Student artwork from the High School of Language and Innovation
Zamir* was a 12th grade student, originally from Albania. He had come to New York with his older sister when he was in the 10th grade, and hadn’t seen his parents for almost 3 years. His sister did her best to support him, but didn’t seem prepared to manage a teenage boy. She also had her hands full with a toddler and work.
Zamir developed a habit of coming extremely late to school, if he came at all. My assistant principal Shira and I had a meeting with him. We tried the usual motivations: “What do you want to do after high school?” and “Think of going back to Albania and showing your parents your high school diploma.”
In the past, Zamir would respond, “Yeah,” or “OK,” but something was different this time. He spoke honestly: “Those things don’t motivate me,” he said. Continue reading
One of the students’ illustrations for a mascot: a panther.
I’m always fascinated by what gets kids excited about school.
Take a 12th grade student in my school, Rebecca.* Rebecca is known for a sweet smile and enthusiastic participation. However, at some point this year, everything got cloudy for her: nothing in school was fun or exciting. A few teachers told me that she might have had a falling out with some friends, hence the blue outlook, but Rebecca wouldn’t tell us what was bothering her.
A few weeks later, I got an email from Rebecca and some of her classmates: 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?
Our school is a school for newcomer immigrant students who are learning English for the first time. Lots of students struggle at the beginning, and passing state exams can be daunting. Despite hard work, many students fail exams the first time.
On top of all of that, they are teenagers, and sometimes they fail because they’re distracted and despite our best efforts, take longer to be fully engaged in school. This was the case for one of our students, Stiven.