A Cry For Help

Now, we're all familiar with overbearing higher-ups, whether that be our government, our teachers, or our mothers (and maybe fathers). It came as no surprise when I heard several groans as my class realized that the Disciplinary Assembly was going on. Recalling a warning from a student during my first time at this assembly, "It's literally just Tarkenton yelling at you for half an hour."

So I thought to myself, why is it so? For how long has Tarkenton yelled at students? Is the assembly just a waste of time? Determined to find out, I picked up my notebook and trusty (yet shaky) camera to investigate.

Arriving half-way in, it really seemed that way. Tarkenton was incessantly badmouthing students, and even managing to take the light out of noticed improvements. At the same time, however, I couldn't see how this was unjustified. All around, there were students on their phones, proving Tarkenton's point. As a student stated, "There's no personal feeling to this."

After the assembly, I stepped out thinking it was a waste of time, not because the information wasn't valid, but just because the information wasn't being received. I stepped out of the auditorium disappointed, but my investigation didn't end yet! I interviewed a few students for their opinions, gathering as much as I could.

One student agreed with Tarkenton, claiming that "We [Juniors] did bad as a class... And we can improve." At the same time, he noted that Juniors have a ton of pressure on them, and that Tarkenton's assembly isn't addressing the issue well. Another Junior, indifferent towards Tarkenton addressing the pressure placed on Juniors, stated that the assembly was less about encouraging students and more about putting students down, as a display of authoritarianism. She did, however, concede that the assembly "addressed all the issues he had in mind."

Moving onto the Seniors, I interviewed two people, both of whom wish to be anonymous. One of the seniors claimed that some of the students care about the assembly, especially since the class itself knows each other better. While she has stated that there were no personal feelings during the assembly, it still brought the class itself together. The other student, however, claimed that the assembly was more destructive, as it was poorly executed. He saw no cooperation from the students, but also added that Tarkenton's message was "fair because the students were very disruptive." I then asked them if they've noticed any change or progress from each assembly, starting from their freshman year, but they both noted that there weren't big changes or effects. To quote one of the students, "I ask myself that too."

So was it all a big waste of time? Still wanting to know more, I then interviewed a teacher present during the assembly. She claimed that it was interesting how Tarkenton displayed the data, and that the students got to see progress, but the students didn't really change after seeing said data. She also saw some disciplinary data issues, with some teachers being lenient and some teachers being over-authoritative, but she had nothing else to add onto the assembly itself.

In the end, I wanted to interview the man himself, Todd Tarkenton. Walking up to him with a pen and paper, he set down his drink and told me his prospects for the assembly. He saw the assembly as a simple refresher for the students, saying it was a good disciplinary tool since it warned students if they were straying. Showing academic and disciplinary data, he wanted to reach out to the students, letting the students think, "Is he talking to me?" He started these assemblies 5 years ago with the goal of bringing students back together, but in truth, he also saw that there were mixed results from the assemblies. He saw potential from the assemblies, but he also saw some lacking traits from the assemblies. He ended the interview with a message to the Stallions, being, "Continue to give your best, and be a Stallion!"

Putting my notebook down, keeping with the theme, I still was left unsatisfied with my findings. I sat down and reviewed my notes and camera, only to find a completely new narrative. This assembly was quite much more than just "Tarkenton yelling at you for half an hour." In truth, it was just Tarkenton's wishes. He addressed some of the issues not with anger at the students, but also towards himself. He doesn't mean to put pressure on the students, he just means to state the issues. He's just worried, stating during the assembly, "I have failed you somewhere along the way." That's not to mean Tarkenton's a quitter, far from it. He still believes in the Stallions, speaking of how we're going to leave a legacy, wanting us to finish strong. He finished off the assembly with his own guide to becoming a better student in Green Run, the most important step notably being to ask for help.

In conclusion, these assemblies aren't just for Tarkenton to poke at people or yell at them, it's to reach out to the student and provide encouragement. And while some students may not see that, it's still clear that Tarkenton cares for the Stallions greatly, wishing and wanting for the Stallions to finish high school strong, ready for the real world. After putting down my notebook and camera, taking a step back from all my findings, it was an amazing thing. Out of all the things that was heard in the assembly, there was one thing that wasn't heard. Mr. Tarkenton's cry for help.