My regular column appears in the prestigious "Texas School Business" magazine, and I am now in my 18th year of contributing to the publication. Here are some of my recent columns.
Kids Say the Funniest Things
By Riney Jordan
Working in education provides so many benefits, not the least of which is enjoying the kids. One of the greatest joys of working with them is being entertained by their comments, their actions, and their honesty.
I remember being totally amused by one of my students who had lost one of his textbooks. Every day I would ask him if he had found it, and every day I got the same negative response.
One morning he came bounding into the classroom, waving the textbook above his head as he came running to my desk.
“I found the book, Mr. Jordan. I found my missing book!”
“Oh, man, that is great,” I responded. “Where did you find it?”
His eyes lit up. A huge grin came across his face.
“I found it in the one place I hadn’t looked,” he answered. “It was in the back of the refrigerator behind the butter!”
I couldn’t help but laugh.
I read once about a middle school student who came up to his English teacher at the end of the day.
“I’m sorry, but you owe me an apology,” he began. “I didn’t appreciate you calling me an inappropriate name today.”
Stunned, she looked at him and said, “What are you talking about. I didn’t call you anything that was inappropriate.”
“Yes, you did,” he responded. “I don’t know what the ‘oxy’ part meant, but I sure do know what a ‘moron’ is, and you looked straight at me when you said it.”
And sometimes school personnel are called on to go above and beyond the call of duty. I recall a young boy in the school where I was principal. He missed far too much school, and when he was there, he was usually tardy.
His mother often called to tell me that she could not get him out of bed in the morning. “I scream. I beg. I plead, and he just turns over and goes back to sleep. I have to get to work, so I just leave him in the bed.”
I’ll never forget the morning she called and told me that Steven was home in bed, sound asleep, and she was at work.
“Mr. Jordan,” she asked, “Would you mind driving over to our house, waking him up and taking him to school? The back door is unlocked.”
“I’d love to do that!” I responded. “This will be great.”
So, it was on a dreary spring morning that the assistant principal and I arrived at Steven’s house. Sure enough, the back door was unlocked and we proceeded to his bedroom. There he was, sound asleep, sprawled across the bed.
“Steven,” I said in a loud, commanding voice. “It’s Mr. Jordan. Wake up! You’re getting dressed and going to school!”
I’ve never seen such grabbing for sheets nor seen anyone wake up so wide-eyed. His expression was priceless.
“Mis…Mis…Mister Jordan!” he stammered. “Wh… wh… what are you doing here?”
“I’ve come to get you to take you to school. And, I’ll be here every morning that you pull this stunt. Understood? Now, we’re going to step out in the hallway while you get dressed. You have five minutes.”
Years later, I ran into Steven at a school program. Almost immediately, he looked at me and said, “Mister Jordan, do you remember when you came and woke me up to take me to school?”
“I’ll never forget it!” I grinned.
“Neither will I,” he said. “That really changed my life. Even now, at eighteen years of age, whenever I think, ‘I’ll just sleep a little longer,’ immediately I think of you standing at the foot of my bed, telling me to get up. You wouldn’t still do that, would you?” he asked.
“Don’t be too sure about that,” I responded. “And if you have kids in a few years and need me, just give me a call. Nothing would make me happier.”
I remember being totally amused by one of my students who had lost one of his textbooks. Every day I would ask him if he had found it, and every day I got the same negative response.
One morning he came bounding into the classroom, waving the textbook above his head as he came running to my desk.
“I found the book, Mr. Jordan. I found my missing book!”
“Oh, man, that is great,” I responded. “Where did you find it?”
His eyes lit up. A huge grin came across his face.
“I found it in the one place I hadn’t looked,” he answered. “It was in the back of the refrigerator behind the butter!”
I couldn’t help but laugh.
I read once about a middle school student who came up to his English teacher at the end of the day.
“I’m sorry, but you owe me an apology,” he began. “I didn’t appreciate you calling me an inappropriate name today.”
Stunned, she looked at him and said, “What are you talking about. I didn’t call you anything that was inappropriate.”
“Yes, you did,” he responded. “I don’t know what the ‘oxy’ part meant, but I sure do know what a ‘moron’ is, and you looked straight at me when you said it.”
And sometimes school personnel are called on to go above and beyond the call of duty. I recall a young boy in the school where I was principal. He missed far too much school, and when he was there, he was usually tardy.
