Literacy Learning in the Kitchen: Building Vocabulary, Practicing Procedural Thinking, and Learning to Tell Time

 

 

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The boys’ “play” kitchen located in our kitchen.

 

 

At ages 3 and 2, Keith and Maceo, respectively, have little patience for workbooks and sitting down for long lengths of time as a means to “practice” literacy skills. So at this stage, to grow their vocabulary, build skill in strategic thinking, and support their practice of various ways of learning, speaking, thinking and doing in situ for successful interactions (what I am defining as literacy as contextualized action), I try to do so while “on our feet.” Because Keith and Maceo like to hang out with me whenever I am in the kitchen, I have begun thinking of ways to use that space as a “real life classroom.” Rather than work through a list of words, or decontextualized workbook drills, I try to situate my sons’ skill acquisitions and the building of them contextualized in shared spaces, experiences and familial routines.

Ironically, an effective and impactful way has been through cooking and doing chores together.  Here are a few practices that are proving fruitful.

Learn and practice vocabulary in applicable situations. Keith and Maceo have a fascination with the dishwasher. Maceo is engrossed with the mechanics and inner workings of the machine, pulling the drawers and objects in and out. Keith has appointed himself as Mommy’s helper, interested in helping me load and unload it. So when it is time to use the dishwasher, I use the moment to foster and facilitate their acquiring of relevant vocabulary. As Keith is helping me, I ask him to name the different things we are loading into the machine, spell out the name of an object, or explain how a particular object (plate, pot, spoon, etc.) is used.  With Maceo, as he now at the stage of learning and practicing sounds, I name the objects both in the dishwasher and throughout the kitchen, then practice with him repeating their names. In another chore-based scenario, Keith LOVES helping unpack groceries, which I use as an opportunity to build vocabulary. As he removes objects from the bags, I ask him to name what it is he is removing from the bag (canned peaches, frozen spinach, chicken, etc.), and “help” Mommy by telling me where it goes (in cabinet, in fridge, in freezer, etc.).  As a caveat, I don’t do this with them EVERY time I run the dishwasher, or extend to EVERY task and chore we do, as that would probably burden the fun and at some point burn out the kids and their interests.

But when interests and curiosity intersect, I pounce.

 

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Simulate chores and then deconstruct step by step the procedures to fulfill them. We bought our sons their own play kitchen, prompted by observing Keith during a recent dental visit.  He was so engrossed with the one in the office we spent an additional half hour after his appointment just to let him play. Seeing how much he engaged with the kitchen—simulating cooking, putting dishes in the sink, opening and closing the microwave and fridge—gave me an idea to situate learning procedures and vocabulary within the context of family rituals.  Keith (who is quite verbal) typically asks questions while I am cooking about what I am preparing and how.  I’ll share details about the food I am preparing, describing step by step what I am doing, explaining what is happening to the food as it is cooking and why, illustrating the overall process. He usually brings a stool to stand next to me and observe. I am deliberate in telling him what I am doing step-by-step and how I am doing it because I am trying to model the use of procedures. At times I use vocabulary such as “first,” “second,” “next,” and “then” to cue him in how I progress through a task to familiarize him with the procedural language I use throughout that experience.  Maceo’s interests lies now with opening and closing cabinet and refrigerator doors. But given this interest, his emerging skill in reciting sounds, and his autonomous play with the play kitchen, I am thinking of ways to support and scaffold similar growth.

 

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Use familial and familiar experiences as launching pad to explore new concepts. Cooking in the kitchen has also begun to make Keith curious about time.  I use time as a means to measure how long to cook something, and in scheduling how to cook multiple things at once. Noting how and why I use time in this way, Keith has begun emulating me. Whenever I begin cooking, Keith asks me the time, which then leads me to explaining to him how to represent the time on his own play clock. This interaction has given me entrance and access to teaching the vocabulary of time (11:25, 4:50, big hand, little hand, half past, ten minutes to…), as well as how to represent time visually on his play kitchen clock (big hand on the twelve, little hand on the 3, for example).  In addition, I watch several news stations, and Keith has noticed numbers and symbols across the television screen. I explain them as the current time and temperature (a current fascination of his), leading many times to him pointing to and reciting them. Now that we have an intersection of interest, platform, and opportunity to build time-telling skills, I have brought in a few ancillary resources. One is a poster from the local dollar store illustrating how to tell time. Two others are books, one showing different times of day and the rituals people perform at those times, and another detailing how to tell time both visually and digitally, inclusive of new vocabulary associated with telling time. I also bought a clock that tells time physically, digitally and audibly, which we use to further explore his interest in time and skill to tell it. The books we read as a reference when needed during daily reading time. The poster is a visual reference we use whenever Keith asks questions about how to tell time.

 

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Keith is transferring these experiences of us in the kitchen, autonomously employing procedures and procedural vocabulary within tasks we do together or him separately.  When helping me clean in the house, particularly when doing his favorite chore of cleaning the floors, he tells me that first he will spray the cleaner, then I will mop, and then he will take over. I smile. In another example, he has begun pacing himself when he is play cooking in his own kitchen, speaking out loud what he will do each step of the way.  When looking for toys he verbalizes his steps, marking “First, I will…,” and “Then, I will….” Both of the boys have taken interest in the new toy clock, winding the big and little hands to represent different times, then awaiting the clock to announce out loud the time represented on its face.

