Question:
I just saw you tweet that you used to teach 8th grade, so I’m wondering if you can help me.
I teach 6th grade in a low income and disadvantaged area. Many of my kids are not bad kids. Some of them do bad things, but that’s just kids.
Here’s my dilemma. When a student does something they’re not supposed to do, I can’t get the other students to tell me who it is, and then I have to punish everybody so I can make sure the person who acted out gets punished. I don’t like doing this, but I can’t seem to get through this wall of silence and misguided unity.
I think these kids are mistrustful of me because I’m white and the majority of them are black and latino. I don’t like punishing all the kids. It’s really not fair to the really good kids who never do anything to make trouble. How do I handle this?
“Ms. Crabtree”
-the above content is copied and pasted verbatim from the original message-
Answer:
Ah, the adolescent “wall of silence.” I remember it well. It was one of the first battles I chose to fight when I started teaching.
My students seemed to have the “us (students) versus them (teachers)” mentality, so they started out trying to pull the “wall of silence” nonsense with me. I simply wasn’t having it. I also taught in a low-income, disadvantaged area. I guess the difference between you and me is that I’m black and so were about 98% of the student population at my school.
Having said that, however, you must understand that I shared an ethnicity with most of my students, but I didn’t share the same socio-economic situation with my students. I was raised middle class in a two-parent household where both my parents were college-educated. That does make a difference, even when it comes to sharing the same skin color, because I had to learn to understand the things with which my students had to contend on a daily basis.
It was that getting-to-know-them process that was critical to my breaking through their “wall of silence.” I had to learn what “snitches get stitches” meant in their neighborhood, and I had to help them differentiate between the neighborhood and the learning environment.
Right or wrong, this is what I told my students: you’re a snitch if you’re also involved in the bad behavior but you only tell on the other person/people and not yourself. If you’re not involved in the bad behavior, but you’re aware of who the culprit(s) is/are, you’re a part of the problem if I ask you to tell me who misbehaved and you say nothing. When you allow someone else’s bad behavior to cause you to receive the same punishment as them, they’re not being punished at all, because they’re not losing anything that those that were not involved in the bad behavior have gained. I believed 100% in collective punishment if I couldn’t get anyone to tell me individual names. They hated that more than the hated the label of snitch. My collective punishment was extra homework that became a part of their grade, and it wasn’t extra credit.
They didn’t start giving up names overnight. It took awhile (and several extra homework assignments
) for my concept to sink in, but it did sink in. I, also, made it a point never to ask my students to give me information in front of their peers. That helped break down the “wall of silence” even faster.
The biggest lesson I learned when working with children is that persistence pays. If you are consistently persistent, they will perform to your expectation. Don’t waiver and be patient. That’s my best advice to you. Don’t waiver and be patient.
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