actually understand. Long story.)

The meeting was interesting as he made a statement which the homeroom teacher wrote down. I made my statement via the translator (a fellow English teacher) and that was read to the student, who suddenly remembered parts of the story he’d forgot to mention.

By the end he’d claimed he didn’t understand what “flipping the bird” meant, although he couldn’t explain whey he’d done it. He claimed that even though his head was down he wasn’t sleeping so that made it okay. (I said it didn’t.) He also complained about my English Immersion style. I praised the times he was good and pointed out that he always rejected help, in Japanese no less, from fellow students. I also said that I wouldn’t punish him for today if he came back to class and started working.

Also by the end of the meeting, when he started getting good advice from the homeroom teacher, he went into pouty dramatic mode. He put his face in hands and leaned forward and whined. I pointed out to the translator that the student behaved exactly the same way in class when I tried to help him.

Eventually, I suspect, he’ll be moved down to the lower level class and become someone else’s problem.

Until then, I also need to take some positive news to the homeroom teacher. I may also have to take some sweets. And buy the translator a beer.

My classes today were worse than my classes the last two days, but it was mostly a matter of noise.

My schedule is fairly light on Wednesdays with only three classes, but two of them are low level and the other contains two obnoxious students.

The low level classes started out noisy and distracted but once I got them herded like cats and chickens into an assignment, they all did the assignment. They were even quiet during the listening exercises. However, as they finished the various assignments at different times, the ones who finished early took the opportunity to make more noise. I then had to herd them again.

I was most worried about my sixth period class. They are low level and second grade (US 8th grade) which means they’ve figured out the scam (Hey! He can’t actually fail us!) and that makes them more difficult than other classes. (Note: they are not my worst, although the class has a few of my worst students from last year.)

Fortunately, the students who had me before know that although I cannot fail them, I can and will make their lives rather unpleasant–this is especially true because their class is last period–and they warn the others to straighten up for at least a little while.

I’d like to think the worst is over, but I’m usually wrong about that.

One of the biggest shocks this week is that my classes have been good. This is not the way things are supposed to be.

Because last week was school trips this week should have been full of lethargy and badness (and that’s just from me).

High school second year (11th grade) students have just come back from a week of travel and find such mundane things as “school work” and “listening” to be well beneath their station as world travelers.

Junior high school first year (7th grade) students have just come from some sort of mysterious camp (to this day I don’t know where they go and what happens when they get there) and they have long forgot my name and what is supposed to happen in class.

Junior high school second year (8th grade) students are naturally bad and had a couple days off last week.

Junior high school third year (9th grade) students have also come back from some sort of trip.

All this means that this week is usually bad. However, although my HS 2 students have been quiet, they’ve done their work. The JHS 1s have been noisy, but are also doing work. Even my bad student did something resembling classwork yesterday.

The big shock was that my JHS 2 students not only remembered their role play papers, but actually practiced them rather than wasting time until I called on them. Some even attempted it memorized to get bonus points.

This means with half my classes for this week complete, I’ve actually been having a pretty good week. However, tomorrow I have my first JHS 3 classes, which means there’s still a chance for things to turn back to normal.

This time of year, when most of our classes are on outings of various kinds, we often end up with a couple days off because all our classes are somewhere else.

In my case, I’ve got a surprising amount of time off (as does another teacher) and we spend a lot of time making jokes about how our classes are so terrible we’ve decided to take the day off or, in my case, the rest of the week.

Today, I had to modify the joke/form of rubbing it in.

My first class was noisy which had me worried as they are usually one of my better classes. This had me dreading my second class as they are my worst junior high school second year class. I was especially dreading that they were going to have to write an original conversation, albeit, with a lot of examples they could copy, as explanations of such things usually prod blank stares and fits of wakarimasen dekimasen.

Instead, although they were a bit noisy, my bad class actually started working right away and a couple groups were actually finished with the writing, but chicken out at the chance for bonus points by going early.

I came out of the class feeling positive which meant I had to change the joke/form of rubbing it in. Because the class was so good I didn’t want to ruin the happy feeling so I decided to take the next three days off.

These days off will come back to haunt me at the end of the year. Until then, I have some time to myself.

Today was better than I expected but there were some issues. Tomorrow, I suspect, will have lots of issues.

Because this is a week with lots of absent students and lots of school trips, my students were mostly worthless today. By an odd scheduling quirk all my classes were junior high school first year students who, as they are getting ready to head to an orientation camp, weren’t that interested in speaking English. They were interested, though, in complaining how they didn’t understand what I was saying.

Tomorrow I have junior high school second year students. JHS 2 classes are traditionally considered the worst classes because they’ve figured out the scam (can’t fail) and are smack dab in the midst of teenage boy puberty.

I have a writing assignment for them, but I’m not expecting much, at least from my afternoon class. After that things get better. More on all that in a future post.

My bad student stayed awake and actually did something resembling classwork, albeit all he did was draw pictures. Unfortunately, no one was there to see it, except a woman staring through the window.

I also got a compliment that I only get once each year.

Today was open classes at the school where I work. This means that if we teach first year anything we usually get observers.

The class with my bad student had no observers, except a woman who stared longingly through the window. My bad student got an assignment paper and then put his head down on it. I woke him up and explained the assignment and he seemed to have fun drawing pictures–the assignment required students to make a fake photo album and write a conversation. He drew some of the pictures but didn’t write the conversation. He did this whilst his classmates performed their conversations with their fake photo albums

In the afternoon, I had four observers. Unfortunately for them, they got watch the writing phase of the fake photo album, but didn’t get to see the actual performances. This meant a good portion of the class involved the students speaking Japanese and me running around helping people and putting out fires.

I’m sure the observers were befuddled, but they got to see real class. I don’t modify what I do for observations and that means that timing is everything. I do add a little bit of extra energy and I wear a tie, which usually earns me one compliment/reaction.

I won’t get another complement until next year.