I couldn’t come up with any actual reason why I shouldn’t go to the faculty meeting. I’m healthy, of sound mind, and have no pressing engagements.
The only serious agenda, at least at my table, was why Mr. Gates has a bra hanging in a tree just outside his classroom’s window. It’s just out of reach, and, for that reason, will remain there for the life of the tree. We ask, and he just responds, “Don’t ask.” Thus are we forced to turn to the meeting’s actual agenda.
The meeting’s topic is “The High Quality Learning Environment.” We’re told that we must address the question, “What does learning look like?”
Each table is to discuss, and put on a chart, various aspects of “The High Quality Learning Environment”. Scintillating topics such as Teacher Interaction With Students, Expectations Of Learning, and Regulation Of Instruction. My gang drew Topic #4, The Planning, Managing And Measuring Of Transitions. We have twenty minutes until we are to share.
Mr. North suggests we begin by joining hands and singing “Kumbaya.” My immediate response is, ‘Well, I’m senior teacher at this table, so my teaching environment from here on is pretty much summarized by simply saying, Fuck All. You folks are going to have to …’. My buddies give me that “Oh, hell no!” thing, and elect me group spokesman.
Our next response is some minutes of numbed silence. Then Sullivan asks, “What, in the name of Sweet Jesus, is a managed transition?”
‘I think it’s something like foreplay. I think we should discuss the planning, managing and measuring of foreplay.’ At which point everyone ignores me, their leader. We’re to outline our response to # 4 on a large sheet of paper, and present this, in ten minutes now, to our colleagues. So respond we do.
The paper is three feet long. Our actual responses look a little measly —
have an agenda
remind kids of the time
remember to remind kids to work
Since I’m to do the presenting in like seconds now, my first question is, ‘What is sequential symmetry?’
Gates says, “It means do the first thing first, the second thing second, the third thing, and make sure the second thing is harder than the first, the third harder than the second, and like that. Sequential symmetry is the latest in teacher jargon.”
‘We actually have a term for this? We don’t have a term for when some wanker leaves one square of toilet paper on the old roll, and thinks this relieves him of his duty to go get a whole new roll. But we get sequential symmetry?’ But mostly I’m worried that I’m expected to present a chart full of mostly nothing.
So I say to Sullivan, ‘We need like, you know, words or something. I don’t mean words that mean anything, just teacher words. Like sequential symmetry. People are expecting me to say, you know, words. I’m the spokesman for # 4. Wait. I got it — put this on the chart. Anticipatory preparation in advance of intermediate assessment and articulation. That sounds transitional, right? Anticipatory preparation in advance of intermediate assessment and articulation? Yea. Put it up on the chart.’
Sullivan refuses to have her name associated with any of this.
When finally I hear, “Number Four. The Planning, Managing And Measuring Of Transitions.”
‘That’s, ah, that’s us. Me. OK, planning, managing and measuring transitions. First, the teacher needs an agenda.’ Which garners me blank stares from the entire faculty. Then I say, ‘Second, an instructor needs sequential symmetry.’ More blank stares. At which point I forget how Gates just explained sequential symmetry. So I add, ‘Sequential symmetry is defined as an anticipatory preparation in advance of intermediate assessment and articulation.’ I quickly finish, without elaboration, the last two points.
I’d like to say everybody laughed. My buddies laughed. Sullivan almost peed. But folks just stared. Some of the young teachers took notes.
The meeting went on to # 5, The Performance And Assessment Of Non-Verbal Duties.