 

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These are small steps taken in the big journey literacy learning. One chore at a time.

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Building a Home Library: An Autobiographical and Intergenerational Bridge

The chairs

 

A fondness for reading, properly directed, must be an education in itself. –Jane Austen

 

Readers have been a part of my life since birth. I cannot remember a time when I was not around someone reading a newspaper, analyzing the Bible and taking notes, or curling up with a good book simply for pleasure. From these experiences, books have become for me tools for excavation, solace in a stormy world, and a portal into possibilities.  Family and friends have impacted my experience to become the lover of reading and books that I am today.

And why I am passionate about creating a library and leaving a similar legacy to my two sons.

When I was growing up, my parents made it a point to surround us with books.  Dad amassed religious texts, books about the Bible and Biblical figures, as well as those related to his job as a supervisor for the NYCMTA. These included tomes of manuals and large “maps” illustrating circuit systems.  When I got older, he gave me several books; Billy Graham’s book Angels (which I still have today), books about astronomy, and an encyclopedia. Dad collected books and texts from numerous sources, spanning from the Strand Bookstore, a particular favorite, to dumpster diving, once salvaging a well-kept composition notebook with copious notes about solving equations (which I found real helpful in middle school).  Tuesdays were an important day in our household, because that is when the Science section of The New York Times was published. Dad and I would comb through it, cutting out articles (particularly about astronomy, my favorite subject) and pasting them in my scrapbook.

Mom too kept books and texts circulating throughout the house. She housed philosophical collections by Gibran, Greek tragedies by Sophocles, famous texts by African American writers (Ellison’s Invisible Man and Haley’s Autobiography of Malcolm X and Roots, which I still have), as well as texts about Black consciousness. Mom was an avid reader of newspapers, scouring the current events sections to keep abreast of new developments. She read different local newspapers (Daily News and New York Post) to gain different perspectives. As a member and past Grand Matron in the Order of the Eastern Star, several books were part of the bookcase she and dad had in their bedroom. Although a mystery to me as a kid, I would see her reading from these sacred books, practicing the delivery of their texts and her positioning as she read them, with dad observing and helping her practice (him being a Mason).

My childhood friend Carla grew up around masses of books. Her dad was a voracious reader, historical scholar and herbal enthusiast. I was always impressed by his learnedness about so many things, with facts and data literally at the touch of his hands and tip of his tongue. Creating an environment of scholarship and insight has profound implications. If you meet Carla, a prolific protégé of his intellectual investment, she is a walking library. She is facile with relaying information that in ways pertinent and personable.  His commitment to surrounding his two daughters with a plethora of information, and their facility in relaying and applying it, leaves an indelible impression to this day.

I want my children to be like his.

My husband is also an avid reader. A lover of political history, screenplay writing, film and film scores, and “old school” music aficionado, he has amassed volumes of books. Books to guide his revisiting and revision of drafts (now his fifth screenplay), topical texts to help him bring depth to a character (one such book titled Movies and Mental Illness), the history of favorite movies (The Making of the Empire Strikes Back and Bond on Bond: Reflections on 50 Years of James Bond Movies), and books about the history of music (The New Blue Music).  To name a few. He also keeps abreast of the entertainment industry via periodicals too.

 

Some of my husband's books.
Some of our books pertaining to writing and screenplays.

 

Sharing these bibliographic biographies of how text surround and inform the lives of people I care about is to illustrate the impact of the word on their lives and mine.  It is why we as parents are investing in creating for library for our two sons. A place where we can expose them to myriad topics, agitate their curiosity and instigate investigation.

Our evolving library is divided into different sections. One whole bookcase is devoted to the boys’ books, texts specific to their evolving interests and responsive to their emerging questions. Keith, my oldest, is a fan of the rhythm and musicality underlying words (such as in books Jazz AZB and Chica Chica Boom Boom), abstract ideas represented visually (Perfect Square and One), humor (any book by Sandra Boynton, his favorites being But Not the Hippopotamus and Hippos Go Berserk), picture dictionaries, phonics (Preschool Prep Series), and books that show him how to explore creating a question and finding its answer (What is a Scientist? and Telling Time). The youngest, Maceo, burrows in a corner between the bookcase and closet, pulling down several different books, burrowing in, then studying their pages.  Books he gravitates toward the most are flip books, books with rhyme (a book of Sesame Street songs as well as Martin and Carle’s Polar Bear, Polar Bear, What do You Hear? ), and with other favorites about shapes, letters, and numbers (particularly the Metropolitan Museum of Art Series).  As the boys show interest in different topics and genres, we add them.

 

Keith reading in the home library.
Keith reading in the home library.

 

Keith reading in the park.
Keith reading in the park.

 

Our library is also being built by the loving investment of others.  Diane, upon Keith’s birth, sent a huge box of children’s’ books that have been some of our kids’ favorites (so much so, like Catalina Magdalena Hoopensteiner Wallendinger Hogan Logan Bogan Was Her Name, disintegrated).  Linda bought a picture book without words, which makes a great experience for us to co-create a narrative with the kids.  Melissa, with children older than ours, has generously given several of her kids’ books they have outgrown. They are full of great ideas (exploring the world through the senses), morals and lessons (saying sorry is a hug given through words), and books about the precious relationship between a mother and her children.  Victoria and Virginia sent several books for the boys, books that delightfully travel the spectrum from interactive to comical to familial to educational. Our library has become a project with familial investors extending the confines of our walls and personal experiences.

