Last week, I wrote about a student who sent an angry email to a teacher during winter break. I talked about my own initial instinct to “jump to punishment” instead of finding out what had happened.
Returning from break, I was reminded of another layer of complexity: the parents’ pressure to punish.
The day we returned from break, I assumed that the student who wrote the email would feel remorseful. We would start off with discussing why the email was a problem, the student would apologize, and all would be well.
Nope: the student returned to school angry, sure that he was “right” to express his feelings in the email.
Right before winter break started, a teacher approached me, visibly upset. A student had sent him an email saying, “I hate you” and wishing the teacher a “horrible” winter break, among some other unkind things.
What had preceded this email? The teacher explained that he had called the student’s parents in for a meeting regarding the student’s behavior. Afterwards, the student had sent the angry email to the teacher. (On a positive note, the email was clearly written and formatted correctly, a “modern skill” we now teach in our English classes.)
A student in traditional Albanian dress.
I am the principal of a truly multicultural school: almost all of the students in my school are newcomer immigrants from over 23 countries all over the world.
Three years ago, we started a tradition of having “cultural assemblies” in which students from each culture would lead a school-wide assembly sharing the history, music, dance, dress, and customs of their culture.
This year, we started with the Albanian assembly. Our Albanian population is relatively small, and deeply proud of their culture. My staff had always told me that the Albanian assembly was beautiful but at times, the most challenging to organize: the students are brilliant and dynamic. However, the students also have strong opinions and disagreements about their history and traditions. Continue reading
Students taking apart a computer in a computer science class at High School of Language and Innovation.
Eldan* is in the 10th grade. He’s charming, originally from Montenegro, and a talented soccer player. However, he frequently comes late to school and until we started to address it, he would often cut classes. We have a few Eldans in every grade: not openly resistant or disrespectful, but also not always able to see the point of school.
This year, I realized that rather than being frustrated by such behavior, I could be curious. Does Eldan see the point of school? Are we communicating that school is a “have to because you have to”? Or are we communicating that school is a “get to” that leads to possibilities?
Last year in the 9th grade, Robert* had a rough start. He would argue with directions, wander hallways, and frequently cut classes. We were alarmed to see these habits so early in his high school career and did our best to address his behavior.
However, we didn’t see a major change until July: over the summer, Robert calmed down and got focused. He attended summer school and had a math class with a teacher he admired. In August, he passed the state math exam. He started his 10th-grade year well, arriving on time, participating enthusiastically in classes, and performing well.
Then, the cutting habits started to creep in again. We noticed he’d skip his last class of the day, history. This year, we started a much stronger approach to addressing cutting. We developed a system to stop students in the morning who had cut class the day before. We met with them and helped them re-think how and why they should stay in school all day. Continue reading
Each year, one of the most exciting things we do is interview and hire new teachers. Now, in our school’s 8th year of existence, I realized a new possibility this year: we can hire our former students as teachers.
Since our school’s first year in 2011,* we have had students serving as tutors to other students. It started out as students tutoring each other over the summer: students who had passed state exams in math tutored those who had failed the exam. The tutors earned a small stipend. With the support of teachers and the tutors, many of the students passed the exam.
Over the years, we’ve shifted the tutoring opportunities. Now, we give seniors who are on-track to graduate the opportunity to tutor their 12th-grade peers who need support or to serve as teacher assistants in 9th and 10th-grade classrooms. Continue reading
Student artwork, High School of Language and Innovation.
As our 12th-grade students are applying for colleges, our staff writes recommendations for them. The students email the recommender a “brag sheet” of their accomplishments, goals, and life experiences. I have had the privilege of writing several recommendations this year, and love how much I learn about our students through the process.
One young man, who I see as a leader, described his only accomplishment as “good at sports.” He was totally unaware of his own greatness. I made sure to describe his leadership, such as the times I’ve seen him guiding 9th graders to do the right thing.
One young lady wrote an assertive brag sheet in organized bullet points. Reading it, I remembered how she had volunteered one summer to organize all of our classroom libraries and then ensured that I wrote a letter documenting her community service. This year, she started a dance club, which has become our most well-attended club. I felt appreciation for her ambition and how she has made the school a better place.
One young man, Samuel, * was a surprise to me. Continue reading