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
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?
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: 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 tutoring each other over the summer: kids who had passed state exams in math tutored those who had failed. The tutors earned a small stipend. That summer, many students passed the math 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
Nothing makes me sadder than a kid sitting alone in the cafeteria. Sometimes, a student is sitting alone by choice—he or she simply prefers to be alone, perhaps reading a book, or taking a break from interaction.
Other times, a student sits alone because he or she is new, and is the only person who speaks his or her own language. The High School of Language and Innovation is a school for newcomer English Language Learners. Most new students that have a large same-language, same-culture group—Spanish, Arabic, Bengali, Albanian, French—will be quickly adopted into the group. If a student speaks a language like Vietnamese or Chinese, which are both small populations in our school, they might be alone if their 1-2 compatriots are absent. Continue reading
My school is a school for newcomer immigrant English Language Learners. With recent events at the Mexican border, I have been thinking about the parents of my students and their journeys in coming to the United States with their children. This past week, I had the opportunity to speak with the father of Marcos. * Marcos is a student from Peru who came to the U.S. when he was in the 9th grade.
This past week, Marcos won an award for graduating seniors from the Bronx United Federation of Teachers. Marcos and 30 other students each won a laptop, a wireless printer and a backpack full of supplies, all to set them up for success in their first year of college. At the awards ceremony, I sat next to Marcos’s father and learned more about him. 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.
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!”