Training Teachers to Kill – Film Review

People argue the teacher is having to adapt and become counsellor, surrogate parent, nutritionist, advisor, baby-sitter and so forth. Now add to the mix security officer – or at least that’s the way Ohio county sheriff (and loyal Trump supporter) Richard K Jones would have it in Channel 4’s documentary Teachers Training To Kill.

In the wake of a shooting in one of the local schools, Sheriff Jones decides it would be best to provide gun training for teachers and arm a number of staff members in each of the schools. Thankfully, by the end of the documentary there is only one school which takes up the scheme of arming teaching staff with guns. Regrettably, that’s one school too many.

In the process many schools run training sessions for their staff at local shooting ranges and simulate school shootings to prepare teachers.

For the majority of the profession, teachers have sat through dull training sessions at work finding out about the latest curriculum developments. Team building sessions have perhaps been spent doing trust exercises or coming up with school values made from acronym-ising the school name. But running a shooting session at the gun club seems an extreme step for jazzing up a professional development session. Surely, they could have just got a glitter cannon for the guest speaker or put the budget towards a few extra curried-egg sandwiches.

There are many concerning aspects to this situation and gun use in general. I will just touch upon one aspect in this very complex issue.

I want to focus on the thought process of staff who agree to carrying guns around the school. I find it hard enough to swallow being given an extra yard duty shift, let alone if I were asked to start wearing a gun under my jacket.

Has the brainwashing of the state become so strong that people wouldn’t even question the conflicting ethics of protecting children, by carrying a gun to massacre other children?

The staff who were filmed taking part in the staff training days, appeared to be treating the whole thing with the same light-heartedness most of us take to a work social at the bowls club.

They were being trained to be killers and seemed ok with that. How does one go from being an idealist who wants to teach youngsters Pythagoras’ theorem to a vigilante who is prepared to shoot down the very same students?

It’s just not in the job description. I would have become a security guard, armed soldier or police officer if I thought I wanted a career that may require me to shoot someone dead. I just don’t have it in me. I get squeamish doing rat dissections.

It’s rare that I find myself floored by someone’s logic. Usually I can do the old, “Well, I suppose if I was in their situation, I’d maybe do (insert x, y and z)”.

But to think that I might spend my working day photocopying, sharpening pencils and marking books, yet every once in a while, I may need to shoot down a child point blank, I would not be able to do that. I don’t know who these people are who think that they can. And I doubt that they will be able to.

The main thing I took away, from watching this documentary, was that I am thankful I do not work in a part of the world where this happens.

Kid #20 – How a papercut can escalate

The twentieth kid I hated made me bleed.

It was only a paper cut, but it really hurt. Plus fast-moving sheets of A4 copier paper is about as high-stakes as my classrooms get. The worst part was my ego was crushed, because I yelped in pain as it happened, thus dissolving the stern facade I was trying to project to the class. Worse still, the child decided my agony was hysterical and proceeded to mercilessly laugh his way across the room to his stool, continuing to smirk and snigger for a further five minutes.

I’d witnessed nastiness from children before. Yet in terms of callousness this was up there. I’d been innocently standing at the entrance to the room, sent there by a job agency to work a day of supply teaching. I was handing out the worksheets as the students came in, courteously greeting them and guiding them to their chairs. The hyena, who snatched the Science revision from my hand tearing the skin inside my index finger, was just the beginning of a very bad day. It was a day worse than a Daniel Powter song.

It was an all-boys school in some western suburb of London – one that I’ve blotted from my mind, due to the trauma. The rest of the lads lumbered into the room, each snatching their own copy of the revision notes, luckily not severing any more of my fingers. I tried to resume my stern approach as I read out the register. The class was so preoccupied with their self-absorption they refused to engage with the process and I resorted to having someone, who looked half decent, to go through the register with me. This turned out to be a useless proposition, as the student happily marked all 30 names on the register as ‘present’ despite the absence of at least ten of them from the room.

Luckily each student had a notebook with their name on it. There were a bunch of unclaimed notebooks, so I assumed these belonged to the missing students and marked them absent accordingly.

On with the lesson. I’d been left a note by the teacher informing me to show a short documentary and then spend the remaining hour and a half of the lesson letting students revise for an exam. An hour and a half was going to be a very long time for these chumps. It’s a long time for the best of us to spend in one spot. I took a deep breath and began the watch.

The screening of the documentary lasted less than three minutes due to cries of “switch it off!”, “this is boring!” and “who’s David Attenborough?”. I switched it off and set the monkeys to work on their revision.

At first they mostly got about talking to each other and avoiding any form of work. They were calm though, so I gave them the benefit of the doubt. However, twenty minutes into the sit-in, the same child who’d injured my finger began to get fidgety. He was sitting at the back of the room and I could see him begin to rock from side to side.

