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T O P I C : Disrespect in Spanish Katy asks for help: The main rule in my classroom is that we respect one another. We have many rules, but this is THE BIG ONE! However, I have several instances where kids have complained that other kids are calling them bad names, or saying bad things in Spanish, during my class. I am not sure how to deal with this. I have tried to learn some phrases, but they are pretty creative in the way they insult each other. This has become a major issue because students from different countries are beginning to have physical altercations based on these exchanges. HELP! Posted October 9, 2008
 R E S P O N S E : Learn the Words — Scott Koenig writes: That's an interesting issue, Katy, and definitely very topical for many classrooms today. At first, I'd try to educate myself on the "cuss words" in Spanish and other languages. Next, if there's an altercation, write down what you heard, and then let the students know that they can have that conversation with the principal. I know we try not to send kids to the principal if we don't have to, but if these things are escalating, it's best to try and nip them as soon as possible. As for the language, your principal or someone else in the main office should be able to translate, and hopefully they can help you with that. If not, maybe just the fear of letting the students know that what they said to each other, they can say to your principal, might work in squelching some of the conflict. I think it's important to follow through, too, the first time anyone "talks smack" to another person in a different language. Posted November 16, 2008
R E S P O N S E : Spanish OK, but with Limits Laurie Trahan writes: I experienced this issue with my previous ELL class. I said in class that I learned those phrases in order to not allow them to insult each other, but if it comes down to the class being out of control, then maybe their native language need not be allowed for a while. Whenever students were doing that in my class, I told them that until they could learn to respect each other and respect the fact that they should not be taking advantage of their teacher, who does not know what they are saying, then only English would be spoken. I did allow them to speak to each other one-on-one in Spanish if it was regarding assignments or how to do something, but as far as oral class discussions or students just being disruptive with comments, I would not allow any other languages besides English to be spoken in my classroom until they learned to respect each other. Posted November 25, 2008
R E S P O N S E : Put It in Writing. Brian Lee writes: This is a very interesting situation. While insults are a part of life and students should learn how to deal with these incidents non-violently, they should not be subject to any kind of abuse in the classroom. This may sound a little dorky but, in my current rotation, there is a buddy/bully box. This box is to encourage the students to self-police their school without worrying about the social repercussions of being perceived as a tattler. The box has the double use of allowing students to praise the behavior of their fellow students. I don't think this box is the best answer, but if things are getting violent, the student body needs to feel safe and be able to address these behaviors on a peer level. As far as in-the-classroom behaviors, you could prohibit the students from speaking Spanish in your classroom, but allow Spanish communications in writing. This would keep the native language in the classroom and allow for closer monitoring of the content of student discourse. I'm not sure if this would be any better, but at least they would be writing, right? Posted December 2, 2008
R E S P O N S E : Powerful Opportunities Martha Sandven writes: I, too, am having this problem in my current rotation. Man, those kids are sneaky! Just when I am praising myself for having a hundred eyes that catch everything, I find out that I've missed an entire exchange between two students that has turned into a large enough threat that the counselors and resource officers have to become involved. While kids are going to treat each other however they want when they aren't in our sphere of influence, we still have some powerful opportunities to teach them conflict resolution techniques and new ways of thinking about each other while we have them in class. First of all, I believe we need to take the time to talk as a community (classroom) about these issues — face them head on, and generate a list of strategies for dealing with the issues together. Everyone is a victim when these exchanges take place. There is a great resource out there called Bullies, Victims and Bystanders that teaches us how damaging this behavior is to all three groups: those who threaten, those who are threatened, and those on the sidelines in the community. I understand that we aren't counselors and are under tremendous pressure to address frameworks, learning goals, etc. on a daily basis, but honestly, how much learning is taking place when there is a quiet, palpable threat of violence in the classroom? In my experience, NONE. Secondly, I believe there are some wonderful curricular things we can do that simultaneously address issues like bullying, peer tormenting, racism, and violence. Just last week (and partly because of similar issues in my classroom — it was a ROUGH WEEK) I taught a song by CREED called "One." It is from their album titled My Own Prison (copyright 1999.) I do not know if you are familiar with this song; if you aren't, please take a listen. Here are a few lyrics to give you the flavor: One, oh one, the only way is one I feel angry, I feel helpless Society blind by color The world is heading for mutiny I am teaching ELLs right now (Levels 2 and 3). The vocabulary and imagery in this song is difficult, but very rich, and lends itself to some wonderful skill-building opportunities that meet the goals of several of the state and national frameworks and standards, but, most importantly, it gives us a chance as a class to read lyrics, listen to some heavy metal (how shocking!), and talk about the idea of being "one." All of the students wrote reflections about the song, including a text-text, text-self, or text-world connection. Each day, we have referred to the song and the message, and used the vocabulary. It's not a cure to racism in our classroom, or to the violence that happens when the kids are out of our sight, but it's a start. Consider a song like "One" for a lesson plan sometime. Also, pick up Theatre of the Oppressed and Games for Actors and Non-Actors by Augusto Boal. You will read about how dramatic explorations of social conflict by non-actors has lead to peaceful exchange and equality in the towns and cities of Brazil, one of the most violent and oppressed countries in the world. It's powerful stuff, and absolutely has a place in our ELA classrooms. Of course, I share all of this with you not knowing if the threat of violence that hung over my classroom this past week has erupted into something since the end-of-day bell rang yesterday. We can only do what we can with the time we have. Sometimes it feels like there's never enough time, doesn't it? Posted December 13, 2008
E-mail your suggestions and comments to fbowles@uark.edu 
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