Actual Conversation in an Alternative High School Classroom

Setting: 5th period Contemporary Issues class. Students are talking about how good my classroom smells with the candle wax burner.

Student #1: That smells like cinnamon rolls

Student #2: That smells like something a woman would buy. I bet your wife bought that for ya.

Me: If they sold it, I’d buy woodshop candle wax.

Student #1: Oh yeaaaah. That would be awesome. Like walking into Home Depot or something.

Me: Yeah, nothing would be better than woodshop candle wax and bacon candle wax.

Student #2: Yeah, well I bet your wife still bought it for you.

Me: Nope, I bought it. It’s apple and cinnamon. My wife and I don’t really agree on most of our candle scents. I like stuff like this and she likes…woman stuff.

Student #2: Well, yeah…she *is* a woman.

Student #1: So you and your wife have no ‘common scents?’

Me: haha…I see what ya did there. No, I guess we have no common scents

Student #3: Why does it always smell like feet in here?

Me: Because I collect the toe jam from my feet and combine it with gelatin and create candle wax with it.

Student #2: Gross.

Me: Yeah, cause I’m totally serious about that.

I LOVE snarky, sarcastic alternative high school students

Video Clips that are Crucial for High School Classrooms

I have found that there are times in the classroom where you have to use a video clip to truly express yourself to students. This way they get the full cinematic effect of what they have just done or said and the impact it made on you.

Here for your viewing and saving pleasure are the clips I have saved:

Language warning (minor vulgarity):


Something I learn more and more each day I teach teenagers is this:

We are not what we *want* to become, we are the choices we make everyday.

I suppose what I mean is that many young people believe that they need to “find themselves” or that they need to “try out a lot of different things so they can discover who they are”.  The problem with this is that while you are “finding yourself” or “trying out things” you make choices that may be irrevocable and life-altering. So the next time you think you want to try something new or do something illicit or immoral you may want to think that the choice you make has consequences – regardless if it is a good choice or a bad choice. You just need to decide if you’re willing to live with the consequences (whether good or bad).

Too many young people feel they are “forced” to make a choice they don’t want to make. But this is far from the truth. We all can make a choice to do the right thing or the wrong thing. The right thing may be the hard thing and the wrong thing may be the easy thing, but you do have the choice. Example: I have a choice to go to work on workdays. I don’t *have* to go to work. No one is forcing me. No one is holding a gun to my head. But if I make the choice to not go to work then I have to live with the consequences of possibly being fired and eventually possibly losing my house and all those things and people I hold dear. I’m not saying that’s a wrong choice necessarily, but it does have some apparently bad consequences. One could take it to the extreme and say that even if someone is holding a gun to your head you still have a choice. You just have to be willing to live (or die) with the consequences.

You may want to become an author or a photographer. But if you make wrong choices during that path to becoming an author or a photographer, you’ve possibly decreased the chances of becoming an author or photographer. I suppose this can be stated in another way:

the dreams we have of what we want to be are affected by the choices we make everyday.

It is choices we make, not what we want to be, that determines who we will become. The dream you have of what you want to be will hopefully provide you enough motivation to make the right choices.

I wish the students I work with everyday could truly understand this and then practice the self-discipline necessary to control their behavior and their actions to refrain from making wrong decisions.
(originally written Nov 12, 2012)

A comment made to the original article included:

Comment: “But what if something happens that really isn’t their fault. I mean needing to find who you are to me is important, especially as I had an identity crisis two years ago.”

Response: “We just have to remember, as I said, that while you are trying to “find who you are,” you are still making choices and those choices define who you are. Choices have consequences. Play the scenario out…

“Students, particularly the students I work with, have little or no regard for choices or consequences. That’s where I’m coming from on this. Many of them are “finding themselves”. But the funny thing about finding yourself is that when you’re done you often find yourself right back where you started (not always).

“T.S. Eliot writes in his poem Four Quartets the following:

We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.

“But we need to remember that along the way if we make wrong choices we’ll end up being in places we don’t want to be and who we wanted to be will have had nothing to do with what we have become. This is part of John Bunyon’s Pilgrim’s Progress, not to mention the Prodigal Son parable.

“See, you seem like a smart enough young man who makes thoughtful choices. We all make dumb choices from time to time and do completely off-the-wall, typical, dumb guy stuff. And they’re fun things to do. We laugh at the time and laugh when we remember them and reminisce. We should pause and remember that those actions could have ended another way and we’re just lucky we didn’t end up in jail. Maybe we should pause before we do those actions and take precautions to not end up in jail or the hospital! My students tend to lack that ability.

“And now apparently studies have come out saying that males lack complete executive functions of their brains until they’re 25?!?!  Dang. No wonder we do stupid stuff. But that doesn’t excuse the behavior or the actions. It just makes us more aware of its causes so we can make more-informed choices.

“Yeah, things do happen that aren’t our fault. But how we react to it is our ‘fault.’ I guess what I’m trying to say is be proactive, rather than reactive. If we can be proactive and stay away from those things that cause us to make bad choices or where we could get in trouble, than we don’t have to react to things that were done to us.”



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