Their minds were like kindling, I reflected; all they needed was a spark to ignite a love of learning that would lift them above the drugs, violence, and poverty. The spark, I hoped, would be me.
How to Teach Contractions
As the tour ended and I was about to leave, Mr. Bledsoe pulled me aside. I was supposed to pick up that skill over the summer from Teach for America TFA , an organization, affiliated with AmeriCorps, that places young people with no ed-school background, and usually just out of college, in disadvantaged school districts suffering from teacher shortages.
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Applicants request placement in one of over a dozen rural and urban school districts around the country that contract with TFA, and I got my first choice, in the city I hoped to live in for the rest of my life. Teach for America conducts an intensive five-week training program for its inductees during the summer before they start teaching. I was part of a tag team of four recruits teaching a summer-school class of low-income fourth-graders. I also internalized the TFA philosophy of high expectations, the idea that if you set a rigorous academic course, all students will rise to meet the challenge.
But the training program skimped on actual teaching and classroom-management techniques, instead overwhelming us with sensitivity training. My group spent hours on an activity where everyone stood in a line and then took steps forward or backward based on whether we were the oppressor or the oppressed in the categories of race, income, and religion.
The program had a college bull session, rather than professional, atmosphere. And it had a college-style party line: I heard of two or three trainees being threatened with expulsion for expressing in their discussion groups politically incorrect views about inner-city poverty—for example, that families and culture, not economics, may be the root cause of the achievement gap. Nothing in the program simulated what I soon learned to be the life of a teacher. T he year before I taught, a popular veteran principal had been dismissed without explanation.
Bledsoe finished out the rest of the year on an interim basis, hired me and four other Teach for America teachers, and then turned over the reins to a woman named V. Lisa Savoy. Before the start of school, she met with her four first-year TFA teachers to assure us that we would be well supported, and that if we needed anything we should just ask. Most of my veteran colleagues, 90 percent of them black, also seemed helpful, though a few showed flickers of disdain for us eager, young white teachers. By the time school opened, I was thrilled to start molding the brains of my children.
I tried my best to be strict and set limits with my new students; but I wore my inexperience on my sleeve, and several of the kids jumped at the opportunity to misbehave. I could see clearly enough that the vast majority of my fifth-graders genuinely wanted to learn—but all it took to subvert the whole enterprise were a few cutups.
Whether I disciplined him or ignored him, his actions would cause Kanisha to scream like an air-raid siren. In response, Lamond would get up, walk across the room, and try to slap Kanisha.
Within one minute, the whole class was lost in a sea of noise and fists. I felt profoundly sorry for the majority of my students, whose education was being hijacked. Kaplowitz is trying to teach! Ayisha was my most gifted student. The daughter of Senegalese immigrants, she would tolerantly roll her eyes as Darnetta cut up for the ninth time in one hour, patiently waiting for the day when my class would settle down.
Joseph was a brilliant writer who struggled mightily in math. When he needed help with a division problem, I tried to give him as much attention as I could, before three students wandering around the room inevitably distracted me. Eventually, I settled on tutoring him after school. T o gain control, I tried imposing the kinds of consequences that the classroom-management handbooks recommend.
None worked. When I called parents, they were often mistrustful and tended to question or even disbelieve outright what I told them about their children. By contrast, I saw immediate behavioral and academic improvement in students whose parents had come to trust me. I quickly learned from such experiences how essential parental support is in determining whether a school succeeds in educating a child. And of course, parental support not just of the teachers but of the kids: as I came to know my students better, I saw that those who had seen violence, neglect, or drug abuse at home were usually the uncontrollable ones, while my best-behaved, hardest-working kids were typically those with the most nurturing home environments.
Being a white teacher in a mostly black school unquestionably hindered my ability to teach. The failure of the principal, parents, and teachers to react more decisively to racist disrespect emboldened students to behave worse. Such poisonous bigotry directed at a black teacher at a mostly white school would of course have created a federal case. S till, other colleagues, friendly and supportive, helped me with my discipline problems. They let me send unruly students to their classrooms for brief periods of time to cool off, allowing me to teach the rest of my class effectively.
