School Pranks (15 page)

Mr. Murphy’s action raised many questions concerning his interest in school improvement.  Was his interest honest, sincere, or genuine?  Students were permitted to evaluate their teacher under unfavorable circumstances.  And what basis did students evaluate?  Did students ask Mr. Murphy his consideration of a good teacher?  Did he (Mr. Murphy) tell them (students) his definition of good teaching?  The answer to these questions is “hardly”.  Without correct answers to these questions, students were given a lesson in backbiting from one of the highest school officials, the principal.  The teacher evaluation assignment revealed his disapproval of Miss Forest and his support of student misconduct.  Thus, instead of helping solve the discipline problem at Dromedary High, he showed himself as being a major part- the instigator!

Miss Forests’ Action in Role of Principal

After receiving notice six students were insubordinate in the classroom, she would have come immediately as Mr. Murphy had done, but without the policeman. (Note: Mr. Murphy and cop entered the room jubilantly, both countenances instantly fell after finding no problem – students working individually).

Looking over the classroom, finding it orderly, students working, she would have concluded the season of the year (spring) had much to do with behavior.  The young man who kept interfering with the young lady was trying to show his masculinity but she seemed uninterested in his feeble display.  The others were just plain sassy; didn’t like school.  But law required attendance. 

She would ask the teacher to come with her outside the classroom so that their conversation would not interfere with students’ work.  Miss Forest would have praised the teacher for her orderly classroom.  Stating this is what was expected of teachers when she announced earlier prohibiting idling.  Then she would have asked the teacher to describe the incident(s) which led to writing the referrals:

Actions

1. Students escorted into hallway.
   
2. Expressed her disappointment of their improper conduct (disobeying principal, and your teacher).
   
3. Given students a sharp reprimand and strong consequence (in case they had in mind a repeat of action).
   
4. Expressed confidence in their ability to do the assignment.  Recognized student progress this (present) term.
   
5. Require students to submit finished work to principal’s office (after the teacher had graded it).
   
6. Quietly escorted students back to class to finish the assignment.
   
7. Informed teacher of actions B and C.
   
8. Praised the teacher for superior managerial skill with such diverse class.
   

Yes, firing was appropriate.  But lo and behold, the wrong one was fired.  As usual, so dramatically demonstrated throughout school pranks, administrators and evaluators declared up much of their home made evidence showing their anti-education stand, and how dangerous their presence is in the classroom.  From this so-called-evidence, anyone can read-between-the-line their strong confession of incompetence, which they never seemed to understand they had.  They should have fired each other instead or did whatever they desired on doing to Miss Forest.  Her work approaches impeccable.

Meet the Author

Dr. Edna L Calhoun was born in South Carolina to farming parents during the height of the Great Depression period. Her parents were Christians and instilled Christianity in their children. Edna is the fourth of five children.

              Yet, the depression was great and it was challenging, but it was not fatal. This “Hard Time” period motivated her to achieve her best. In education, she has completed Lester Elementary, Marlboro County High School, and a Bachelors at Claflin University and a Masters at New York University. She was enrolled when Dr. Martin Luther King Jr. made his “I Have a Dream” speech.  She then went on to California Coast University where she received her Doctorate. She is certified on the secondary level in the field of History and music education. Her South Carolina teaching certificate is Grade A.

              She began her career in the classroom in the fall of 1953 and ended it 49 years later. Along with teaching assigned courses, she included in her lessons terms that concentrate on citizenships. Some of these are: duty, love, hope, opportunity, responsibility, and gratitude. Throughout her career, she enjoyed her student’s relationships of teacher and students seemed mutual; discipline problem was mild.

In the background, the Civil Rights Movement was crying for attention. When segregated public schools were outlawed, the administrators were prepared. Gist of plan: Instead of integrating the students first, the faculty would be the first to integrate. Four teachers would be used, two African Americans and two White teachers. The white teachers would teach two weeks at the African American school; the African American teachers would teach the same amount of time at the opposing school. The purpose of this plan was to make the transition peaceful. From the African American Faculty, Miss Calhoun was one of the two to assist with carrying out this plan. Obviously they had confidence in her ability, therefore she would not disappoint them. She accepted, with gratitude, the opportunity to serve as a responsible citizen of the USA during this critical time in the history of our nation.

The class of 1961 had a reunion in 2013. Each member wrote an expression of gratitude of favorite teacher. Below are four of her former students expressions are recorded:

“You were extremely knowledgeable in your specialized subject. Your conveyed the text in a lively and entertaining manner. You also engaged us in questions and thought-provoking discussions.”  (Student #1)

“You’ve helped me more than you could ever know. In high school, I was somewhat shy and bashful. I clearly remember a particular assignment that helped me overcome my shyness…and my self-esteem went from 0 to 100 that day…because of my new found confidence, I now live a contended life. I started looking at situations in life as mole hills instead of mountains. I am eternally grateful to be included with these who are showing you with gratitude. Thank you for being there for me” (Student #2)

“My mentor is Calhoun, who taught history and music. I learned to read music under Miss Calhoun. Thanks to you, some years ago, (Ella) and I were afforded the opportunity to participate in the performance of the crucifixion “A Meditation on the School Passion of the Holy Redeemer by John Staimer.” I have always admired you especially for the way you dressed from head to toe. You carry yourself with such pride, grace and elegance. Miss Calhoun you’re always on point, just like the seams in your stockings. You would put us in our place followed by a big smile. I love you Miss. Calhoun. I also am happy to be included with those who joined together as a class to say “Thank you” for being there for us.” (Student #3)

“Miss Calhoun, you encouraged me to read my history books every day. I’ll have to admit that history was not my favorite subject, but I wanted to make you proud of me, so I would read every night. I did well in my classes and I salute you for being patient with me. Because of the morals you instilled in me, I began reading not only history books, but practically every book that I could get my hands on. During the past 30 years, I’ve made a habit of reading at least 3 books per week. I have grandchildren and often tell them that it is very important to be able to read. I sometimes use one of your sayings “One must read, read and read some more.” Some of my best decisions in life were made because I could read with understanding. You are my hero and I thank you.” (Student #4)