“Please sit still.”

“I can’t sir, it’s the stool.”

“Well let me have a look,” I said and walked towards him.

“Oh no no. It’s fine. It’s fine.”

I backed off, knowing full well that naughty boys wobble stools and not the other way round.  Every couple of minutes there’d be another creak from the back of the room.

“Please stop,” I asked again politely.

After a solid ten minutes of this stool wobbling an almighty crash came from the back of the room. Giggling and more hysteria erupted from the boys. I collected the planks of wood from what remained of the stool and placed them on the teacher’s desk.

All of a sudden the students’ tone changed. They quizzed me on what I’d do with the pieces of the stool.

“I haven’t decided yet,” was my response.

Uncertainty is sometimes the best weapon for keeping kids on their toes. If they don’t know what you’re capable of, they won’t realise how little you are actually capable of. Mostly I intended to sit quietly pondering who had the hair-brained idea of installing cheap pine furniture in a school classroom instead of sturdy welded-iron framed bottom rests.

The serenity of the student’s fear was soon disrupted again.

“It’s hot in here, sir,” gasped a melodramatic pupil. “Can I please open the window?”

Before I could decide whether or not this was a sensible decision, the paper-cutting stool-breaking offender leapt from his new seat and lurched towards the back door of the classroom.

“I’ll open the door!” he shouted.

Now, why architects and builders construct Science classrooms with two doors is beyond me. It’s probably something to do with being able to escape when something explodes. Instead it tends to act as an escape for when a student’s mind implodes from their own stupidity. They may as well replace the ‘exit’ signs above the doors with the word ‘freedom’.

Thus a game of ‘cat and mouse’ began with students at one end of the room trying to distract me while their comrades escaped from whichever alternate exit was furthest from me. After less than five minutes of this nonsense, I sent for the classroom keys and locked the back door. Fortunately, the kid I hated was outside at this point, so I was given a fifteen minute break as he slowly navigated his way around the perimeter of the school yard before entering back through the main door of the classroom.

In regards to the fire safety, well it was too bad if anything ignited. Although since it was not a practical science lesson the odds of this occurring were low. The most likely thing to set fire to anything was the data projector, but I’d turned that off when the documentary proved to be a failed teaching technique.

Settling back into my chair to keep watch I hear an anti-Semitic comment thrown across the room. This is countered by an Islamophobic remark from the opposite side of the class. All of a sudden my classroom has become the Gaza strip. Here was a bunch of teenagers mimicking the violence, they’d seen on the news, both in Palestine and in their own city. Judging by the character of the pupils, some of them may well have had older siblings or relatives involved in some sort of gang culture. I did not want to know. I’m a patient person, but this sort of crazed anger and extreme hatred is what was causing the real-world wars. I’m not employed as a government diplomat. I’m employed as a teacher and at a stretch a vicarious student counsellor. I decided to bring in the big guns and sent for the deputy head teacher.

The deputy came into the room. “Stop fooling around for your teacher. We pay good money for these teachers to come in and teach when your normal teachers are away. For every teacher that comes we pay …” and then he mentioned a figure for a daily rate, which was twice what I was being paid. So either he was lying to shock the children into submission, or I was getting a raw deal from my job agent skimming a large commission off the top. Not only did I want to get home, but according to this deputy I was being ripped off as well. I never bothered following up the salary issue. I didn’t care to know.

“You can all have half an hour detention after school,” he said.

Then he turned to me. “Will you be ok to supervise that?” he asked.

Great, I thought. I’m being short changed already and now I need to spend an extra 30 minutes keeping an eye on these nuisances.

Finally the lesson came to an end, and was then followed by two more equally traumatic sessions with a year seven and then a year eight class. Plus of course the bonus detention at the end of it all. A horrible day bookended by horrible people.

As I left the school that afternoon, and was getting my timesheet signed, the deputy principal signing my form asked how my day had been. I responded honestly.

“They were a bit of a handful,” I said. “Not much work was done and they weren’t very polite”.

“I know,” he said. “It would be great if you could come back again though. They don’t really get a consistent set of teachers here. A lot of the relief/supply staff don’t come back.”

I wonder why, I thought to myself.

“Well, I’ll have a think about it,” I said.

As soon as I was outside the school I rang the teaching agency, who’d deployed me there, and said I’d rather not attend work at that school again. They sounded unsurprised and said that would be fine. It was the only time I ever refused to go back to a school.

And if I ever was to again meet the child who damaged my finger joint, I doubt I’d resist the temptation to sever the dermis of his inner hand with a nice sharp-edged piece of cardboard.