Attending a high school football game is one of those a-good-time-is-had-by-all kind of experiences. In other words, it’s pure fun. Encouraged by the cheerleaders, the crowd rises, shouting chants, clapping wildly, doing whatever comes to mind in support of their team. The raucous atmosphere is exactly what’s expected, and the enthusiasm and camaraderie are just part of the fun.
Now imagine applying that level of passion and spirit to cheering for students who are applying to college. With supporters lining the streets, shouting encouragement and words of praise, a group of high school seniors marches together to the post office, college applications in hand to be mailed off. Can you picture it? Continue reading “The Value of Creating a College-Bound Culture for Students”
The magnitude of the scenes across the country this past Saturday, March 24, 2018, as students and like-minded adults participated in the March for Our Lives, was awe-inspiring. Galvanized by the 17 murders at Marjory Stoneman Douglas High School in Parkland, Florida last month, the outcry against gun violence and in favor of gun control has continually risen, reaching a crescendo during Saturday’s marches. Indeed, what was most striking was not the enormity of the crowds—immense and entirely peaceful by any measure—but rather the power and eloquence of student voices, speaking with passion and determination, representing a generation propelled by their fear of what the future could hold. For some it was a fear of being shot to death at school while, for others, the fear was of being in a shooter’s midst for a second time and not living to tell the story. Continue reading “The Power and Eloquence of Student Voices”
You can’t help but notice the wonderful cultural diversity of 21st century classrooms. Enriching each class with a melange of languages, traditions and worldviews, this diversity is something to be celebrated, not vilified, as has so often been postulated recently. Yet despite all the rewards of this diversity, when teachers don’t fully understand the way cultural differences impact learning, problems quickly ensue. For instance, consider the following scenarios:
- Tang is struggling in your class despite his fluency with the language. You later discover that he misunderstood a couple of basic concepts but was unwilling to ask questions.
- Consuelo is hardworking and well-behaved, but she has a habit of never looking at you when you speak to her.
- Arjun is a great student who Continue reading “Why Cultural Understanding Matters in the Classroom”
Let’s just say it from the outset: School should be fun. It should be a place where students not only gain knowledge but also develop a curiosity for more of it. Replicating 20th century classrooms, with row upon row of student desks, a teacher’s desk as the central focus and monotonous work labeled as “learning” should be unknown to today’s teachers and students. Besides, it’s more than time to replace those tedious test prep lessons and mind-numbing lectures with discovery, exploration and innovation. That’s fun!
That’s also why I love anything that boosts students creativity and their opportunities to express it. And for all those teachers who like to say, “I’m not here to entertain them,” my response is, Continue reading “Expressing Creativity in School”
One of the many reasons I became a teacher was that I genuinely liked being with kids all day—even teenagers. While people often responded with horrified looks when they discovered that I did, in fact, teach teenagers, I always said, “Well, somebody has to like them! And I do.” They were more than students; I thought of them as “my kids,” people for whom I was not only responsible but for whom I sincerely cared. And this definitely influenced the way I taught and even the manner in which I planned my lessons.
With all of this in mind, a sentence in a recent article jumped out at me: “At some point, for those of us who do this work long enough, we realize the kids in our class are children first, students second.” Sure, it may seem obvious that our students are just kids. However, if we see them as kids first, their well-being takes precedence over their achievements. Rather than focus on standardized test scores and other grades, the physical, social and emotional health of our students becomes paramount. Continue reading “The Difference Between Teaching Students and Teaching Children”
Photo: Paul Chinn, The Chronicle, http://www.sfgate.com/bayarea/article/Oakland-aims-to-lift-students-who-are-young-male-6671320.php
“It’s a very, very dark world, but you can’t be afraid to be a source of light.” These words, spoken by a middle school student in Oakland, California, and quoted in a New York Times article, illuminate the premise of a groundbreaking program now underway in that school district. Designed to counterbalance racial inequality and the dearth of opportunities available to African-American boys, an elective class called “Mastering Our Cultural Identity: African American Male Image” has become part of the curriculum of 20 of the district’s schools, for third through twelfth grades. Its impact has been nothing short of transformative, changing not only the way these young men perceive themselves but their aspirations as well. Continue reading “The Value of Classes in Manhood and Heritage”
Kids are intriguing people. In fact, that’s one of the reasons I became a teacher. In the early years, they taught me as much as I taught them, imparting life lessons they had earned the hard way on rough streets as I set about sparking an interest in history. And we all gained from it.
Looking beyond tough and gruff exteriors, I discovered vulnerabilities that students had carefully hidden, fearing that revealing a softer side might elicit ridicule or, worse, bullying. Countering that required me to find ways to uncover those softer skills and present them as just that: skills. In so doing, gifts and talents were often revealed as well, allowing students who may not have shone in class ever before to take a bow. Watching them blossom under the admiration and applause of their peers was priceless. That’s another reason I became a teacher.
Then there were the “smart” kids. Continue reading “Why Teach?”