Students at the High School of Language and Innovation collaborating in science class.
The first week of school, I learned that most of my students didn’t know the word “integrity.”
As a tone setter, my assistant principals and I visited classes and did a presentation around our core values: integrity, perseverance, respect, and responsibility. We’re using a new approach, Responsibility Centered Discipline (RCD). In RCD, we coach kids to make choices that embody these core values, rather than simply reminding them of rules. An RCD conversation would go like this: “Jaime, I love when you participate in this class because you have a great sense of humor. Your participation makes a difference. When you stopped doing your work and put your head down, you weren’t showing perseverance. If you can keep showing perseverance and never give up, you’ll not only learn, but you’ll be a role model and leader for your classmates. What can you do when you get frustrated with the work and want to put your head down?” Continue reading
I cannot imagine a quiet high school cafeteria. Our cafeteria is noisy and chatty. We’ve managed to (generally) keep kids in their cafeteria seats, but we do not even attempt to contain their enthusiasm, their loud conversations, laughter, exuberant calls to each other, the release of seeing each other socially for 45 minutes a day.
Yet a teacher at another NYC public high school told me that a couple of years ago, their cafeteria became quiet. Suddenly. Why? Continue reading
I walked into a 9th grade art class the other day simply because it looked beautiful. Little tangles of red, teal, yellow, orange, and blue fibers covered each table and the students were gluing the fibers to paper to create a design. I asked one group of students who looked particularly engaged, “Are you enjoying this project?”
The students looked at each other, and seemed about to express enthusiasm—and then one girl shrugged. Following her, the others shrugged as well. They went back to work, fully engrossed—but not able to admit it. The girl who first shrugged seemed mesmerized by a teal fiber, pulling it out as if she had big plans for it.
Luciana is a 9th grader who arrived in the U.S. in 2016 from the Dominican Republic. She wears a sparkly pink headband, has perfect attendance, and occasionally causes mischief.
I saw Luciana in her 9th grade English class. The students were reading an article about bullying. When the teacher encouraged Luciana to answer a question about the article, Luciana immediately turned to several Spanish-speaking classmates with a panicked look that said, “Please translate! Don’t leave me hanging here!”
Last year, our graduation rate was 68% in June, and increased to 73% in August.
This year, our graduation rate is 60% in June, eight points below last year.
I confess, I would love to have handed diplomas to every student. For a week or so, I’ve felt as though the dog ate my optimism. I would like it back, please.
Yet it’s hard to stay uninspired for long when I come into contact with students, or listen to just about anyone. The other day, an 11th grade student from another high school in the Bronx called me on my cell phone to ask if she could take geometry in my school over the summer. I didn’t know her and don’t know how she got my number but was inspired by her research, resourcefulness, and chutzpah. Continue reading
Three times a year, our classrooms transform: round tables are replaced with rows of tablet-armed desks during the state testing weeks of January, June, and August. We call these desks one-armed bandits.
The change from tables to desks is a physically dramatic event. The classroom turns from an expansive, wide space with 6-7 round tables, to a tightly–packed, orderly box filled with metal and laminate desks. Continue reading
I started my teaching career in September 2000 at Intermediate School 33 in Brooklyn, a school that has since closed. I was hired to teach 8th grade English at the same time as Sara Milstein, both of us recent college graduates who quickly became friends.
On the first day, we introduced our rules to our students. “What happens if you break them?” asked a student. We weren’t sure.
The first several months of our teaching careers were an exercise in containing classroom chaos, and many times, we ended the day in tears.
Yesterday, Mr. W started his trigonometry class by singing. He sang “I’ll Be” by Edwin McCain acapella, in a beautiful tenor vibrato. “It’s the song I used for my American Idol audition,” he told the class.
At their best, this particular group of 11-12th graders are curious and excited about learning. At their worst, they can be cynical and complaining, and can wear a teacher down.
As Mr. W was singing, though, the students visibly melted, and smiles broke out.
Today I visited a 9th grade Economics* class. Students were working in groups helping each other figure out a word problem.
“How do you get a good grade in this class?” I asked a group.
“Oh, it’s easy maam,” said Hassan.** “You just have to pay attention to the teacher, do your homework, and when you have a question, you can’t just sit there and be quiet, you have to ask the other kids.”
“So how do you think you’re all doing?” I asked.
Hassan looked around the room, tilting his chair back, then looked at his group. “I think everyone in this class is going to get 100,” he said confidently.
I liked Hassan’s answer. Continue reading
Yesterday, when I visited Mr. D’s English class, I didn’t notice Jose.* This is notable.
I always notice Jose. Jose is a student who normally disrupts classes, or wanders the hallways to avoid class. We have spent countless hours trying to support Jose in behaving and learning.
Yet in Mr. D’s English class, I didn’t notice Jose. Why? Because Jose was sitting at a table, quietly annotating a text. He worked throughout the period, causing no disruption. Continue reading