 

Maceo reading in the local park.
Maceo looking through one of his favorite books in a local park.
Maceo looking through a book in his room.
Maceo looking through a book in his room.

 

A curious thing has begun to happen. Periodically Keith gravitates to one shelf of the library, where I have housed my two favorite authors, Zora Neale Hurston and Toni Morrison. He takes down the whole group of books by each author, spraying them across the floor.  Saying nothing, he leaves them there.  I am impressed how he unknowingly knows two authors who have informed my writing and life.

The shape of things to come…

 

Books 1
Sample of our books pertaining to issues in education.
Sample of my books by African American writers.
Sample of our books by African American writers.
Sample of my books pertaining to religion.
Sample of our books pertaining to religion.
Sample of our "self help" books.
Sample of our “self help” books.

 

 

 

 

 

Parents are the Frontline of Their Children’s Academic Achievement: A Book Review of I’m Your Teacher, Not Your Mother by Suzette Clarke

 

 

 

 

I'm your teacher

 

 

 

Class is in session.

In her self-published book, I’m Your Teacher, Not Your Mother, Suzette Clarke ignites a controversial conversation about the “true source” of student failure. While finger-pointing has typically designated teachers, schools, standardized tests, and standards as the source of fault, Clarke turns the finger to a “culprit” more centrally located to students’ lives.  The parents.  A former middle school teacher and library media specialist of fifteen years, Clarke postulates lack of parental involvement and investment as most impactful on academic success, and that this factor must be considered before blame be placed solely and sorely on the shoulders of educational institutions and those who work within them.

I’m Your Teacher, Not Your Mother is a collection of expositions, vignettes, statistics, observations, and personal reflections based on the frontline of working in schools.  Clarke asserts parents’ attitudes about learning, orientations toward what support looks like, and understandings of obligations and responsibilities all play a role in how learning is supported, and not supported at home. Recounting hers and colleagues’ experiences, parental involvement has been staggeringly low.  Reflecting both on her own and colleagues’ experiences working in New York City schools, Clarke identifies several factors for why she thinks parental lack of both commitment and participation occurs on so large a scale.

Clarke asserts that some parents situate school as the primary officiator of their children’s success instead of themselves. “It seems they believe overseeing their children’s educational development is someone else’s responsibility.” However, she also contends that with pressing economic times many parents are pulled away from home, working long hours and multiple jobs, resulting in less possibility for them to be actively involved in monitoring children’s academic success closely.  “We have become a society of overwhelmed parents” who work “so much from the home that many depend on the system to develop and guide children.”

In other cases, Clarke contends that children “who fail have been given the power to fail by their parents,” and particularly those “who perform poorly or cause trouble in school do so because they have parents who are enablers. These parents do not do what is necessary to stem such behaviors.” Still in other cases parental failure of students is attributable to a lack of parents understanding their role to make sure students actively and responsibly participate in their own learning (completing tasks, fulfilling assignments, preparing for assessments). Being good intentioned, Clarke contends that such parents correlate being older as inherently being more responsible. She asserts that these expectations of autonomy, self-monitoring, and self-reliance are too much to handle, even for teenagers.

In all, Clarke suggests that at epidemic levels, “children are not getting the daily educational supervision they need at home in order to succeed at school.” Central to students performing successfully in school is parental establishment and enforcement of what she describes as an “educational tone in their home.” She emphasizes that parents must inaugurate high educational standards as soon as children commence school, and institute them every day until high school graduation.  She contends that if parents demonstrate concern for their children’s education and couple that with daily monitoring, then they will excel.  “Children who fail are not stupid. They are just unsupervised, undisciplined, unfocused, and out of practice.”

Clarke proclaims that there is “a distinct correlation between the concerned parent and the proactive student.” Students who do well are those who are “well trained, organized, disciplined, and motivated…They have parents who provide them with constant order, support, and guidance.” In the second half of her book, she then puts forth myriad suggestions for different ways parental involvement and commitment can be fully actualized.

For one, Clarke promotes reading at home as beneficially impactful on academic progress, while simultaneously honing an essential life skill. If parents “require reading time every day at home, reading scores would soar, and more students would become natural readers. Their overall knowledge, comprehension, vocabulary, grammar, writing and spelling skills would improve.” As well, she purports avid readers as “more informed and are better communicators.”

Clarke suggests minimizing excessive showering children with gifts, especially those who are not successful in school, as it communicates values around material wealth over mental.  Indulgence in expensive gifts and trappings, in place of a consistent emotional involvement with child and school, endorses inappropriate school behavior and performance.

Parents reinforcing organization, such as the maintenance of an organized notebook, hold their children accountable in maintaining successful habits of mind and work. Frequent notebook checks are a way Clarke suggests parents can be kept abreast of a child’s progress. They can serve as a lens into any challenges or weaknesses his/her child is experiencing, and intervene. “If parents made sure their children maintained a constant level of organization and discipline, how can they fail?”