His mother often called to tell me that she could not get him out of bed in the morning. “I scream. I beg. I plead, and he just turns over and goes back to sleep. I have to get to work, so I just leave him in the bed.”
I’ll never forget the morning she called and told me that Steven was home in bed, sound asleep, and she was at work.
“Mr. Jordan,” she asked, “Would you mind driving over to our house, waking him up and taking him to school? The back door is unlocked.”
“I’d love to do that!” I responded. “This will be great.”
So, it was on a dreary spring morning that the assistant principal and I arrived at Steven’s house. Sure enough, the back door was unlocked and we proceeded to his bedroom. There he was, sound asleep, sprawled across the bed.
“Steven,” I said in a loud, commanding voice. “It’s Mr. Jordan. Wake up! You’re getting dressed and going to school!”
I’ve never seen such grabbing for sheets nor seen anyone wake up so wide-eyed. His expression was priceless.
“Mis…Mis…Mister Jordan!” he stammered. “Wh… wh… what are you doing here?”
“I’ve come to get you to take you to school. And, I’ll be here every morning that you pull this stunt. Understood? Now, we’re going to step out in the hallway while you get dressed. You have five minutes.”
Years later, I ran into Steven at a school program. Almost immediately, he looked at me and said, “Mister Jordan, do you remember when you came and woke me up to take me to school?”
“I’ll never forget it!” I grinned.
“Neither will I,” he said. “That really changed my life. Even now, at eighteen years of age, whenever I think, ‘I’ll just sleep a little longer,’ immediately I think of you standing at the foot of my bed, telling me to get up. You wouldn’t still do that, would you?” he asked.
“Don’t be too sure about that,” I responded. “And if you have kids in a few years and need me, just give me a call. Nothing would make me happier.”
“Oh, How They are
Counting On Us”
Counting On Us”
By Riney Jordan
She was only four, but seemed more like a little adult. Her answers to questions reflected her maturity, and it was pure, unadulterated joy to talk to her.
In spite of her intellect, she was still a charming little girl who loved being a mother figure to a rather large number of dolls.
One doll, dressed in pink with yards of lace and frilly accessories, appeared to be her favorite. She carried her everywhere, and although the doll was almost as big as she was, her motherly instincts were obvious.
In fact, I couldn’t help but think that she could probably teach parenting lessons to many young moms I had encountered over the years. She spoke softly to her baby doll. She fed her and changed her clothes and did all the necessary tasks required of a parent. Needless to say, we were all quite impressed.
On this particular warm, sunny afternoon, several of the other family members had decided to take a stroll down to our pond. The four-year-old must have assumed that it would be too much for her “baby,” so she approached me as I sat at the picnic table on the patio.
“Would you mind watching my baby while I go with the others?” she asked. “We won’t be gone long.”
“I’d be happy to do that,” I responded with a big smile.
At that moment, she must have assumed I wasn’t grasping the importance of my new assignment, for as she walked away, she stopped suddenly, and seemed to ponder the situation.
Then, just as quickly, she turned and faced me.
With her head lowered, and her eyebrows raised, she looked straight into my eyes and said, “I’m counting on you. Okay?”
Suddenly, I realized that my ability to care for this “child” was far more serious than I had originally figured.
“Yes. Yes, I will do my best,” I stammered.
“I’m counting on you.”
That is a soul-searching statement to be made to any of us, and I couldn’t help but think of the countless number of kids that we serve everyday in our schools, who, whether spoken or not, are posing the same thought.
“I’m counting on you.”
And, indeed they are. We have been entrusted with one of the most important tasks in an individual’s life. It’s as if to say, “Will you teach me? Will you help me? Will you be patient with me? Will you encourage me? Will you make a difference in my life? Will you … please?”
Although graduation rates are gradually improving, we still have a long way to go.
A nonprofit group entitled America’s Promise Alliance, analyzed data from the Department of Education and discovered some amazing facts and characteristics of students who leave high school before graduation. It is estimated that 11% became involved in gangs, 36% regularly used drugs, and 18% have been to either a jail or a juvenile detention center. Furthermore, 22% reported that they had been homeless after high school.
Of course, there are no guarantees. Students who stay in school are not immune from drug use, gangs, or incarceration. But the increases in these problems for the students who leave high school before graduation are certainly noteworthy. By developing strong, lasting relationships with our students, we know that the odds improve for students to stay in school, as well as for those who later re-enroll or pass a GED high school equivalency exam.
