School Pranks

by Lousia Evelyn Carter

  All of the students had observed battles on screens and on TV. Wars destroy! Miss Forest cautioned students the type of fighting nations engage in has to be taught to its soldiers. Studying wars of the past helps in current wars. The winner of a war is alert, determined, brave, patriotic, and is educated.

  The war between freedom and slavery started at the beginning of time. “It’s your responsibility to remain free; you deserve it. Everybody has a role in keeping a nation free. Don’t cheat now - that’s criminal.

  In the meantime, Miss Forest saw in her classroom, future teachers, lawyers, generals, soldiers, judges, and engineers – the entire spectrum of courses, now and in the future curriculums.

  With a few other counsel sessions with these students on the subject of the importance of history, history became more personal to them. Read their comments at the end of this writing.

  After establishing the cause of students’ negativism toward history, the problem of teaching it was practically solved. They seemed unaware of the irreplaceable role history has in their living. Miss Forest made them aware of the role each citizen plays in the wellbeing of their nation. The first step is education. Then Miss Forest asked their intention – future plan.

  “Do you intend to be a burden or a burden bearer?”

  “If you think it is smart to be a burden then you have to be satisfied with what others decide you should have. But a burden bearer is not limited in anything lawful. If you are normal why act abnormal? That takes away maturity.”

  In history classes, relationships between the past and the present were emphasized, disclosing the relevance history has to daily living. Students’ opinions on issues were encouraged. Upon lesson completion, questions were asked such as: was the best decision(s) made? Would your decision differ? If so, in what way? What would have been the result(s)? Miss Forest focused on a variety of skills: thinking, evaluating, and writing. Incorporated in the lesson(s) were character-building terms, making students aware of the role each person contributes to the success of our society. Included in this list were: integrity, honesty, obey, common sense, think, and responsibility. Placed on the front wall of the classroom was the Golden Rule:

  “Do unto others as you would have them do unto you.”

  Each day current news was discussed. Students were encouraged to subscribe to Current Events (Up Front), a student news magazine. Instead of asking parents for subscription money, they were shown how the family’s budget would be helped, if the magazine subscription was paid from their allowance. Most students subscribed; others were encouraged to make their own arrangements. History changed from dullness to among the liveliest of courses. (See student evaluations)

  Grading periods allowed students to evaluate the course and the teacher. At first, students were shy. But when given the option of withholding their name from the evaluation sheet, they became bold. Below are three evaluations of Miss Forest from students who chose to withhold their names:

  1. I really enjoy your teaching. You always seem to hold our interest. I like the way you give each of us a chance to express our opinions. In each of my classes, I’ve been able to apply all the knowledge I have in history. I don’t think you should change your style of teaching.

  A student

  2. History is a very interesting subject, but it is more interesting because of the teacher. I really like this class because I like expressing myself, and I can do this in this class. In this class you can say what’s on your mind, or say how you feel. This class is easy to pass.

  A student

  3. I think that you are an unusual teacher. Your method of teaching is rather strange, but you make us learn. By telling us “It’s not all in the book” you make us realize that there is more to history than the books tell. You are right when you say that current events will one day be history.

  A student

  Miss Forest appreciated the students for honesty in their evaluations – both positive and negative. Negatives were discussed; an understanding was reached. The exchange brought an atmosphere of freedom in the classroom. Democracy in action!

  At the beginning of Miss Forest’s career (1953), discipline was seldom a problem; but each year students became more difficult to supervise. Some students seemed to find no relationship between adhering to school rules and regulations and the inevitable consequences (results). During faculty meetings, several teachers would voice their concern of some of these students’ conduct. Disruption in the classroom was common.

  What caused these (yearly) changes? Several happenings could be responsible for this breakdown of conduct (behavior). Most of the time major discipline problems can be traced to the home. After all, most early experience is first noticed (by the child) at home.

