Student artwork from the High School of Language and Innovation
Zamir* was a 12th grade student, originally from Albania. He had come to New York with his older sister when he was in the 10th grade, and hadn’t seen his parents for almost 3 years. His sister did her best to support him, but didn’t seem prepared to manage a teenage boy. She also had her hands full with a toddler and work.
Zamir developed a habit of coming extremely late to school, if he came at all. My assistant principal Shira and I had a meeting with him. We tried the usual motivations: “What do you want to do after high school?” and “Think of going back to Albania and showing your parents your high school diploma.”
In the past, Zamir would respond, “Yeah,” or “OK,” but something was different this time. He spoke honestly: “Those things don’t motivate me,” he said. Continue reading
Watercolors by 9th graders line our hallway
In most high schools, something very dramatic happens every 45 to 60 minutes: students transition from one class to another. A school that seems peaceful and quiet while everyone is in class, suddenly erupts as hundreds of teenagers are in the hallway.
When my school first opened in 2011 with 90 students and 4 classrooms, those transitions were easy. However, as we grew to almost 400 kids in 16 classrooms, 2 floors, and multiple hallways, transitions became harder to manage. Students would engage in longer and longer conversations with their friends, or kiss each other on both cheeks and squeal as if they hadn’t seen each other for years. Some kids would just stand, and not move. (That drove me crazy.) Continue reading
9th graders’ watercolors in art class
I love 9th graders; this week, I experienced again why.
Periodically, I visit every classroom to deliver a quick “check in” or important message. My visits can be to remind students of an expectation (“Let’s keep our cafeteria clean”), say “Thank you” for an exemplary behavior, or reinforce a value we’re teaching, like persevering through a challenge.
Our building had recently had a rash of false fire alarms being pulled by students from other schools, causing building-wide evacuations. To be proactive, I visited classes with my assistant principals to remind students of expectations when we evacuate, and to explain the consequences of pulling an alarm. Continue reading
Student playing a board game at lunchtime.
Every year, there seems to be a class that gets a bad rap-“that class,” which teachers say is tough to teach. Recently a few teachers met with me about this year’s “tough class.”
The teacher’s solution: they wanted to invite the students’ parents into the classrooms to witness how the students were behaving.
I was surprised: why would the teachers want the parents to see the kids behaving badly? In fact, wouldn’t the kids just be good on that day? “Well,” said one teacher, “if the kids are good, then we can say, ‘See, you were good when your parents came in so why can’t you be this good everyday?’”
I remembered my first years of teaching middle school. When I struggled with a student, I would call parents about the problem. In hindsight, I see that I was asking—and actually wishing for– the parents to solve the problem. But in fact, the problem was mine.
My answer to the teachers’ request was no.
This past August, we celebrated our school’s highest graduation rate ever: 83%. For us, this was a triumph; the highest percentage before this point had been 74%. Other things looked good at the end of the year, too: our 9th graders had done well on their exams, attendance increased, and suspensions went down.
This school year, other things have looked promising as well: we started a “hallway countdown” that’s leading to kids getting to class faster, our school is cleaner, and the overall atmosphere seems brighter, more positive.
Yet, as I was bragging about my successes to my leadership consultants Ariel and Shya Kane, they said, “We’re hearing alarm bells when you say, ‘My 9th grade is in great shape.’ Continue reading
I was sure Sophia* was going to become a teacher.
Sophia was a 12th grader who had shown a passion for teaching. Last summer, she tutored a group of classmates in history and did a great job. After the experience, Sophia told me she wanted to become a math teacher. I told her to reach out to us after college to teach at our school and she loved the idea. I even wrote about Sophia, calling her The First Hire of 2023 (link).
So this past June, I was surprised to see that Sophia had changed her mind. Continue reading
I used to tell students, “Don’t plan on summer school.” I didn’t want kids to feel complacent during the year and figure, “Oh, well, I’ll just go to summer school if I don’t pass.” To create a sense of urgency, and scarcity, I’d say things like, “We might not be able to give you this class in summer school so you’d better pass now.”
Yet now, I’m reminded again of why summer school is special. For kids, they’re with their friends instead of being bored at home. Each classroom, blessedly, has a cold, blasting air conditioner.
For staff, summer school is a unique time with a small group of students.