Clarke suggests that a mutually respectful partnership be established between parent and teacher. Parents of struggling students need to indulge less the blaming of teachers exclusively for their child’s poor performance. Instead, they should take the teachers’ input and advice and implement them into an action plan. She also admonishes parents to not be dissuaded by their child’s attitude toward a teacher, and not endorse their lack of successful performance just because they do not like a teacher. Parents must promote and uphold the expectation of the child to complete assigned work and excel on assessments, and not let a child’s excuse of “I don’t like the teacher” or “The teacher is out to get me” as justifiable eclipses of their potential.

Finally, Clarke suggests that supervision and activity are centripetal to academic success. From 3-6pm, students need activities that keep them engaged outside of school, and thus out of trouble. Examples include after school programs, play rehearsals, sports, language classes, tutoring, and when old enough, employment and volunteerism.

At the end of each chapter, Clarke asks parents pointed and poignant questions to reflect upon their involvement and investment in their child’s successes. They serve as prompts for parents to assess and reevaluate how they are supporting their child’s development. For example, a salient question she asks parents to consider is, “If a teacher has told you that your child is missing homework assignments, what new procedures have you implemented at home to ensure that all work is completed?” Such questions could serve as discussion starters during parent meetings, or as an opportunity for quiet reflection for individual parents.

In critique, there are some argumentative and structural elements of the book that need consideration. Argumentatively, the promotion of the idea of parental involvement proving pivotal to children’s successful formation academic habits and subsequent achievement is already established.  Repeating throughout the book that a lack of such investment has negative impact at times stifles its’ illuminative potential rather than augment it. All too brief and cursory descriptions of how and why parents are insufficiently participatory or absent from their children’s academic lives detract from us knowing and understanding what we as stakeholders cannot afford to repeat.  We need the nitty-gritty narratives alluded to by Clarke.  Accounts of specific families, detailing the different practices (or lack thereof) that negatively impact children creating and sustaining successful academic habits would amplify the argument and concretize what to avoid. Most importantly, providing in-depth case studies of parents who have implemented Clarke’s remedies effectively, yielding in children’s successful adoption and/or adaption of fruitful academic habits and achievement, would make the book complete.  Structurally, statistics and data from several diverse sources would provide readers a better understanding of the social, cultural, anthropological and historical milieu within which long-term academic efficacy and failure occur.

However, Clarke, as mother, educator, and advocate, puts her blood, sweat, and tears into initiating a much-needed conversation.  Her words and purpose push us into the arena, and provide an initial arsenal with which to begin the fight.  I’m Your Teacher, Not Your Mother offers food for thought regarding parents being the most essential agents of change in students’ academic development, progress, and success.

Class is dismissed. 

 

For more information, you can access Suzette’s website at http://imyourteachernotyourmother.com/.

 

 

As Educational Frontiersman: One Man’s Calling to Make a Difference

Dr. John R. Jenkins
Dr. John R. Jenkins

On any given day, John R. Jenkins, Ed.D., can be found laboring in the fray, soldiering on the frontline of education. He is an irrepressible spirit who has embodied several educative incarnations.  As English/Language Arts teacher, teacher trainer, instructional coach, consultant, researcher, faculty member, administrator, and currently Vice President of Programs for the School Leaders Network, his efforts are centralized in actualizing the potential and possibilities of urban youth.  In a candid and intimate interview, Dr. Jenkins shares familial teachings that shape his professional pursuits, revealing how they inform the practitioner and person he is today.  What unfolds is a compelling narrative of a man and educator with finger on the pulse, and reform on the cusp.  He is a trailblazer who forges to create a difference in the lives of so many others. From student to administrator, he empowers people with tools and resources. The impact is exponential, as his investment empowers people to tool and empower one another.

Family Influence and Impact

John was born in 1968 to teen parents. Although he grew up poor in the South Bronx, New York, and Detroit, MI, two of the nation’s highest areas of poverty, his caste did not become his coffin.  He thanks his family with inoculating him, as his economic status did not hinder his self-image and destiny.  “We were a working class family with resources,” John rebuffs, with resources being familial and multi-generational.

John in middle school.
John in middle school.

Resounding in John’s self-perceptions and movements are the evidence of a hard-working, deep-loving, and spiritually-convicted family.  His paternal grandparents’ entrepreneurial and industrious spirits triumphed in demonstrative alternatives.  The Jenkins Luncheonette on Intervale Avenue was a prominent neighborhood fixture, a place for food, community meetings, and entertainment.  Johnny and Dorothy Jenkins’ perseverance served as counterinfluence against the prevalence of unemployed neighbors disproportionately resorting to ulterior motives making ends meet. From them, “I got a whole lot about class consciousness early on about those people and these people and how I didn’t want to be among those people.” John did not interpret such admonishment as elitism, but as clear cautioning to do his best. Yet witnessing such circumstances laid the foundation for John directing his attention and talent servicing others within struggling communities. He would channel his professional investment into urban schools.