And maybe, just maybe, some young adult will walk up to you and say something like this amazing little four year old said to me upon returning back to assume the responsibility for her doll once again: “Thank you so much. You really did a good job!”
Take a moment right now to look at the kids around you.
Whether spoken or not, they’re saying to each of us, “I’m counting on you. Okay?”
In spite of her intellect, she was still a charming little girl who loved being a mother figure to a rather large number of dolls.
One doll, dressed in pink with yards of lace and frilly accessories, appeared to be her favorite. She carried her everywhere, and although the doll was almost as big as she was, her motherly instincts were obvious.
In fact, I couldn’t help but think that she could probably teach parenting lessons to many young moms I had encountered over the years. She spoke softly to her baby doll. She fed her and changed her clothes and did all the necessary tasks required of a parent. Needless to say, we were all quite impressed.
On this particular warm, sunny afternoon, several of the other family members had decided to take a stroll down to our pond. The four-year-old must have assumed that it would be too much for her “baby,” so she approached me as I sat at the picnic table on the patio.
“Would you mind watching my baby while I go with the others?” she asked. “We won’t be gone long.”
“I’d be happy to do that,” I responded with a big smile.
At that moment, she must have assumed I wasn’t grasping the importance of my new assignment, for as she walked away, she stopped suddenly, and seemed to ponder the situation.
Then, just as quickly, she turned and faced me.
With her head lowered, and her eyebrows raised, she looked straight into my eyes and said, “I’m counting on you. Okay?”
Suddenly, I realized that my ability to care for this “child” was far more serious than I had originally figured.
“Yes. Yes, I will do my best,” I stammered.
“I’m counting on you.”
That is a soul-searching statement to be made to any of us, and I couldn’t help but think of the countless number of kids that we serve everyday in our schools, who, whether spoken or not, are posing the same thought.
“I’m counting on you.”
And, indeed they are. We have been entrusted with one of the most important tasks in an individual’s life. It’s as if to say, “Will you teach me? Will you help me? Will you be patient with me? Will you encourage me? Will you make a difference in my life? Will you … please?”
Although graduation rates are gradually improving, we still have a long way to go.
A nonprofit group entitled America’s Promise Alliance, analyzed data from the Department of Education and discovered some amazing facts and characteristics of students who leave high school before graduation. It is estimated that 11% became involved in gangs, 36% regularly used drugs, and 18% have been to either a jail or a juvenile detention center. Furthermore, 22% reported that they had been homeless after high school.
Of course, there are no guarantees. Students who stay in school are not immune from drug use, gangs, or incarceration. But the increases in these problems for the students who leave high school before graduation are certainly noteworthy. By developing strong, lasting relationships with our students, we know that the odds improve for students to stay in school, as well as for those who later re-enroll or pass a GED high school equivalency exam.
And maybe, just maybe, some young adult will walk up to you and say something like this amazing little four year old said to me upon returning back to assume the responsibility for her doll once again: “Thank you so much. You really did a good job!”
Take a moment right now to look at the kids around you.
Whether spoken or not, they’re saying to each of us, “I’m counting on you. Okay?”
Let’s Focus on the Heart of the Matter
There are always scores of things to do when you work with children.
Just think of the countless hours that are spent in meetings, for example. There are meetings for everything you can imagine – curriculum, discipline, policy issues, athletics, special needs, transportation, food service, and board agendas. As we all well know, the list is seemingly endless.
These items typically have to do with the head. We think through these matters. We ponder. We consult. We question. We develop them.
And, typically, we feel pretty good about all we’ve done. We feel we are now prepared to deal with virtually any incident, short of the highly unlikely ones.
Granted, all of this preparation is necessary for our schools and our classrooms to run effectively. However, we rarely seem to emphasize or develop one aspect of working with children that may be the most important of all.
I believe that missing ingredient is doing as much as possible to prepare the hearts of teachers, administrators, and support staff.
For so many of our students, an understanding, compassionate, and caring heart of a school employee can make all the difference in their learning, their attitude, and their desire to improve.
Let me illustrate with the story of a young girl who was born in Mexico and spent much of her childhood there before coming to the United States. Her ability to communicate effectively in English was difficult. During her senior year, her mother became extremely ill and she was forced to stay home and care for her and the younger siblings. She cooked for her family. She cleaned the house for her family. And she was the sole caregiver for her family.
