A DAY IN THE LIFE

Peter Banhan, 
Toronto



By Beatrice Schriever

Kids in white shirts and black pants are already milling around the front door when Peter Banhan pulls up to Amesbury Middle School shortly after eight oíclock. He heads inside. Hundreds of paper doves are stuck on the wall in the lobby: poems and messages about the terrorist attacks in the U.S. last week.
"Usually teachers get a grace period of about two weeks at the beginning of the year," he says, "especially in a middle school. The kids are new to the school and they want to please. That didnít happen this year. Iím not sure why."
Banhan makes a quick stop in the office and then goes around the corner to Room 107, where he teaches Grade 6. He snaps on the fluorescents, greets the colleague across the way and consults with his partner Nicky Arrindell, with whom he team-teaches 56 students. They talk quietly about the day: a lesson on punctuation and a writing exercise, an introduction to the social studies textbook, gym, a math test and a science class about flight.
Almost all the students at Amesbury come from six feeder schools serving apartment buildings and subsidized housing further off. Their families are part of the African diaspora, from the Caribbean, from East Asia or from South America. Most of the 527 children here donít speak English at home, even if they were born in Canada.
The school was built in the early 1950s and looks it. Classes 6A and 6B share a double room that has seen better days. One window is broken and patched with plywood; the rest are covered with ancient venetian blinds. Banhanís side holds round tables with purple chairs. A TV and two old overhead projectors on stands are shoved up against the windows. One PC and one Mac sit by the double door.
The bell rings, and students clatter around their lockers and hustle into class. Standing at his door, Banhan is unexpectedly thrust into a meeting with a parent whose son has been slacking off. Mom thinks he has been doing his homework. The boy joins the conversation and Banhan is firm about what he expects.
The two classes assemble, and Banhan teaches a lesson about the correct use of commas and colons. Arrindell moves in with a question, "What number does Michael Jordan wear?" Hands fly up, and she makes the transition from the basketball starís shirt to his personal characteristics to their own individual qualities. The assignment is to write interesting, correctly punctuated sentences about themselves onto construction paper T-shirts. Theyíre into it. Noisily.
One girl at the back seems bewildered. Banhan slips over to her desk, listens carefully, and mentions an international cricket star. That makes more sense to her, but she still looks mournful.
At 10:30, nowhere near finished, the students are interrupted by O Canada and announcements.
Afterwards, Banhan dresses down four boys whose behaviour he found "totally disgusting." A girl who had a nosebleed earlier in the morning returns to pick up her stuff; her mom has given her permission to go home, again. The children rush off to another class, and Banhan has 50 minutes to collate the afternoonís math test and talk about his work.
Peter Banhan has been a teacher for seven years. He credits his wife Wendy ó also a teacher ó for getting him into the profession. "Iíd been working with kids at Parks and Rec, and she encouraged me to apply to the faculty of education. I tried it and liked it," he says.
He takes pleasure in the teaching, but dislikes the clerical tasks such as assigning lockers and collecting money that are part of his job. Administrative procedures at the school have changed this year, because the principal and both vice-principals are new. "Administration is an important factor in how you feel about your job. Itís a bit daunting," he says.
Last year, on the lookout for techniques to promote co-operative learning, Banhan became intrigued by team teaching. With the principalís support, he approached Arrindell, then a first-time teacher. They take turns instructing, keeping their directions short so students gain time for group activity.
"My relationship with Nicky has changed. Last year I was mentoring her. Now weíre partners," he says. "You have to know one another well to team teach."
They admit they are still refining their approach.
At 11:20 Banhan heads to the gym. An even bigger horde of children is wandering in and out of the change rooms. This is a triple class. Today, since the weather is balmy, they go running outside. "They should have phys ed every day," says Banhan, "to burn off some of that 11-year-old energy!"
In the staff room over lunch, he and Arrindell chat with friends and look longingly at a slick brochure about specialized field trips for immigrant kids. But mostly they debrief about the morning. Two of the children could barely write; another had only managed "I am nice and good looking soft skin." Banhan suggests they check the Ontario Student Records for these pupils.
Less than three weeks into the year, Banhan has recognized the kids to worry about: the boy who isnít settling down; the girl with the nosebleeds; the girl at the back who may need ESL testing; the four guys, disengaged since the first day, who acted out all morning.
He speculates that the root problem is that these kids cannot really read and plans to evaluate their reading and writing skills formally. If their suspicions are borne out, Banhan and Arrindell will have to modify the program, perhaps dropping social studies for some students and focusing instead on teaching them to read. Outside help? After-school resources? There arenít any.
After lunch, 6A and 6B are gearing up for a math test. Two years ago, Banhan composed the Grade 6 math tests for everyone in the school; he reviewed the curriculum, set out expectations for the teaching units, and wrote pre- and post-tests for each. Today the students do the post-test on their first unit; tomorrow they get the pre-test on the next one. They concentrate quietly.
While he supervises, Banhan notes the names of poor readers on his clipboard.
At 2:20, papers are collected, and Banhan and Arrindell teach a science lesson about flight. This is a lively activity, and the students respond enthusiastically.
To close the day, they drop everything and read for 20 minutes. Usually the students read silently. Today, however, Arrindell reads aloud. Weaving together the kidsí comments about Michael Jordan and their behaviour in gym class, she introduces a story about sportsmanship from Chicken Soup for the Sports Fanís Soul. A jaded writer learns a poignant lesson from his 18-year old son, a competitive wrestler. The kids are spellbound.
The bell rings, and the kids are out the door. All the teachers patrol the hall, saying good-bye and encouraging their charges to go straight home.
By 3:20 the building is quiet and staff drift into Banhanís room to watch CNN.
Banhan and Arrindell sit at her desk to vent and prepare. They must push back tomorrowís lessons, because they didnít get through everything today. Theyíll split up the marking of the math test, but not tonight.
Later, Banhan reflects on his studentsí difficulties reading and writing. "I counted 14 extremely low readers in those two classes," he says. "Even math is word-based. Itís not just arithmetic. During the test today, I noticed that the same kids didnít complete some of the questions."
Next week, the Grade 6 teachers at Amesbury are meeting to organize assessments for those students whose literacy is poor. Using a practical American text, Informal Reading Inventory, they will hold after-school sessions to collect baseline data. "Then I want my kids to improve at least two grade levels," says Banhan.
He seems constantly to be mulling, weighing and evaluating, aware that his class will take the wide-ranging tests of the Education Quality and Accountability Office in May.
"I donít understand how we have kids progressing through the school system when they canít read," he says. Banhan believes we have become an oral society, and knows that many of his students do not read at home, in any language. He wishes books formed a greater part of childrenís culture.
But, he says, "The school system carries a burden too. Teachers are not taught how to teach reading. The faculties just pay lip service and boards expect teachers to take courses on how to teach reading on their own time." He argues that lack of money is not the issue.
At 4 oíclock, when he walks out the door, itís raining heavily. Ah well, better now than at 11:20 during the triple gym class.

Peter Banhan
Amesbury Middle School
Toronto District School Board
Grade 6, Phys Ed
Certified in 1996
Faculty of Education, York University




first page                                                                       previous page                                                                      next page

Home | Masthead | Archives

From the Chair  |   Registrar's Report  |   Remarkable Teachers  |   Blue Pages
News  |  Reviews  |   Calendar  |   Netwatch  |   FAQ  |   Letters to the Editor

Ontario College of Teachers
121 Bloor Street East, 6th Floor Toronto  ON M4W 3M5
Phone: 416-961-8800 Toll-free: 1-888-534-2222 Fax: 416-961-8822 
http://www.oct.ca
info@oct.ca