Like Mictlantecuhtli who was told by a colleague to be a good prison guard, most of the advice I’ve received since I started teaching young adults is about discipline and how to affirm one’s authority, usually by being harsh and taking measures against students who fail to comply. I have a big issue with that logic, even though one of my classes is turning out to be difficult to deal with. The problem, as usual, is one of context. What I am made to teach in that school is not a stimulating programme: we follow a textbook which students do not much like and I am asked not to skip any of the exercises. This means that most of our time is devoted to grammatical drills (the textbook’s attempt to make them look like fun falls flat) while very little time is left for what I wish to teach them, which is reading and witing. I want real debates about themes derived from literature, not a discussion on “do you prefer parties with family or with friends?” I cannot blame students for getting bored and discouraged and concluding that English at their school has very little value. In the problematic class, this is clearly made worse by the fact that they perceive my status of substitute teacher as having little credibility. They believe that they can manipulate me, disregard what I tell them, and that their behaviour will be of no consequence. In addition to that, some of the students in that class seem to pose problems with other teachers, which indicates a generally dismissive attitude towards school.
I thus end up teaching material that I think insults both their intelligence and mine and having to discipline students who object to what I am asking them to do when, actually, I believe that it is a healthy reaction to oppose mindless teaching that disregards the humanity of teachers and students alike.