From very young, the roles of caregiver, protector and mediator aligned with an inner calling within John.  “I’ve always taken the kind of caretaker leadership role.”  Harboring a heart to look out for and help others, he enjoyed being put in charge of younger siblings and cousins.  Babysitting and helping with homework were formidable experiences that informed his ethos to protect and support others.  It is no coincidence that John’s favorite game was playing school, especially the teacher, as he relishes leading, teaching and serving others.  Frequently he assisted elders in their errands, and cherishes in particular helping his paternal great-grandmother, Minnie Lee Felder.  John attributes his experiences with her to imbuing him with a heart of reverence and service. Consequently, being there in times of others’ needs has become “part of my construct of myself.”  Being peacekeeper and mediator were also important roles he filled, apprenticing him for future professional scenarios.  To John, “Peace and equilibrium are really important.  Avoiding conflict is very important.”  Looking out for younger relatives, and being a helpmate to adults, foretold of labor done lovingly becoming a vocation.

John and siblings.
John and siblings.

John describes himself as a composite of several family members. His mother, Marcina Jenkins, exemplified for him a person of inner strength and resolve. She endured challenging circumstances while negotiating several roles and their obligations simultaneously.  She was a teen wife coming of age while raising three children, a daughter balancing relationships with opinionated parents and at-times difficult in-laws, and unfortunately, becoming a single parent raising children on her own.  She made an indelible impression upon him. He credits his mother with “model[ing] for me the importance of hard work and sacrifice.”  In a larger context, seeing firsthand “what society does to [a] woman when you have to take care of children and you don’t have the chance to be yourself,” also laid the groundwork for him exploring the impingement of race, class, and gender in work and education.

John as high school student.
John as high school student.

John’s father, John Jenkins Sr., also influenced who he became as both a man and an educator.  Briefly living with him in Yonkers, NY as a teenager, John culled poignant lessons about “presence and presentation.” His father emphasized “the importance of looking your best, being pressed and polished in front of folks” so “you can be trusted and get access to what you want.”  Although by John’s accounts his father’s investment and commitment to this message were at times riddled with hidden agendas, dubious goals, and compromised ethics, he still heeds to this day his father’s advice of possessing a strong vocabulary, exercising gentility and channeling a charismatic image.

 

Educational History and Emerging Career Path

Dr. Jenkins’ high school and college experiences were pivotal to him identifying his strengths and designing a professional path for their expression. Although enrolled in Yonkers High School’s Gifted and Talented Program, attending college did not initially interest him. Having only one uncle attend and complete an Associate’s degree, “It was not a big thing on my radar that I had to attend college.” However, a small group of peers applied to the University of Albany in New York. John, influenced by them, followed suit.  While he did not initially fulfill traditional admissions requirements, he was accepted into the university’s Minority Recruitment Program.

Dr. Jenkins’ college experience proved transformative.  He began “coming into my own as a person.” He recalls key experiences that began shaping his identity as an African-American man, and compelling him to give back to the community.  While a junior, he saw the dance troupe Black Gold Dancers, and was so impressed that he joined.  “It was the first time that I had seen men as part of a dance ensemble and I just thought I could do that!” He credits the troupe with affording him the opportunity to artistically express himself, particularly within the allegiance of other men. He encountered brotherly love, and opportunities to serve a greater good, as a member of Alpha Phi Alpha Fraternity, Inc.  He acknowledges the organization instilling within him the conviction that while “I had a legacy of excellence to uphold as a Black man,” he was “responsible not only for me but particularly for other young Black men.”  As member and president of the university’s chapter, and later as member of the graduate Kappa Xi Lambda Chapter in New York City (affectionately known as the “Wall Street Alphas”), John fulfills the calling to shepherd young men of color. Efforts include partnering with local high schools and community centers to help young men graduate high school and matriculate into college.  “We support and mentor [young boys] through the graduation process, help them with college and scholarship applications so that they can transition successfully into college. This is the program that I am most connected to.”  He also mentors young boys coming of age in issues regarding responsibility and relationships, and in building life skills. Familial and childhood lessons he learned in how to take others begin to take shape and root within his actions as an adult.

John and fraternity brothers.
John and fraternity brothers.

John’s introduction into political and social issues began at the university. Taking several courses in Africana and women’s studies opened his eyes to how the world is different for people that in his words “did not fit the norm.”  “I became aware of the different challenges people experienced based on the social, gender, and cultural groups they belonged to. And I realized that life was not the same for everyone.”  Consequently, he applied his emerging epiphanies in issues of race, class and gender to his work within student government.  As the Affirmative Action Officer for the Student Association, his responsibilities were to handle student complaints of discrimination within Student Association affiliated programs.  Another was to provide mandatory trainings to student leaders around issues of diversity, “to educate every organization about their obligation to support all students and make every organization accessible and inviting to all Albany students.”

Heeding lessons of putting family first, John returned  to the South Bronx after graduation in 1991.  He moved in with his aging great-grandmother to take care of her until she passed.  John attributes this experience as “a nice completion of a circle of giving.”  Yet while being home, it was a chance conversation with a principal that led to his entre into education.  Harkening childhood lessons of advocating for others and making a good impression, he stepped into the role of a liaison for his cousin who was trying to transfer to Lehman High School.  After making the case with the principal for his cousin’s enrollment, the principal was so impressed with John’s argument and presentation he immediately offered John a job to substitute teach.  A week later an English/Language Arts teaching position was vacated that the principal needed immediately to fill.  He offered it to John. John accepted.

John with Great-Grandmother.
John with Great-Grandmother.

