A Young Transgender Student

*Disclaimer: This is solely meant as my account with a student who identified himself as the opposite sex in which he was born. While the title suggests the student was indeed transgender, I cannot say for certain if he was or was not. If I wrote any pronouns incorrectly, I apologize.

A TransGender-Symbol Plain3
By User:ParaDox – en:User:ParaDox – de:Benutzer:ParaDox (Own work) [CC BY-SA 2.5], via Wikimedia Commons

Student Teaching

Back in the mid 90’s I did my student teaching in a first/second grade classroom. I was assigned to two teachers, each with their own classroom. There was another student teacher assigned to the teachers as well. The assignment went from January to April.

So why am I bringing up something that occurred so long ago? Well, recently Brad Pitt and Angelina Jolie‘s daughter, Shiloh, has stated that she would like to be called John, and identifies as a boy. This got me thinking about my student teaching days and a boy named William.

He’s Gay

That’s what I about William after my first day in my assignment. The other 3 teachers said that I was being mean. I explained that I was in no way judging or being mean, I was simply stating my observations. It was clear from the beginning that William had very feminine traits and played mostly with the girls.

*Note: I was younger than the other teachers in the room. I took a more liberal view to ones sexual orientation than most. My experiences with the GLTB community were very different than many around me. I have long since held the belief that you’re born gay; you don’t decide or ‘change’. It is who you are.

Now it’s not like he was the only child we discussed. The teachers were filling the other student teacher and I in on some of the specifics of students. Who went to speech, who benefitted from SpEd, who to academically keep our eye on, etc.

When I Grow Up

As a part of the daily routine, we would do ‘Calendar’. If you’ve ever taught the younger grades, you know exactly what I’m talking about. It’s a time students gather around a large calendar discussing days of the week, months, counting, place value, weather, etc. Part of our routine must have been to ask about what they wanted to be when the grew up. I remember when it was William’s turn to be ‘Person of the Day’ that question was posed to him. His immediate response was, “I want to be a girl when I grow up.” I asked him why (I know, rookie mistake; shouldn’t have done that in front of the class). Without hesitation he replied, “So I can have long blonde hair and long fingernails.” This answer was accompanied by running his fingers through his imaginary long hair and stroking his imaginary fingernails. I didn’t think much of it and moved on. So he wanted to be a girl, and had an age appropriate reason. It’s no different than another boy saying he wanted to be a firefighter so he could ride in a firetruck. First grade answers are pretty basic.

Christina

Then came the day he went around asking the adults how to spell Christina. This must have been around mid February to mid March. He was now writing Christina on all of his papers. He came to school with a yellow bandana on his head. He asked me if I liked his blonde hair. He was quite happy with his hair. I believe the girls also started calling him Christina. The master teachers refused, and immediately scheduled a meeting with the mom.

Somewhere in that time period, he developed a crush on another little boy. He would sit by this boy and try to hold his hand. This freaked everyone out, especially the other little boy.

In the meeting, as a student teacher I was to observe and not say anything. I don’t remember much from the meeting. I was of the mindset that if he wants to be called Christina do it. If she wants to grow up and be a girl, it’ll happen. I do remember someone asking if the father not having a strong presence was to blame on his behavior.

After the meeting he was once again called William, and no longer wore a yellow bandana. It seemed as if things had ‘calmed down’. I don’t know what ever happened to William/Christina. I don’t know if it was an exploration into the other gender or if he really was transgender. I would venture to say he was/is transgender. I openly admit that I am no expert. Where ever he is I hope he is happy and doing well.

Lessons

What lessons can be learned from this? First of all, there needs to be more education on this topic. As a now ‘seasoned’ teacher, I’m not sure I would have a conference with the parents when a child wanted to change his/her name to something of the opposite sex. On one hand, I’ve had students who have wanted to be called Justin when their birth name was say Raul; I didn’t call the parents then. So why would I call in this case? On the other hand, it does signify more complex factors are at play. Being a 5th grade teacher, I might try to talk with the student one on one.

I also think that the stigma of being boys being boys and girls being girls needs to go away. We need to embrace each other, and especially children, for who we are, not what we identify as or who we like.

In Conclusion

I applaud Brad, Angelina, John, and their family for shedding light on this. It was brave of John. It is heartwarming to see he has the support of his whole family. I can only hope that all children who are gay, lesbian, bisexual, or transgender receive the same love and support.

