The two books I previously read in the class for which I'm maintaining this blog haven't been particularly applicable to CCHS. The books, Queer South Rising: Voices of a Contested Place (edited by Reta Ugena Whitlock) and Madness: A Bipolar Life (by Marya Hornbacher), will likely prove relevant to my own classroom, but have been less so with my CCHS kiddos. The third and final book of this class, however, is immensely relevant to my kiddos. Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classroom (by H. Richard Milner IV) delves into the role of race, among many other things, in the classroom learning experience. Here at CCHS, the classrooms are considered diverse. Other than one student and the other tutors, I'm the only white person in here. I may explicitly explore this in a later blog post.
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The class leans on the empty side again. Q's the only one here from our usually boisterous table. A substitute had been here Monday and Tuesday and, discouraged by the sub, not many students were here on this Wednesday. Ms. S is both frustrated and concerned. "You're seriously behind- some of you are not going to pass this semester," she exclaims. An explanation of Saturday school follows and precedes an iteration of the little yellow sticky notes of a previous class. Navigating her concerns and the class, Ms. S hands out paper, explaining, "Write what you did in this class the two days I was gone. Be honest." There is a sternness in her voice.
The class leans on the empty side again. Q's the only one here from our usually boisterous table. A substitute had been here Monday and Tuesday and, discouraged by the sub, not many students were here on this Wednesday. Ms. S is both frustrated and concerned. "You're seriously behind- some of you are not going to pass this semester," she exclaims. An explanation of Saturday school follows and precedes an iteration of the little yellow sticky notes of a previous class. Navigating her concerns and the class, Ms. S hands out paper, explaining, "Write what you did in this class the two days I was gone. Be honest." There is a sternness in her voice.
Q starts to write his interpretation of the last two days. "I'm gonna say that you said that since Ms. S isn't here that you weren't doing [expletive] for us and you're gonna get fired." He smirks widely.
I laugh, "I can't get fired because I don't work here. I just show up. Well, I mean I got a background check but... yeah, I'm not getting anything for being here."
I laugh, "I can't get fired because I don't work here. I just show up. Well, I mean I got a background check but... yeah, I'm not getting anything for being here."
Q's face lights up with bemused surprise. "Oh, wait man! You're really here just to help us?" His smile is radiant.
"Yes, goofball," I smile back. He's instantly more engaged. ((It's an innate understanding that students will care about your class when they know you care about them. Start Where You Are, But Don’t Stay There explores just how useful and even necessary this investment is, especially in a "diverse classroom." To quote Milner's interview with Mr. Hill: “Teachers cannot teach [the content] until they understand and acknowledge who they are teaching [that content] to. Subject-matter knowledge is essential but not sufficient for success in the classroom.... Students have to allow teachers to teach them” (48-53).))
"So how'd you get here?" Q asks.
"I'm able to be here with a class I'm taking at [my university]."
"So how'd you get here?" Q asks.
"I'm able to be here with a class I'm taking at [my university]."
He's interested. "So you're getting your degree to teach?"
"Yes sir." (I say "yes ma'am" and "yes sir" to the kids when I'm particularly enthused by their questions and they can tell I'm genuine. I've never thought it may sound sarcastic until I wrote it here, but I suppose my voice and demeanor silence an interpretation of sarcasm.)
"Man, I may go back to school because you're a nice teacher." (This is a little funny because I push him and give him a hard time to get him to work, as seen in previous posts.)
The papers are taken up and the math begins. Q and I are able to make significant progress. One of the students that had been wandering between me and her desk last week comes and sits with us as Q works.
Their independence is improving. It's exciting.
Numbers and variables and minutes pass by, largely uneventfully. That is, until we discover the program that had produced the worksheets was riddled with flaws. Ms. S and Q struggle together (I had admitted that I was concerned that I wasn't able to get the worksheet's answers and asked for her input.) and, with some banter, come to a correct answer together. It's entertaining and exciting.
The papers are taken up and the math begins. Q and I are able to make significant progress. One of the students that had been wandering between me and her desk last week comes and sits with us as Q works.
Their independence is improving. It's exciting.
Numbers and variables and minutes pass by, largely uneventfully. That is, until we discover the program that had produced the worksheets was riddled with flaws. Ms. S and Q struggle together (I had admitted that I was concerned that I wasn't able to get the worksheet's answers and asked for her input.) and, with some banter, come to a correct answer together. It's entertaining and exciting.
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