Teaching at Lehman High School became “the opportunity that showed up to meet the preparedness that I had been honing all of my life.”  John taught 9th Grade Honors, 11th Grade Regents Prep, and a Regents-level African-American literature elective which he authored and developed.  During his five years there, John created curriculum that was academically rigorous and socially relevant.  He culled myriad educational, social and personal experiences, both personal and historical, to create content and assessments.  His most memorable unit was “Fathers and Sons: Success and Manhood.” He taught two  novels, Things Fall Apart by Chinua Achebe, Death of a Salesman by Arthur Miller, and the play  “A Raisin in the Son” by Lorraine Hansberry. These texts were lens for students to investigate and examine the development and consequence of the relationships shared between fathers and sons, examining “how the cultural, social and racial issues played out in each relationship.” Also, John encouraged students to further their education after high school.  As the only faculty member of color within his department, John had personal stake in availing to students post-secondary possibilities.  Frequently he shared his college experiences with them, “bringing it right to their doorsteps.” Consequently, several chose to follow in his footsteps and attend UAlbany.

Teaching at Lehman High School.
Teaching at Lehman High School.

John furthered his own education as he taught. He completed his M.S. in Secondary Education and English in 1994, and two years later received his NYS permanent teaching certification for grades 7-12.

From Teacher to Scholar to Leader

Ever pursuant of opportunities to improve schools and communities, John returned to teach in Yonkers, NY as a way to give back.  He began in 1996 teaching English/Language Arts at Roosevelt High School. In the late 1990s, Yonkers was found in violation of providing disparate and unequal educational opportunities to students based on race.  Again, John was placed in a situation to teach and mentor students, noting this time though their particularized needs for affirmation and self-advocacy. “The Yonkers students seemed to be more deprived socially and had greater struggles academically. They need[ed] much more social interventions to get them ready for learning and to keep them engaged in school. Thus I had to be much more nurturing and teach them how to advocate for their needs more.” This intersection of supporting students while transforming a school district would provide John not only new avenues to create change but unfold a new career path to do so. 

As part of a court-ordered desegregation initiative, the Yonkers school district underwent a major training initiative in diversity.  John was part of the human relations team designated to train adults in diversity and to implement changes.  Through this training (facilitated by diversity expert and facilitator Dr. Cathy Royal), John became a  Diversity Facilitator.  In his new capacity as a Human Relations Officer (1998-1999), he was charged with addressing the district’s desegregation mandates.  These spanned (1) creating and facilitating mandated diversity training, (2) providing principals with support in creating school-wide plans, (3) training teachers and school aides in human relations skills, and (4) designing workshops in listening skills, student management, assertive discipline and effective communication.

Both then and now, Dr. Cathy Royal’s work has been especially influential, particularly her Quadrant  Behavior Theory. John explains it as follows:

Across all the major identifying social groups that exist—race, gender, class, ethnicity, nation of origin, language, sexual orientation, and class—there are two groups, the dominant group and the subordinate group, [that] exists within each of those categories. And the world organizes itself to provide access, privilege and opportunity to the dominant group member, and oppression to the subordinate group member.

Consequential of such grouping, John remarks that “[either] you have a certain access to opportunity or certain oppression around your access to opportunity.”  Her theoretical framework and methodology for how she then works as an agent of change in supporting stakeholders in examining and understanding social, ethnic, racial, and cultural issues have made indelible impressions on John. For him, she provides an exemplary template of consultant work with an emphasis on self-reflection, examination of social and cultural dynamics, and working collaboratively with others in pursuing institutional change.  Accordingly, her work informs his work in transforming schools and his model of consultation.  John employs her theories within his work with urban schools to help stakeholders recognize how cultural and social variables come into play within their own school setting and impact it.

Recognizing he could catalyze change on larger scales, Dr. Jenkins pursued positions with more executive duties and managerial responsibilities.  First, in 1999 he completed his NYS Certificate in Supervision and Administration. Then, he served two years as an Assistant Principal in two Yonkers public schools. In this new capacity, he created opportunities  for students to receive public recognition for their academic achievement and citizenship, such as through school-wide assemblies. He provided in-school support for students by developing and participating within a mentorship program for at-risk students.

John as Assistant Principal at Roosevelt School.
John as Assistant Principal at Roosevelt High School.

While Assistant Principal, Dr. Jenkins’ time was most invested in addressing and fulfilling students’ social needs. His biggest commitment was furthering the district-wide initiative by addressing in particular problematic dynamics between teachers and students, “[h]elping students learn how to best advocate for themselves in conflicts with teachers.” He noticed there remained racial tensions between the teachers and students, and thus committed to improving such dynamics by facilitating teachers in changing their paradigms and constructs about exactly who are their students.  “Many of the students were angry and upset, and the teachers were angry and upset with them. They (the teachers) did not understand that the high school students are young adults, and they have their own perceptions of what they need, and they can’t just be told what to do. They’re not children.” On the other side of the equation, he empowered students with language and communication tools to advocate for themselves.  “I found myself having to help students learn how to articulate their needs, wants and challenges to teachers so teachers could be more responsive.”   Yet this facilitation made for contention at times, particularly with some faculty.  While some teachers appreciated his coaching of students, others saw his efforts as subversive, misinterpreting his empowerment of students as teaching them “to dismantle the power structure in the school.”  But in all, he attributes being an assistant principal with refining his skills in working directly with adults and to lead schools.