  Many times a teacher’s endurance level would be tested. Administrators, co-workers and/or students would select a “certain” teacher and experiment with how much mischief could be “gotten away” with. Such a caper was tried at a faculty meeting near the end of the school year. The area superintendent introduced an improvement plan for the coming year. Included in the plan was the formation of a class made up of twenty-two (22) troublemaking students who were constantly interrupting instruction. After reading these students’ names, he asked for teachers to volunteer to teach that class one period per day. There were none who wanted such a class. Then with a smile of “wickedness,” that class was assigned to Miss Forest. Looking toward the headmaster the area supervisor said

  “Now you can’t assign Miss Forest that class every year.” Smiling, the headmaster agreed.

  After the meeting some of the teachers chided Miss Forest for accepting such a degrading assignment. The area supervisor and the headmaster of the school were misusing their authority; taking advantage of and disrespecting a co-worker. The questionable character of these school officials had been unveiled; and it was harmful! Were they aware of it? Did they check to see whether they contributed to those students’ problems? Several teachers who had a few of those troublemakers enrolled in their classes complained emphatically throughout the year about the conduct of those students. Teaching with one or two of such students in the classroom was impossible, they claimed. Those type students, they alleged, interrupted instruction. If one teacher found it difficult to handle a class with two or a few troublemakers, then was it possible for one teacher to handle a classroom (22) of such students? The grinning of the one who made the assignment and the one approving this harmful act meant a resounding: No! She can’t do that. So, they deliberately created an unfavorable classroom environment, instigating confusions; even fights. Imagine the danger these students and Miss Forest were exposed to by these educators, who casually obliged their friends. Were any of them able to supervise a class of twenty-two (22) troublemakers? It is doubtful. Poor judgment. Smart? No, that was not smart! It was opposite, a major cause of the education problem. The problem begins at the head.

  At the beginning of the next school year Miss Forest was ready for the challenge. On opening day, students were greeted with smiles, students responded likewise. After opening day routine, acquaintances were made, followed with a heart-to-heart talk. Students were encouraged to express their opinion on school and classroom rules. If they thought some rules were unreasonable, an explanation was given. Students were always obedient in Miss Forest’s classroom. She was able to leave the classroom unsupervised and students’ conduct would be exemplary.

  The first time Miss Forest left the students alone to confer with the head schoolmaster her expectation of their conduct was voiced. They were told

  “Do not do anything that is not honorable while the teacher is not present and have to rush to your seats when the teacher re-enters the classroom.”

  Continuing with “you see, I am not a policewoman.”

  Whenever it was necessary for her to leave the classroom, these students did not talk loud, play and peep out of the door-the norm. The students made Miss Forest proud of them.

  As chorus teacher,
Miss Forest sometimes found it necessary to retain those students in the classroom during recess while chorus members rehearsed for important programs. This was “hard” on students and the teacher. One day the special education students got “vocal.” Instead of listening to music they wanted to be with friends on the school grounds. Miss Forest apologized to them and explained the reason for their “sacrifice.” She then asked the two most “vocal” ones to assist her with the chorus. Their job: sit on the piano bench with Miss Forest and turn the music sheets. For humor she said to them “now don’t you all sing.” The other students were amused and the “helpers” enjoyed helping. The students were aware that Miss Forest was under pressure to train the chorus so that the performances met expectations. This deprivation did not happen often, but when it did occur, students were cooperative. This was evidence of their maturing.

  Another incident concerning these special students ranks at the apex of her career. This incident happened on the school grounds during recess. One spring day students were doing their thing – “engaged in play/exercise on the school grounds. Teachers were supervising the grounds, daily routine. Near the end of recess a fellow co-worker came to Miss Forest tickled-to-death and said

  “Let me tell you this. As I was leaving the teachers’ lounge, they were bringing one of the 22 special students to the headmaster’s office for some playground mischief and he was saying over and over “Please don’t tell Miss Forest.””