Student Presenters

Recently a friend and I were talking about some of our district meetings, some of which are the occasional ‘Tech’ meetings. We have tried the ‘Cafeteria’ style, where teachers choose from a list of presenters & presentations/workshops. It’s worked ‘okay’, but not great. And as my friend and I were talking, we got around to all the different things that my students do in class. She then suggested having students give some of the presentations/workshops!

I know, she’s brilliant! Now many would be skeptical of the idea of having 5th graders presenting to a group of adults. I will admit that, while I thought it was brilliant, I had my doubts that my students would be open to the idea. To my surprise, they were on-board. Many of them asked when the meeting is, and what they should present! Two girls want to show off their knowledge of ‘Animoto’, another boy wants to do a whole presentation on using iMovie from an iPhone (via Reflector – his idea), and a few others that want to present, just not sure on what. My students are FEARLESS and amazing!

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After school I was talking to another teacher about the idea and my students’ responses. She also felt that it was an awesome idea. She pointed out that many teachers don’t think students can do what they have seen in the (past) presentations/workshops. She went on to state how powerful the experience could be for the students and the teachers. Teachers would not only see that students COULD do it, but have a deep understanding of the different tools or apps being used, and how these tools can be used to show their knowledge in different subjects. And the students would shine, gain confidence, and experience something so HUGE at such a young age.

I can’t wait to see how this ends, or should I say begins (let’s hope this is the beginning of something great)! I’m so excited. I will definitely be blogging about their success in about a month! Stay tuned.

Student Demo Slams

If you have been to a Google Summit or other Googley type event, you have most likely witnessed a Demo Slam. For those of you who have not, a Demo Slam is where a presenter (anyone really) is given 3 minutes to show off their coolest, geekiest, most interesting tech ‘thing’. I have seen Demo Slams on tricks in YouTube, useful Chrome Extensions, tools in Google Docs, and Google Easter Eggs.

I began doing Demo Slams in my classroom. It began as a way to teach my students some simple tricks to help them in class. For example, I showed them ‘Build With Chrome‘, how to search images with reuse policies, and a few Chrome Extensions. It was a success from the beginning.

My story doesn’t end here. Not to be outdone, my students begged to begin doing them. You see, they like to ‘Out Geek’ me. They have each made it their mission to find a trick or two that I don’t know about. And yes, they have taught me so much! Of course I was thrilled that they wanted to do slams. So now I have a sign up sheet in my class. They can sign up for a slam anytime they want. I also have official time keepers. I just sit back watch, and learn new things from them.

One of the biggest successes came with ‘Build With Chrome‘. I briefly showed the tool, and as always encouraged them to explore it more on their own. I have a student who loves Minecraft, Legos, and creating, but is not big on getting up in front of the class and presenting. He took the idea and ran with it. He signed up for his own account, showed others what could be done with it, and ASKED if he could do a Demo Slam on it!

So pleased with their initiative, I have offered to share out the Demo Slams with other teachers. Recently, 2 girls went to a second grade classroom to show them a few keyboard shortcuts. I had 2 boys read about Anne Frank, and give a Demo Slam about what they read. Yeah, we decided Demo Slams don’t have to be tech related. It’s a HUGE success with my students. They are confident, learn from their mistakes, take chances, and freely share their knowledge. What more could a teacher ask for?

Student Videos

Since I first went to CUE in Napa Valley in 2011, I have been integrating student videos into my routine. I often have students create their own tutorials which I then post on my class website for all. This serves two purposes for me. First, I don’t have to make a tutorial for students to refer to with key concepts. Secondly, I use the tutorials as unobtrusive assessments. Today, this was a very valuable lesson for me. I sent two top students out to create a video on multiplying with decimals. They proved to me that they knew what they were doing so off they went to the office to create their lesson. It wasn’t until after school that I was able to view the video. While watching, I saw 2 misconceptions both students had. The upside to all this? Well, I can now go back tomorrow and target the misconceptions (with the whole class), because if these two have the wrong idea so does the rest of the class. And, they aren’t as proficient as I thought (or would like them to be). I guess it was a good learning day for us all.

 

Multiplying with Decimals (with misconceptions)