A Trifecta of Aspirations

While Dr. Jenkins was at a pinnacle of success as a leader, he also was at an intersection facing critical decisions about where next to go. His aspirations of transitioning from teacher to leader, pursuing a doctoral degree, and creating his own consulting company would necessitate deep clarification. Going forward, he would need to be real clear on what he wanted to achieve, why he wanted to achieve it, and the best steps to actualize these achievements, without being at the expense of his physical energy or mental health.  Yet there is a saying that if you honor your calling, the universe will meet you where you are. So it met John to mentor him through this potentially tumultuous junction.

The pursuit of a doctorate was activated by his grandmothers. His maternal grandmother gave him a graduation card saying “Excel. Excel. Excel.” John interpreted this message as her beckoning him to acquire his bachelors, masters and doctoral degrees.  Then years later, out of the blue, his paternal grandmother passed him a note in church, asking him to get his doctorate.  Ever respectful of his elders, he complied.  While in Yonkers he received additional validation from the living examples of two men of color. They were Dr. Andre Hornsby, the first African-American Superintendent of Yonkers, and Dr. Fred Hernandez, the principal of Roosevelt High School at the time John worked there.  Witnessing these two men possessing doctorates made John think he could too. So in 1999, while an Assistant Principal, he enrolled into the New York University’s Department of Educational Administration to complete his Doctorate of Education.

“My experience at NYU was life changing.” The only male student of color in his entire cohort, it brought him face-to-face with his own vulnerabilities of being a student.

I definitely felt like I was in over my head. I sat in those small intimate classrooms of 7-10 students and felt as if I was not smart enough or capable enough to do the work. I realized for the first time that there were quite a number of things that I was just not exposed to or prepared for. Reading critical theories and research and writing my own arguments, etc. were all so new to me.

Yet this multi-layered uneasiness gave rise to John recognizing his potential, and with this epiphany came renewed effort and commitment.  It was being “resilient and focused and choosing a research topic on African-American middle school boys [that] helped me move through and I ended up being the first person in my cohort to finish.” His efforts were recognized by the school as well.  “The department chose me to speak to other ED students about how to be focused and successfully navigate through the doctoral experience.”  John also credits his dissertation advisor, Dr. Terry Astuto, as modeling and providing an example of how an educator supports a learner.  “My dissertation advisor was an amazing supportive advocate and colleague and really taught me how an educator should advocate for his or her students and work with them to achieve high standards.” Her work “became a model of how I taught my students and taught teachers to advocate and support their students as well.”

Graduating with Doctorate of Education from New York University, 2003.
Graduating with Doctorate of Education from New York University, 2003.

Harkening to his own experiences of attending urban schools and teaching within them, John chose the topic of African-American boys and their middle school expectations. “I chose to study African-American boys in their middle school context to learn more about how they interpret their school quality and experiences.” John believed that he “had an obligation to reinform myself and informs other educators about what they needed to improve their school experiences.” He was tired of “all of the stats that show that African American boys were at risk and endangered and failing but there were no solutions.” His case study helped him articulate “that African American boys in middle school wanted rigorous instruction, high quality teachers who cared, and curriculum that was relevant to their needs.”

Concurrent with his doctoral program, John became the principal of several New York City and Yonkers public schools.  Each experience would hone his skills as a leader, as well as reveal the places within his leadership he would need to grow.  The years that followed situated him learning how to support schools under pressure, dealing with district-based political wrangling, innovating approaches to school leadership, and venturing into working within the world of charter schools.  The catastrophe of September 11th, 2001, occurred with John as a new principal of Martin Luther King, Jr. Elementary School in Yonkers,  thrusting him not only into the new role of running a school for the first time but also helping and supporting the mending of an entire community too.  Following this event, wrangling between the superintendent and district occurred, whereby newly hired principals were caught in the crossfire, with them having to accept a substantial pay cut if they wanted to remain principal. John left and sought new leadership opportunities. He was recommended by his former superintendent for a principal position in the Bronx, and for two years served as principal there in two middle schools. In his second middle school, the NYC Department of Education piloted an innovative model, testing out the benefits of co-principalship and collaborative leadership.  While the opportunity was appealing, John began to feel the compounding weight of the school’s needs, the demanding investment embedded within a dual-leadership position, completing graduate work and launching his consultant business, and left at the end of the school year.

Yet it was the needs of a failing middle school, and an opportunity to participate in the charter school community, that inspired John in 2003 to pursue and accept the position of principal at the Community Partnership Charter School in Brooklyn.  Founded by parents in Fort Greene, in partnership with the Beginning with Children Foundation, the vision for the school was to provide an unprecedented opportunity for parents and educative stakeholders to collaborate in a holistic approach to educating, serving and supporting students. However, shortly after opening the school stood to lose its charter.   “It was really high stakes and when I joined I was the 3rd leader of the school in 3 years.” Turning the school around was a “tall order for a new principal.” Though under extreme pressure, he deemed his priorities as working “to stabilize things, establish routines for safety and [create] a strong school community.” Through his two years of leadership and transformative efforts, integrating involvement from “dedicated staff and amazing parent body,” the school’s charter was renewed for five years, a rare occurrence.  John appreciated “the autonomy of being able to make my own choices and decisions about instruction and programs.” “I was able to really do what we felt was right for our students.”

