Fires in the Bathroom - Alternative Assignment

          I chose to follow Daryl throughout the book and focus on what he needs or finds important in a perfect classroom.  I broke it down into common themes and discussed what Daryl thought was important and how I can address those needs in a classroom setting.

• On student/teacher relationships: Daryl brings a no nonsense view on what he expects in his relationships with his teachers.  He wants teachers that care genuinely about his perspective, opinions, and who he is.  Conversation that feels awkward and forced causes students like Daryl to feel like the teacher doesn't genuinely want to know, they only do it because they should.  He believes that teachers should try to learn about their students in casual conversation, not through cornering them in the hall or the classroom and rattling off a list of pre-determined questions.  In addition to this, Daryl believes that teachers need to worry less about getting their students to like them, and work more on showing the students that they like them.  Students will be more likely to respond to your requests and respect you if you show that you like and respect them.
• How I can support students like Daryl: For all students, I want them to know that I honestly care about them and their backgrounds or interests.  I would want to encourage my students to do the same for their peers, as well.  I want my students to feel comfortable in the classroom to share what they want and to know that me and the class want to know about what they have to share.  I need to create a classroom environment and overall demeanor that shows that I want my students in my classroom because I enjoy their presence and their lives as human beings.  I should try to show my students that I like and respect them, rather than trying to be the "cool" teacher to get them to like me.  That feels fake and forced, which is exactly what Daryl doesn't want.
• On teachers & classroom boundaries: Daryl wants a classroom where teachers set boundaries and rules and then enforce those rules.  Make sure your students know that what you expect of them is not an option, but a responsibility by limiting the number of times you say please, or make a open-ended request.  When students break these rules or cross those boundaries, the teacher correct it immediately, not wait.  The students won't understand or take the correction seriously, and it will further hinder the learning of other students in the time that it takes you to correct it.  Daryl wants teachers that help students understand the differences between harmless classroom banter and harmful classroom bullying, to better help students understand when they need to advocate for themselves.
• How can I support students like Daryl: At the beginning of the year, I want to set rules and expectations for the classroom that are realistic.  I want student input and participation on what they believe is important within a classroom setting.  I would make sure my students knew the consequences of disregarding these rules and expectations, and have them understand that I fully intend on enforcing them in a timely manner with their help and cooperation.  I would give the students a copy of these rules/expectations and the consequences for breaking them at the beginning so that everyone agrees with them.
• I want to create a classroom that is open, humorous, and fun, yet I want my students to understand the differences between humour that's fun and humour that's dangerous or rude.  I would ask for student examples and request student advocacy when they see behavior that seems rude or mean.  I would also assure them that I would try to catch the harsh behavior as best as I can and handle it in an appropriate manner.
• On teaching using students' interests: Daryl appreciates when teachers give homework or project assignments that relate to the real world or relate to something that he is interested in.  He suggests that teachers incorporate current types of media ("...movies, texts, or debates...") that can help students relate to the material in a different way, forces them to think and engage themselves in their learning, and appeals to their interests and curiosities.  By following these steps, teachers can get students to want to learn by creating content and connections that they will enjoy and understand.
• How can I support students like Daryl: By following Daryl's first point about showing genuine interest in what my students enjoy and want to see, I can better incorporate those needs and interests into my lessons.  I want to give my students assignments that can appeal to what interests them so that I can give them every opportunity to succeed.  I want to give students multiple ways in which to obtain this information and show that they have mastered the concepts of said information.  I want content that is engaging for them and challenges them.
• On sharing and creating opinions: Daryl would enjoy and respect teachers who understand that everyone has their own opinions and views on a topic.  Teachers should be open to interpretations and opinions that differ from their own or differ from societal norms.  This also entails allowing students to create and support their own opinions on a topic.  Give students the material and the background skills and information they need, then let them grow and foster their own opinions.  Allow them to share these opinions and give them opportunities to persuade others with their opinions.
• How can I support students like Daryl: If my students are willing to listen to my opinions and the things that I find interesting and exciting, it is only fair of me to allow them the same opportunities.  When I teach controversial topics, I want to give my students materials and articles that cover all sides or opinions, not just the ones that I choose to align myself with.  This allows students the opportunity to create their own opinions and not be fed the "appropriate" or "right" views.  I want to give my students the opportunity to argue with each other and persuade each other about their views in a controlled, open, and positive manner so that they can see the wide spectrum of opinions and thoughts other than their own, and possibly change their own opinions.
• On teachers and 'bad days' or mistakes: Daryl believes that teachers should acknowledge when they make mistakes or do something wrong.  They should know when it is appropriate to apologize and how to do so effectively and in a timely manner.  If they take too long to apologize after the fact, the problem could potentially escalate or the apology is less effective and meaningful.  Daryl believes in proving to teachers that they are wrong so that they have the opportunity to fix it and right the wrongs.
• How can I support students like Daryl: I want to model for my students how they need maturity and enough self-awareness and respect to know when they have wronged someone, and the appropriate steps to take t fix those wrongs.  I know how hard it is to admit to your mistakes, or to forgive someone when those mistakes hurt you.  I want to teach my students about EQ and how they (and I) can handle mistakes, anger, or stress in a way that is positive and conducive to a healthy classroom environment.

All references to "Fires" or Daryl are in reference to Fires in the Bathroom by Kathleen Cushman.  It belongs to Ms. Cushman and all the student co-authors of the book.  I do not claim to own the book, I only wish to share my views and opinions of it.