Our students are passionate about food. This past week, I was reminded of how that passion can actually support learning.
Our school is participating in NYC’s innovative Participatory Budgeting Program for students, in which the student body is given $2000 to spend on the school, using a democratic process to propose ideas and vote on them. The first thing the students came up with was “better food.” Given that our students are from cultures all over the world, this was not a huge surprise. Through the program, the students learned that spending the money on food would not be a sustainable project; it would result in perhaps one to two meals for the entire school, and then the money would be gone. They quickly moved on to other ideas.
However, the students’ passion about the topic gave me pause. Continue reading
The New Zealand mosque shooting had particular resonance for my students. My school is for newcomer immigrant English Language Learners and many of our students are Muslim. The day after the shooting, a girl who is not Muslim came in with a poster she had made on her own stating “We stand with our Muslim neighbors.” It was the first of several events last week that showed me a new level of leadership among my students.
Our school is housed in a building with five other public high schools. Students from one of the others schools decided to organize a student walkout on Friday in response to the New Zealand shooting to protest hate crimes, gun violence, and show support for the victims. It would be peaceful, no longer than 40 minutes, and take place on the athletic field. Students from our campus had participated in last year’s walkout around the Parkland school shooting, and it had been safe and organized. All seemed fine.
On Tuesday, my assistant principal called me: “Julie, did you know that our students were planning on walking out tomorrow– Wednesday, not Friday? Apparently there’s a big thing on social media. Continue reading
Student portrait, art class at High School of Language and Innovation
As a school for newcomer immigrant English Language Learners, our students come from all over the world: Dominican Republic, Yemen, Bangladesh, several countries in Africa, Albania, China, Vietnam, to name a few.
However, we don’t know much about school in our students’ countries. Recently, I decided to simply ask: what was learning like in your country?
I was prompted to do this because our school had visitors last week. A group of new teachers were touring the school to learn best practices for supporting English Language Learners.
As part of the visit, I organized a student panel with two of my teachers. The teachers choose five 9th and 10th graders and ensured they represented several countries: Dominican Republic, Bangladesh, Pakistan, Albania. The students had lived in the U.S. anywhere from 4 months to 2 years. Continue reading
What impacts student learning? Teachers, school leaders, counselors, parent-school partnerships. Access to quality books and materials, curriculum.
And seemingly mundane things. Like air conditioners.
NYC Mayor DiBlasio introduced an initiative to put an air conditioner in every NYC classroom by 2022. Next week, our school is getting eight new air conditioners funded by the city. (Thank you Mayor!)
However, since summer, when the city surveyed our school, several more ACs had broken. I decided to replace these ACs from our school budget before Spring when classrooms would get hot. Continue reading
A couple of weeks ago, Sami arrived at our school dance. Sami is a dynamic 12th grader who is passionate about basketball and Star Wars. He is a charmer and a social butterfly. He looked excited at the entrance to the dance, surrounded by his friends, ready to pay his $5 entrance fee.
The only problem was, he had skipped school that day. In fact, he had skipped many days of school this year: over 30 days.
One of the biggest predictors of student success is attendance. My school is comprised of 380 students, most of whom are newcomer English Langauge Learners. Missing even one day of school can throw learning off-course. Continue reading
Jeetu, a 12th-grade boy, sat in my office, eager to talk.
“You’re the principal, so I can tell you anything, right?”
I was tickled by Jeetu’s question. A lot of kids might have the opposite thought: You’re the principal so let me choose my words carefully and make sure you don’t find out whatever I’m hiding.
Jeetu took New York State Regents exams* in January. I was meeting with every 12th grader who had taken exams and experienced at least one disappointment in failing an exam. Continue reading
I find my students touching, and often cute. However, in thinking of them as “cute,” I don’t always see their wisdom.
Three 12th grade students approached me a few weeks ago. I call them my “movers and shakers.” They are active in student government and always looking to plan new activities.
“We want to have a ‘Glow in the Dark’ party,” said Stephanie.*
“Yeah! Kids are getting stressed out studying for Regents exams and this will be fun,” added Hassan.**
I did what I often do with kids: I told them I would think about it and get back to them. Continue reading