My school, the High School of Language and Innovation, is a school for newcomer immigrant English Language Learners that was founded in 2011. We had our first graduating class in 2015. This week, we graduated our fourth class, the class of 2018.
As I listened to the students’ speeches at graduation, I was struck by how many of the students had experienced our intended vision for the school: “We learned to work together as a team in order to learn English,” “We got to make friends with people from diverse cultures.”
However, even as I enjoyed the graduation, something was on my mind: 90% of our girls graduated. 51% of our boys graduated.
After-school drumming class.
A month ago, our school transformed at lunchtime. Our noisy, boisterous cafeteria became almost quiet. Half of the tables were empty.
It was the beginning of Ramadan and a large number of our students were fasting. Some fasting students still chose to go to the cafeteria. Many more stayed in classrooms supervised by teachers, away from the smell of food, playing chess, using computers, doing homework, or just sitting and chatting with one another.
About 40% of our students are Muslim. Continue reading
My school is in the process of interviewing prospective teachers for the next school year. Last week I wrote about a question we ask prospective teachers about feedback.
There is another important question we ask at the end of each interview:
“Why do you want to work in this school?”
This question tells us a lot about a teacher’s commitment to teaching our population of newcomer English Language Learners, as well as how much they’ve researched our school and what they like about it.
I’ve recently been considering my answer to this question. Why do I want to work in my school? Continue reading
I founded the High School of Language and Innovation in 2011 with eight teachers teaching 90 students. We have now grown to 28 teachers and 350 students and have interviewed hundreds of candidates over the past seven years. In our interviews with teachers, we ask questions about topics like teamwork, teaching, taking responsibility for student results. But there is one question that tells us volumes about the candidate.
The question is, “Tell us about a time you received a piece of critical feedback. What was the feedback and how did implement it?”
Candidates have several reponses to this question. Continue reading
I’m always surprised by how much I learn about our school from our prom. We recently held our prom earlier than most schools due to Ramadan, as we wanted more of our Muslim students to be able to attend.
Our high school is a school for newcomer English Language Learners from all over the world who have been in the USA less than 4 years. The students are excited by the idea of the prom but they don’t have a strong expectation of what it should be so there’s no comparison or disappointment.
I always thank the substitute teachers who come to my school. It’s a tough job even with the best-laid plans, and requires a lot of thinking on your feet. In our school, the majority of students are English Language Learners, and subs need to find creative ways to communicate and get the students engaged in their work.
Thirteen years ago, I had the most unusual subbing experience of my life. From 2004-2005, I lived in South Korea teaching English at a university. During one my school vacations, I travelled to Thailand. A teacher I knew suggested I volunteer to teach a guest lesson at local school as a way to “give back” during my vacation. I thought it was a great idea.
Self-portrait created by a student at the High School of Language and Innovation.
“I don’t like social studies class,” Michael told me. Michael is a 9th-grade student from the Dominican Republic. “The kids at my table speak Arabic too much.”
Looking in on a class in my school, you’ll see groups of students composed of different cultures sitting together. Our school is for English Language Learners from all over the world. Complaints and situations like Michael’s are common, especially in 9th grade when many of the students are recent arrivals to the country meeting different cultures for the first time. We purposefully group students of different cultures together to promote the use of English, which can be tough at first as students are learning the language.
The cafeteria is a different story from the classroom. Continue reading