8
Q-NOTES • MARCH 16 . 2002
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Nipping bad behavior in the class
By Alan Horowitz
Education Week
When gay issues are brought up, there is
often discomfort on the part of the teacher,
hindering a quick response. I began
teaching first grade in 1988. At that time, it
was rare that I heard words related to gay
issues from my students. When I left the
classroom in 1998, appropriate and
inappropriate discussion about gay issues
was commonplace. 1 remember once during
“learning centers” I heard the word “gay”
coming from the block center. I walked over
to investigate. Kelli whined, “Jordan said if
you hug your dad it means you're gay.”
“No, if you hug your dad it doesn't mean
you're gay,” I responded.
Then I listened as 1 walked away.
“Gay is a bad word,” Kelli scolded.
“No, it's not,” replied Jordan. “If it was,
Mr. Horowitz would have said something.”
Conversations such as these are
occurring in block centers around the
country. Worse yet, harassing words such
as “fg” are among the most common
pejorative words in elementary school
classrooms, hallways and playgrounds.
When I heard the word “gay” in my class, I
knew how to respond. Most teachers don't.
As teachers, we make more than 30
decisions a minute. Through experience, we
increase the bag of tricks that helps us make
these decisions. When students make racial
slurs, most teachers have an appropriate
response in their repertoires. When gay
issues are brought up, however, there is
often discomfort on the part of the teacher,
hindering a quick response. The key to'
successful response is to become
comfortable talking about gay issues.
Students mirror a society that is
becoming increasingly more comfortable
discussing gay issues.
In elementary schools, students use the
word “gay” definitively, erroneously and
pejoratively. When students use the word
definitively, it is clear that they know its
meaning and are using it in a proper
context. For example, “My uncle and his
partner are gay.” This type of usage requires
no response on the part of the teacher.
My block-center scenario illustrates an
erroneous use of the word “gay.” In this
case, “gay” was used incorrectly. Here, a
short, age-appropriate clarification was the
most appropriate intervention.
When a student uses the word “gay”
pejoratively, he or she intends to mean
something incorrect and negative. For
example, “That drawing is so gay.” In this
case, it is important for the teacher to help
the student say what he really means. The
following dialogue will illustrate:
Teacher: When you say the picture is
“gay” what do you mean?
lane: I don't know.
Teacher: Is there something you like or
don't like about the picture that makes yob
call it gay?
jane: It's weird.
Teacher: So, why did you say the picture
was “gay” instead of weird?
lane: I don't know.
At this point, it is important for the
teacher to clarify.
Teacher: “Gay” is a word that is used to
describe a group of people (depending upon
the age of the student one could clarify
further). When you use their name to mean
“weird,” it hurts their feelings. How would
you feel if somebody used your name to
mean “weird?” How would it make you feel
if someone said “that picture is so ‘Jane’?”
In elementary school, students also use
homophobic words, such as “fg,” that are
clearly derogatory. In these instances, a
teacher should respond as she would to any
harassing behavior — name it, claim it and
stop it.
• Name it: “That is homophobic harassment
(or an age-appropriate alternative).”
• Claim it: “That is not permitted in this
classroom (or school) because it is
disrespectful.”
• Stop it: “It will never happen again. If it
does (state the consequences).”
Since my teaching career began, times
have changed. Students mirror a society that
is becoming increasingly more comfortable
discussing gay issues. The media are
portraying more and more positive gay role
models. Gay men and lesbians are raising
children at unprecedented rates. As teachers,
we need to match our students' level of
awareness in this area. In this way, we can
add appropriate interventions to our
teaching “bag of tricks.”
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