Student artwork at the High School of Language and Innovation.
The path to graduation is different for every student, and so is our approach.
For some kids, we race to keep up with them: they excel in every course, so we look for new opportunities and train teachers to lead advanced courses.
For other kids, it’s a matter of holding their hand: we offer extra tutoring and pair them up with classmates who can support them. We encourage them. Sometimes, these students need a lot of support in 9th and 10th grade, and then turn into great students by 12th grade.
Finally, there are a few kids we drag towards graduation. Often, these are students who are academically ready to enter college, but find ways of failing courses at the last minute. It might be the fear of change and leaving high school forever, or maybe just needing some attention. For example, a student who has passed all required exams and courses might do everything they can to fail their last semester of gym.
Our high school is made up almost entirely of newcomer immigrant English Language Learners. Every May we give students a required test that measures English proficiency.
The test includes a a 15 minute speaking portion, which is delivered 1:1 by a teacher. The speaking test starts with a simple Warm Up: “A. What is your favorite animal? B. What do you like to do at school? C. Tell me about your favorite foods.” The teacher then asks the student a longer series of questions from a booklet. Topics range from doctors to telescopes.
In our school, we enlist all teachers to administer the speaking test: physical education teachers, art teachers, math teachers, everyone. 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
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.
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!”