SA,

Shhhhhhhhhh.

I wonder if you, or the other women you 
mentioned, can know what it is like to be a young 
woman in this meatloaf society.

m










At 01:37 PM 2/14/2007, you wrote:
>Marsha,
>
>ok, now if you fit this into a resident who is
>yelling, disrupting other residents and staff, hitting
>staff, as in how to manage their non-control of their
>very self's would be helpful.  I've talked to this
>resident.  Actually her and I are on one of the best
>talking terms than some of the other staff, and I
>still find her inability to control her own behavior a
>dip into hopelessness.  Sure she is contrary to much
>of the rest of society, but animals can be too.  I've
>spoken to her about how she uses brute force to get
>her point across and it would be much easier and more
>healthy for all of us, including her, if she would
>just talk instead of physically threatening staff.  It
>is about helping her realize her own mind can help
>control her self, but brute force has been her means
>of accomplishing much for some time now (outside of
>the placement I work at as well).  I know she has
>something to say.  I've heard her mention how
>placement is terrible.  Yet, she is in a place that is
>trying to get her to realize brute force is not as
>helpful as discussion.
>      Wondering why you asked about this, especially
>her being a female.  You know she goes after female
>staff when she hits.  The females are usually weaker,
>and will manage her during these episodes, but you
>need more females to show up or hopefully some of the
>bigger males do.
>
>thanks.
>SA
>
>
> > >      [Marsha]
> > > > I wonder if you remember the contrarian students
> > > > in the back of Phædrus's.
> > >
> > >       Which contrarian students in the back?
> >
> > SA,
> >
> > I should have written:  I wonder if you remember
> > the contrarian students in the back of Phædrus's
> > classroom.  See below.  I consider the failing
> > students to be contrarian because they don't buy
> > into the insane system.
> >
> > ------
> >
> > ``I've wondered too,'' Phædrus had said, and in a
> > puzzled voice had added, ``I think maybe it's
> > because every teacher tends to grade up students
> > who resemble him the most. If your own writing
> > shows neat penmanship you regard that more
> > important in a student than if it doesn't. If you
> > use big words you're going to like students who
> > write with big words.''
> >
> > ``Sure. What's wrong with that?'' DeWeese had said.
> >
> > ``Well, there's something whacky here,'' Phædrus
> > had said, ``because the students I like the most,
> > the ones I really feel a sense of identity with, are
> > all failing!''
> >
> > DeWeese had completely broken up with laughter at
> > this and left Phædrus feeling miffed. He had seen
> > it as a kind of scientific phenomenon that might
> > offer clues leading to new understanding, and
> > DeWeese had just laughed.
> >
> > At first he thought DeWeese was just laughing at
> > his unintended insult to himself. But that didn't
> > fit because DeWeese wasn't a derogatory kind of
> > person at all. Later he saw it was a kind of
> > supertruth laugh. The best students always are
> > flunking. Every good teacher knows that. It was a
> > kind of laughter that destroys tensions produced
> > by impossible situations and Phædrus could have
> > used some of it because at this time he was taking
> > things way too seriously.
> >
> >                                            (ZMM,
> > Chapter 12)
> >
> >
> >
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>
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