  After sharing the laugh, the co-worker went her way. But wait! This is one of the students who was maliciously assigned due to improper conduct. He was embarrassed by his conduct. Imagine! One year ago, his conduct would have been unthinkable. What a show of maturity! Miss Forest was grateful for this incident and shared it with others. Although the class was assigned to her in a state of mischief, the results were outstanding.

  What caused the contrast in student’s behavior when supervised by Miss Forest and when under the supervision of the complaining, fault-finding teachers? One factor is obvious – the teacher’s attitude. Those twenty-two (22) students who were considered rejects by the administrators were treated by Miss Forest as decent and intelligent. And that is the way they acted. But when they left her classroom, most teachers greeted them negatively, with:

  “Here come Miss Forest’s students.”

  Little effort was used to disguise dislike of them. Expectations of student’s performance was low. Boredom and impatience are but two of the responses most teachers expressed toward those students. Therefore, students’ conduct was negative, normal under the circumstances. These students were victimized. They refused to take that sitting down. Their intellect was insulted by the people charged with educating them. Was there concern about educating these students? Hardly. Why wasn’t an inquiry made into the method Miss Forest used? Because their goose was cooked. Miss Forest’s teaching skills were grossly under-estimated by the administrators. The accomplishment of a task they thought was impossible for her to handle left them angry and embarrassed.

  Did that class benefit the system? It’s possible. But Miss Forest benefited from that experience. That assignment exposed her to an extraordinary situation, which allowed her to apply the Golden Rule:

  “Do unto others as you would have them do unto you.”

  What was the purpose of that class? Who knows? That class was discontinued at the end of the first year. It was golden, a gem. Never will it be forgotten!

  The nation of Grande` imitated large Western nations in governing its citizens. Much of its education policies were taken from the U.S.A. Using the U.S.A. Supreme Court’s decision in Brown vs. Board of Education of Topeka, Kansas as its model in integrating its public schools, Grande’s citizens got busy on this delicate task. When the U.S. decided to end segregation, Grande` decided the time was ripe to end its separate public schools system. But could that milestone be achieved? Some citizens were uneasy. Various thoughts, negative and positive, about integration were voiced throughout Grande`. To avoid as much unpleasantness as possible, the new area supervisor designed a plan to make the transition smooth, peaceful, and orderly. The plan involved four (4) teachers; two from the black school, and two from the white school. These teachers would exchange classrooms one or two periods (as needed) to help ease the shock of integration. Miss Forest was chosen to participate. Was that plan successful? It was never used.

  Integration

  Patterson – Stanton

  Miss Forest is convinced a major source of racial problems is derived from insecurity. “I’ll get them before they get me” is a common attitude. Another source, “superiority complex” causes one group to think itself better than another. This idea is not new to some. Being a farmer’s daughter, Miss Forest was accustomed to absurdity displayed by some city folks toward country people.

  Integration adjustment was smooth. Miss Forest used for “cure all” the Golden Rule. This rule was used in the classroom. Tenure at Patterson-Stanton High was peaceable – in relationship (community), and in the classroom (discipline). Academic achievement was satisfactory.

  But planned tensions and misunderstandings existed on the highest level. When such harmful acts are caused by administrators, the damage done is immeasurable. It is doubtful whether education can be successfully done under such conditions. It is also doubtful whether such damage can be repaired. What uselessness!

  One young assistant administrator at Patterson-Stanton High, Mr. Polson, used his authority to hinder progress in the classroom. Instead of promoting favorable happenings, he sought the opposite. With Miss Forest, Mr. Polson used many pranks – but to no avail. He had a trick of interrupting her classes. Several obnoxious incidences occurred during class which called for the use of every measure of Miss Forest’s integrity. Highlighted below are a few prominent ones.

