1. Edward LewisLitzinger
Universityof Pittsburgh,Bachelorof ArtsinProfessional Writing
IndianaUniversityof Pennsylvania,Masterof Artsin TeachingEnglish
Substitute Teacher,K-12(6 years)
My narrative isaboutmy experience withastudent receivingmultiple suspensionsatthe verybeginning
of the school yearand mydiscussionwithateacheraboutthe resultantworkloadforthe faculty.
Generally,Iwrote aboutabsenteeismandthe consequencesof astudentbeingchronicallyabsent:
disruptionof instructional time forteachersandstudents,anabundance of unanticipatedpaperworkfor
faculty, andthe improbabilityof learningforand teachers’ successful assessmentsof those students.
“He isfacinghisfourthsuspensioninfive weeks;he will have beenabsentmore daysfromclassthan
beingpresent,”afellow teachergrumblesoverthe absurdity.
The month isOctober. Mrs. Davis shufflesthroughanotherpacketof papersconcerningthe
student’srecentlyobservedbehaviors- one thatshe did notexpecttobe completingat7:30 ona
Monday morning.The papersrequestinformationaboutthe student’soutwardappearance,irregular
habits,incidentsof insubordination,numberof timestobe redirected,numberof timesoff-task,level of
participation,andanumberof otheritemsand checklists(all forachildshe hadbeengivenzero
opportunitytomeet.) Almostlamentingthe probabilityof the principal resortingtoexpulsion,she
uttersthe numberof ways inwhicha single studentcancreate so much extraworkfor teachers.
When“behavioral”studentsdisturbinstructional time,theymustbe disciplinedif theyare tobe
deterredfromrepeatingthe same actions. A teacherextendsthe disruptionfurtherinordertocarry
out the appropriate disciplinaryreaction,andevenfurtherstill,whenmarkingnotesonthe necessary
documentationforms.Howmuchtime,then,iswastedinone classperiod? The dominoescontinue to
fall fromhere. The studentiseitherprescribedareferral,adetention,In-School Suspension(ISS) orOut
of School Suspension(OSS).Fortwoor three of these,teachersmustprepare the assignments“to-go”
like anexpresspick-upline,andthistakesanenormousamountof time whichcouldhave beenusedfor
carefullypreparingmore enrichingactivities.The regular,cooperative studentsloseoutagain.If the
studentfailstocollectandthe teacherfailstodeliver,thenthe studentonlyplummetsdeeperintoa
discouragingpitof unfinishedassignments.
Asa substitute teacher,I have spokentoplentyof veteranteachersabouttheirmajor
grievances,andthe mostprominentandharrowingdisruptionsforthem are those notentirely
unforeseen.Studentabsencesare predictable,evenmanageable,butchronicabsenteeismbecomesa
colossal headache.Teachinganemptydeskisimpossible.Unlesstheirparentsare teachersandcan
affordthe time to instructat home (whichismostlynotthe case),absentstudentsare notlearning.

2. Those studentscancontinue approachingtheirteachersbefore,afterandduringclass-time formissed
work,but theyare simplyreceivingtoolswithoutknowinghow touse them.Above all else,how can
those students’progressbe assessed?Canevaluationadequatelytake place withonlyacollectionof
gradesfor take-home work?
Chronicabsenteeismisanissue thatshouldbe resolvedbetweenthe parentsand
administrators,yetitisleftuptothe teachers towork withit.What isfair forthe studentto achieve
well andearngoodgrades?How is itpossible toworkinextenuatingconditions?Theseare difficult
situationsthatcall forindividual attentiononastudent-by-studentbasis.Studenthelperscanassistin
beingassignedthe responsibilityof distributingmaterialsto absentstudents andcatchingthemupwith
lessons.Systemsof “While youwere out”centerscouldbe established,forexample.Mostof all,
teacherscan communicate the importance of attendance andattempttomake the classroom
environmentone inwhichstudentsfeel comfortable,asafe havenwhere studentswanttoreturn.And
as teachers,letusnot err awayfromour own attendance;we mustbe presenttodothe job,as ourown
attendance is,of course,justas tantamount.
