I had a student start to cry while I was trying to explain direct variation to him.
His frustration welled up to a point where he could no longer contain it. Since he is a mild-mannered, nice, respectful kid, his frustration took the form of quiet tears instead of screaming, throwing books and storming out.
As a direct result of that, my heart went out to him instead of it getting my back up. I took the book away from in front of him and had him take some deep breaths to calm down before we started at it again.
But it reminded me that just because is acting out, being obnoxious, destroying my classroom, etc., doesn't necessarily mean that they are a bad kid. They could simply be overly frustrated with what I'm trying to do and don't have the ability to express that frustration in a useful or productive way.
When geometry rolled around, I had to remove a student from my class for consistent disruptive behavior. This is the first time that I've had to do that in geometry. I can't seem to get through to this student about what is and is not appropriate classroom behavior. I can't reach a parent either to try to create a plan to get him back on the right track.
In 8th period, enough students, when they came to check in their work, showed a lack of understanding of the concepts that I decided to do a mini-lesson. I was answering the same questions over and over again and thought it would be better to address the class.
I was wrong. The talking and noise making made it impossible for me to complete examples or answer questions. Coupled with several students DEMANDING that I check their work immediately, I lost my cool. I threw down my book and walked out.
I put myself in time out.
When I had cooled down, I came back in the room and attempted to contact several parents. None of them were available and left several messages.
Today was the perfect day for a Friday.
I wonder if all of this was in spite of starting my day with a Rebecca Black Dance Party.
Maybe it was because of it...