As a result, she was not able to complete many of her school assignments. When she asked about how she could do the makeup work, she was told that it had to be done on school computers during the school day.
Of course, this wasn’t possible, so her grades suffered, although she continued to study her textbooks from home.
When it came time for finals, she was once again told that in order to graduate, she would be required to use the school computers during the school day. Graduation came and went and her hopes for earning a high school diploma were dashed.
When the assistant principal learned of her dilemma, she knew that an exception had to be made for this bright young girl who had exhibited a strong desire to learn and achieve.
So, on several warm summer afternoons, the administrator drove to the young girl’s home and brought out a school laptop computer. The assistant principal entered security codes, and as the mother and the siblings watched, the final exams appeared on the screen. The eager young student beamed as she began this final activity in order to graduate during a summer commencement.
And, yes, the story has a happy ending. She proudly walked across the stage in mid-summer and received her diploma, as a caring assistant principal watched and her heart grew even stronger.
In this case, it took an individual with a caring heart to see that the rewards of learning took place. More than likely, this young girl would never have succeeded if someone had not gone “above and beyond the call of duty” to show they cared.
For without the inclusion of the heart in school matters, many opportunities for the students we serve will be missed.
When educators gather, share the stories that made a difference in the lives of kids. Encourage each other. Share articles and books that emphasize the importance of truly caring for another individual. Was there a teacher who took the extra mile for you? Tell your story to others.
In my humble opinion, an educator can have all the knowledge in the world, but unless they have a caring heart, they are no more valuable than a computer with no power.
Just think of the countless hours that are spent in meetings, for example. There are meetings for everything you can imagine – curriculum, discipline, policy issues, athletics, special needs, transportation, food service, and board agendas. As we all well know, the list is seemingly endless.
These items typically have to do with the head. We think through these matters. We ponder. We consult. We question. We develop them.
And, typically, we feel pretty good about all we’ve done. We feel we are now prepared to deal with virtually any incident, short of the highly unlikely ones.
Granted, all of this preparation is necessary for our schools and our classrooms to run effectively. However, we rarely seem to emphasize or develop one aspect of working with children that may be the most important of all.
I believe that missing ingredient is doing as much as possible to prepare the hearts of teachers, administrators, and support staff.
For so many of our students, an understanding, compassionate, and caring heart of a school employee can make all the difference in their learning, their attitude, and their desire to improve.
Let me illustrate with the story of a young girl who was born in Mexico and spent much of her childhood there before coming to the United States. Her ability to communicate effectively in English was difficult. During her senior year, her mother became extremely ill and she was forced to stay home and care for her and the younger siblings. She cooked for her family. She cleaned the house for her family. And she was the sole caregiver for her family.
As a result, she was not able to complete many of her school assignments. When she asked about how she could do the makeup work, she was told that it had to be done on school computers during the school day.
Of course, this wasn’t possible, so her grades suffered, although she continued to study her textbooks from home.
When it came time for finals, she was once again told that in order to graduate, she would be required to use the school computers during the school day. Graduation came and went and her hopes for earning a high school diploma were dashed.
When the assistant principal learned of her dilemma, she knew that an exception had to be made for this bright young girl who had exhibited a strong desire to learn and achieve.
So, on several warm summer afternoons, the administrator drove to the young girl’s home and brought out a school laptop computer. The assistant principal entered security codes, and as the mother and the siblings watched, the final exams appeared on the screen. The eager young student beamed as she began this final activity in order to graduate during a summer commencement.
And, yes, the story has a happy ending. She proudly walked across the stage in mid-summer and received her diploma, as a caring assistant principal watched and her heart grew even stronger.
In this case, it took an individual with a caring heart to see that the rewards of learning took place. More than likely, this young girl would never have succeeded if someone had not gone “above and beyond the call of duty” to show they cared.
For without the inclusion of the heart in school matters, many opportunities for the students we serve will be missed.
When educators gather, share the stories that made a difference in the lives of kids. Encourage each other. Share articles and books that emphasize the importance of truly caring for another individual. Was there a teacher who took the extra mile for you? Tell your story to others.
In my humble opinion, an educator can have all the knowledge in the world, but unless they have a caring heart, they are no more valuable than a computer with no power.