Stage II Reflection:
After writing my story and thinking about it again with Danielson’s frameworkin mind, I
realize that good educators should not allow themselves to feel frustrated with problems deemed
“outside” of their responsibilities or control. No matter the mission we are on or the careers we’ve
chosen, we must all expect to face unpredictable challenges and irreparable, shattered ruins. This
does not permit teachers to throw in the towel-especially when the struggle revolvesaround a
student with a world of possibility ahead. There is never an absence of hope in a child. And why else
does a teacher do the job, but for the youth of tomorrow?
The progress of a group of students can sometimes be stifled by the actions (or inaction) of
a single student, whether the child may be one with special needs or whoacts out of behavior, or a
student who is missing from class altogether. The student who is present and disrupts class is
comparable to the absent student whodisrupts class. I have worked withteachers who complain
about taking on extra responsibilities forstudents whoare actively disruptive during class and
would rather have them removed from the traditional classroom setting. Some instances callfor it,
while others seem to be more of a grey area when attempting to make the decision. Teachers have
been more distressed about the paperwork and documentation that pile up on their desks than the
actual handling of the student by the parents and administration. But these tools are essential.
Most of these kinds of documents are used by special needs teachers and schooladministrators to
determine improvement plans for these problematic situations.
These are all responsibilities that should be expected. A part of the teacher’s job is to
provide attention to each individual; however, I understand how it might seem unfair if one child is
taking time away froma wholegroup of cooperative students. Educators are expected to do the

3. best they can withthe resources and strategies available. Danielson’s first domain, “Preparation
and Planning” is of utmost importance as teachers should, after having gotten to know the students,
cater to their interests, abilities, and learning styles. Itis even best to become familiar with the
chronically absent student and formulate lessons and activities in such a way that might raise the
chances of the student wanting to come back and participate once again. This might involve
incorporating the student’s interests, providing approachable activities that can be easily
understood and engaging for the student, for the purposes of serving specific learning styles.
Nurturing the classroom environment goes hand-in-hand withplanning and preparation.
Most specifically,building rapport with students and encouraging them to build relationships with
one another are the absolute best waysthat ensure a fun and engaging community of learners. All
students truly love attending class when they can feel most comfortablewith their neighbors, as
well as with the authority figure in the room. I have found it best to consistently show genuine
interest in the lives of students, without ever being intrusive, inappropriate or unprofessional.
Having brief, 3-minute conversations at the beginnings or conclusions of class periods and
showcasing interactions in the hallways withstudents or other teachers can make a worldof
difference in how the children will perceive the teacher and how positive relationships should be
modeled after.
Likewise with demonstrating proper social interactions, Danielson’s fourth domain
highlights the professionalism we should uphold. If a student is repeatedly absent, a concerning
note home to parents should reveal that their child is in the hands of someone whowants the best
for their boy or girl.
Finally, I thought of how community involvement and extracurricular activities could
definitely subvert the absenteeism of a student. Pry politely into the lives of questionable students,
talk to them about where their interests lie, and ask them to participate in outside activities. I often
have conversations regularly withstudents about the potential they may not have discovered in
themselves nor the loves and passions they may not have yet realized in their lives. I share withmy
students how some of the best experiences of my life have been discovering the things I love most
and the skills in which I excel, (sometimes having to do with subjects I never knew existed.) I enjoy
trying to intrigue students withthe vast body of infinite knowledge and facts in existence, that the
world is exceedingly more beautiful and complex than Math and English inside of school and their
videogames outside of school. I implore them to search forthe subjects that interest them.
I have students with parents who don’t ask them about their interests, whodon’t fret over
their failing grades, and who are never found on the benches at their ball games. For those students,
teachers couldattend those games and make sure to let them know that their involvement is
admired by the community and that their achievements are celebrated and will be remembered.
Youcannot be an effectiveteacher without the care and conviction. A teacher’s job is not to gripe
about the work but to boost their students, so that they can one day learn to stand on their ownand
carry on that compassion forothers whichwill ripple outward forall the world.