But when I turned to my school administration for similar help, I was much less fortunate. I had read that successful schools have chief executives who immerse themselves in the everyday operations of the institution, set clear expectations for the student body, recognize and support energetic and creative teachers, and foster constructive relationships with parents. Successful principals usually are mavericks, too, who skirt stupid bureaucracy to do what is best for the children.
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To start with, from all that I could see, she seemed mostly to stay in her office, instead of mingling with students and observing classes, most of which were up at least one flight of stairs, perhaps a disincentive for so heavy a woman. Furthermore, I saw from the first month that she generally gave delinquents no more than a stern talking-to, followed by a pat on the back, rather than suspensions, detentions, or any other meaningful punishment. The threat of sending a student to the office was thus rendered toothless.
Worse, Ms. Savoy effectively undermined my classroom-management efforts. She forbade me from sending students to other teachers—the one tactic that had any noticeable effect. Exiling my four worst students had produced a vast improvement in the conduct of the remainder of my class.
But Ms. This was just the first instance of Ms. Savoy blocking me with a litany of D. Public Schools regulations, as she regularly frustrated my colleagues on disciplinary issues. Some of Ms. She more than once called me to her office in the middle of my lessons to lecture me on how bad a teacher I was—well before her single visit to observe me in my classroom.
She filled my personnel file with lengthy memos articulating her criticisms. I eventually concluded that Ms. Savoy tended similarly to trouble any teacher, experienced or novice, who rocked the boat. A nd in November I really rocked it. By then, despite mounting tension with Ms. Savoy, and despite the pandemonium that continued to ravage my teaching efforts, I had managed—painstakingly—to build a rapport with my fifth-graders.
Grade Use these simple tips to help take the stress out of organizing and managing your guided reading materials all year long. Use this helpful list to find just the right book when you need a story that sends the message that good character counts. Grade K Choose your books wisely when school begins, and their message will last all year.
Award-winning authors Kwame Alexander, Chris Colderley, and Marjory Wentworth have compiled this collection of poems that celebrates poets who have touched their lives and influenced their work. Nikki Grimes creates thought-provoking poetry by combining poetry from the Harlem Renaissance with her own words.
Use Popular Music to Improve Reading and Inspire Writing
Striking artwork by African-American artists make this collection a treasure. This is our favorite new narrative nonfiction mentor text. Everyone thought Ernie Barnes should play professional football, but he never gave up on his dream of being an artist. Introduce students to this fascinating and influential woman, who worked tirelessly to fight against both racial and gender inequality.
It strikes a perfect balance of historical details and kid-worthy anecdotes. Maria Merian was a brave and passionate scientific mind, well ahead of her time.
This chapter book biography is beautifully written and illustrated and offers so many discussion opportunities. Marley Dias, creator of the blackgirlbooks movement, is the perfect peer role model to teach kids about activism. This fascinating title about bat conservation does just that. Make discussions about responsible research practices memorable and fun. This innovative series asks readers to separate fact from fiction in short sections perfect for classroom discussion.
This manual by a popular show host is actually a great procedural text. These ten unique stories tackle common themes of growing up and being human. A hilarious collection that will make you laugh until you cry! Bonus: A portion of the proceeds from this book goes to support WriteGirl, a nonprofit whose mission is to empower girls by promoting creativity and self-expression.
Free Kids Educational Resources: Lessons, Apps, Books, Websites | Open Culture
Looking for a book series to interest the boys in your class? Titles feature bite-size tales that will captivate readers. Left largely to her own devices, Truly finds herself chasing down clues found in old books. These three mystery tales all begin with clues found on Book Scavenger, a geocaching-style game where participants hide books in public places and reveal the locations through encoded clues. Set in charming detail in and around San Francisco, Emily and James embark on three rollicking, heart-thumping adventures. Following in the footsteps of Willy Wonka and his chocolate factory adventure is Luigi Lemoncello, the genius game-maker and architect of the town library.
Get excited for a new installment in May This series features Sophie and Jessica, year-old cousins without much in common except their skill for solving mysteries.