  Class Interruption – shortly after class (history) started that morning, students from two (2) other classes noisily burst into the classroom. “Who sent you all here?” Asked Miss Forest. “Mr. Polson” (an assistant principal)” answered the students. Although the room was oversized, there was scarcely enough space for three (3) classes (more than 70 students). Miss Forest wondered why anybody would do such an act. Miss Forest asked the boys to give their seats to the girls; others were asked to stand, their back against the wall. Still others stood where space was available. The room was packed! Miss Forest walked to the back of the room (center) and leaned against the wall. She asked the student on her right to stop talking, and tell the student on his right the same – each student passing the message to their right. She did the same with the student on her left. Students obeyed. Within ten (10) minutes the classroom was quiet. And Miss Forest did not have to raise her voice. In fact, Miss Forest quieted them with a whisper. These students (multi-racial) stood or sat quietly – no one talked, not a one! They stayed that way for a long time – at least twelve minutes, maybe longer. She did not time that “episode”: imagine the discomfort of the students. Mr. Polson finally came into the classroom. The students were still quiet, orderly, showing extraordinary maturity. She was proud of them, and rightly so! To the students whom Mr. Polson had sent to Miss Forest’s classroom he said “come with me.” They obeyed. Mr. Polson never spoke to Miss Forest. After students left the room, class resumed, though only a few minutes remained in the period.

  What a waste of time and money! Three classes were interrupted nearly an entire period by an administrator who worked contradictory to the plan of the education system of the nation of Grande. What was Mr. Polson’s motive? Education? Was he trying to instigate a fight? Was he trying to cause Miss Forest stress? Was the headmaster of the school aware of Mr. Polson’s shindig? The bottom-line motivating this anti-education act was Mr. Polson’s desire to show deficiency in the classroom – Miss Forest’s classroom. Instead, this was one of the happenings which allowed Miss Forest to demonstrate her disciplinary skill.

  It seems Miss Forest was due an explanation from the administrative staff of Patt
erson-Stanton High School. Didn’t Mr. Polson realize students (11th and 12th graders) were using him as a model? Instead, Mr. Polson exposed an excessive desire to have Miss Forest removed from her job due to a lack of adequate preparation. He seemed consumed with that act. Although Mr. Polson failed in this nonprofessional effort of his, he never stopped. An example follows:

  2. Students vs. Teacher – During chorus Mr. Polson formed a pattern of class interruption. He would ask permission to speak with several chorus members at a designated place. After those students returned, others were requested to meet with him. This pattern grew to annoyance. Couldn’t he meet them at other times? (He didn’t keep them long.) One day after conferring with them, they returned to the room with a different (depressed) attitude. Miss Forest inquired of their change of attitude. But before Miss Forest could get an answer Mr. Polson sent for Miss Forest to confer with him at the place where he had met with the students. Mr. Polson wanted her to dissolve the chorus class since the students didn’t like it anyway. He said “nobody liked the chorus class and it would be better to cut it out-stop with it.” When Miss Forest returned to class, the students and she exchanged data each received from their meeting with Mr. Polson. He was playing one against the other. To the students, Mr. Polson had spoken about the class and the teacher negatively. To the teacher, he spoke the opposite. Mr. Polson continued his pranks until his departure from the school system.

  Transferred

  During chorus, the headmaster of the school, Patterson-Stanton, came to Miss Forest’s classroom somewhat nervous. He said the area supervisor wished to see her in his (headmaster’s) office. The evening before, the chorus had presented one of its best concerts. The audience agreed. (Note: This person was supervisor before integration and had just returned). He, Mr. Leman, was angry with miss Forest. He criticized the purchase of an autoharp by Miss Forest and the chorus members through candy sales. Miss Forest apologized, and assured him the autoharp was paid for in full, and promised there would be no additional purchases. Then he criticized the chorus performance the previous evening. Well, his opinion was in the minority. Miss Forest didn’t say anything. He tilted forward, close to her face, saying something, but not understood. In other words-making noise. Straightening up, he smiled, and watched Miss Forest’s reaction. Miss Forest just sat there motionless, not knowing what to make of the meeting. A few minutes later, Miss Forest was dismissed. Again, Miss Forest had been taken from class and criticized. Since funds were low, students and their teacher should have been appreciated for the purchase of the autoharp.