Angry or Sad?

Anyone suddenly experiencing particularly bad behavior in your classroom???

e056ccd28de3079e1c0b64d71ef689ddThe school psychologist and I had an interesting conversation the other day:

  1. The end of the year is coming.
  2. For some kids in our population, school is the only structure in their lives.
  3. It is also where they are fed, loved, etc.
  4. A lot of kids are anticipating the summer recess as a loss of that structure.
  5. The instability creates a feeling of being upset.
  6. Instead of becoming emotional, students become angry.

The gist: It is easier to be mad than upset.

Here is an article from Psychology Today that outlines these phenomena. As for the classroom, I found the most applicable part to be:

“…just behind the anger that is so evident, and often encouraged, in our lives, are two emotions that are much harder to express: fear and sadness. Both of these very common feelings are seen as weaknesses and are hard to tolerate for long. One way to escape them is to get mad and allocate blame. If we can find a target, we can indulge our outrage and assign responsibility for our misery to someone else. Now we are a victim.”

My belief is that several kids are using this coping mechanism at this point in the school year. However, that does NOT make it okay to be rude, nasty, or mistreat others. My heart hurts when I hear mean things. I take it just as seriously as a lapse in academic performance.

I want my students to take much more away from my classroom than academic knowledge. I want them to be better people because they were in my room.

So how do we, as educators, tackle this? I feel as though addressing this issue is important, beyond classroom management and counting down to the last day of school. Not addressing this specific behavioral phenomena would be a lost opportunity to a monumental “teachable moment.” After all, this is one that a person will experience throughout their lives, right?!

My mom will be the first one to tell you that I was a textbook case of this phenomena. Precisely the week before I would head 330 miles back to my small, liberal arts college in Ohio, I would become easily agitated and incite arguments over the most ridiculous things. 

Unfortunately, it wasn’t until I was an undergrad that I had it pointed out to me, and was then able to recognize when I was doing it. 

The Solution

IMHO, the solution should involve explicitly teaching students about vulnerability. (Yes, I am a raging Brene Brown fan. If you don’t know her, please take a few moments to acquaint yourself. Here is her first amazing TED talkHere is the follow up TED talk.)

I tell my students that I have been observing an uptick in anger. I tell them that I have been through a lot in my own life, and use the going-back-to-college example.



Anger and sadness are basic feelings. Kids get that. Even younger kids can discuss the differences between being mad and sad.  Giving students permission and opportunities to express their sadness, and vulnerability is another part of it. Whether it be in their writing journals, during reading/writing conferences, during transition times, class discussions, etc.

Do you see this in your classroom? In your life?

How do you handle it? What is your approach?

Thanks for reading all the way to this point. And please feel free to create a dialogue below. 😉






Ed Tech: “Translated” to Teachers of Foreign Language (Pun Intended)

SUNY Binghamton Conference on Foreign Language TeachingSummer and Fall 2015 1002

At the beginning of October, I had the pleasure of travelling with a colleague who teaches French and Spanish to SUNY Binghamton. We attended the 3rd Annual Binghamton University’s Conference on Foreign Language Teaching. The two-day conference was headed by Dr. Chesla Bohinski. My colleague attended the conference sessions, garnering lots of ideas to add to her LOTE (languages other than English) pedagogy. I was fortunate to sit in on the keynote addresses, several breakout sessions, and present an hour-long breakout
session on educational technology.

The Five C’s of Foreign Language Instruction

During my time at the conference, I learned a lot about foreign language instruction  – namely the “5 C’s.” They are communication, cultures, connections, comparisons, and communities.

6a0192ab445fcc970d01a5103f0c1c970cForeign Means Foreign

I gained a great deal of respect for teachers of foreign language. Teaching foreign language goes so far beyond vocabulary, conjugation, grammar, etc. Aside from teaching many aspects of literacy, in many cases having completely alternate grammar rules, these teachers work hard to build cultural schema. The whole idea of a language being “foreign” assumes that students do not know much background knowledge into the language, life, and cultural identity of the learned parlance.

What Could I Offer?

There are so many layers to what all teachers do within their four walls, but I realized more specifically about what some of those layers exactly are, and how different they may be from my instructional obligations.

My concern at the conference was that I wouldn’t be able to relate my expertise in literacy and educational technology. This ended up dissipating as soon as I had a computer lab full of eager participants. Using Nearpod, I was able to give a brief overview of the “Do’s and Don’ts” of educational technology integration. Then I was able to explain the tools that can elevate any pedagogical approach: Learning Management Systems, formative assessments, note taking, app-smashing, classroom management, etc.

PBS Learning Media for Different Cultures within Same Language Groups

I also shared the free, vetted, high-quality cultural archives on PBS Learning Media. The content available on PBS Learning Media is second-to-none.masthead-lm-bubbles-plain

One of the Spanish teachers asserted that in order for her to deliver high-quality instruction, she had to make distinctions to her students about the various Hispanic/Latino/Spanish cultures that all speak the same language. It “wasn’t on my radar” before this conference how important of a task that is for foreign language learners, but made perfect sense. (Especially for me, because I grew up on the Canadian border listening to CBC Radio in French Canadian, and I got to college only to conscientiously distinguish it from Parisian French.)

In the end, I was able to show her how to narrow language and cultural references based on geography, dialect, etc. on PBS Learning Media. Since it’s as easy as online shopping, one can narrow down archives and media types based on grade level, standards, etc. I feel I was able to offer foreign language teachers a value-added experience to amp up their classroom technology integration.

Again, thanks for having me, Dr. Chesla! And thanks to all the great, dedicated foreign language teachers out there!