John’s other contribution to the charter school movement is serving as a founding board member and chair of the International Leadership Charter School in the Bronx.  For three years he “support[ed] the leader in establishing a high-quality high-performing high school for students of color.” In 2012, after only being open for six years, ILCS was ranked #7 of the top ten high schools in New York City. In 2013, the school was recognized by U.S. News and World Report, making its list of “Best High Schools.”

An insightful observation that John made during his interview was the belief that each of his career experiences has been in service not only to that specific position, but as preparation for the one to come.

 [T]he cycle has taught me is that at each level of my professional career, I am never doing the work that is only about that piece of my career. I am doing the work that is preparing me for what I need for the next career ahead, particularly when I am experiencing things that are new, that are challenging, that push me, I know I am experiencing them as a capacity builder to do the work at the next level, and that I need to ride it out, learn how to ride those rough places out in a way that I had not been able to do before in my career.

While discussing his several principalships, he shared that he carried around feelings of remorse, feeling at times as if he abandoned and deserted kids that needed him the most.  Although believing he made the best decisions he could for himself, and not regretting doing so, he looks over the shoulder of his career with contrition.  He shared that he carried this indictment of his performance around for almost a decade, until assuming the position of Regional Director at School Leaders Network, which gave him a different opportunity to harness his regretful reflections. During a training in which he facilitated principals in reflecting on their leadership over time, John created a leadership journey timeline of his own career as a model. In the process, he came to an epiphany that his own  frontline experiences could be used in service to supporting principals currently on that same frontline, and the sharing of his experiences could benefit them.  This reflective opportunity proved redeeming and restorative for John, as he would amalgamate his experiences to be in service to other school leaders in the years to come.

The ethos of family first resounds strongly in John’s beliefs and actions, even if at sacrifice of self.  After completing his dissertation in 2003, two life changing events occurred. John was married, and later that year expected his first child.  He sought ways to further his career aspirations while also expanding sources of revenue to support his growing family.  So John pursued opportunities to do consulting work and teaching at the post-secondary level.  These pursuits would later inform his future professional endeavors. Consulting work granted him access to discussing with school leaders their visions for their schools, and working collaboratively with them and stakeholders to employ tools and resources that actualized that vision.  Teaching on a college/university level gave John access to being an agent of change within education. It provided him access and opportunity to educating and enlightening the horizons of new teachers and administrators entering the profession.

John and wife, Renee
John and wife, Renee.

From 2000 to 2006, John was an adjunct professor in Bergen County Community College’s Department of Literature and Composition, Mercy College’s New Teacher Residency Program and Department of Speech and Communication, and New York University’s Department of Administration, Leadership and Technology.  He taught courses in administration/supervision, educational philosophy, English composition and oral communication.  John explains the ethos and rationale underlying his work with college students:

My chief goals were to help my students see the challenges, gifts and diversity of the student populations they were working with and not shy away from either of these things. I openly shared my journey as a student born and raised in the South Bronx and helped them to understand that they were the conduit and advocate to limitless life possibilities for their students. I did this by exposing them to theories of Quadrant Behavior and dominant and subordinated group memberships. We discussed privilege and oppression and I helped them to discover that they had to actively help their students break through barriers that had been constructed for them by society. I got them excited by sharing that education (their roles) was a key tool in shattering those barriers. I helped them learn tools and strategies to be able to communicate with families and students as advocates from an asset-based perspective and teach students to be strong academes and advocate for themselves as well.

As part of their “real world” experiences, he conducted site visits of his administration interns and teaching candidates in their field placements, providing them critical feedback about their performances. He supported new teachers through both instruction and field work. In this capacity he could be of service to the field of education by working to shape the educators emerging from it, and how they in turn would educate others.  This juncture continued to cultivate and advance his skill sets in preparing and assisting stakeholders working in urban school systems.

John worked for several education-based consultative companies, learning different models to address school needs and implement change.  He reflects what this line of work taught him about the importance of relationship building and how best to do so:

The chief asset of [these] experiences was that they built my capacity to work more closely with adults and develop stronger one-to-one coaching skills. These skills helped me to become a better listener and to assess problems in schools authentically through the lived experiences of the people in them. I also increased my tool kit of knowledge with the programs offered by Ramapo and Kaplan. They also helped me to learn how to balance my emotion[al] involvement as an external consultant so that I was not overly judgmental or engaged in an organization such that it hindered my ability to effectively coach.

As a learning and development consultant for Kaplan K-12 Services, he facilitated NYC training teachers in test readiness strategies for city and state assessments, provided coaching and modeling, and developed training materials. As a Coach for Ramapo for Children, Inc., he supported NYC school leaders and teachers in implementing effective classroom management strategies. He also became a diversity instructor with the National Training Laboratories Institute for Applied and Behavioral Sciences (the organization who supported Yonkers’ diversity initiatives). His work spanned contributing in designing curriculum and co-facilitating training sessions. Working as a consultant helped John grow and develop his skill set supporting school leadership and providing professional development.  Yet working as a consultant also spawned within him the creating of his own consulting company.

Unlike the model of consulting where a pre-packaged program is simply delivered and administered, the Jenkins Learning and Development Group was created to provide customized on-site support specific to the needs of a school and its staff, involving stakeholders in the process of change.  John’s experience as a diversity instructor with The Diversity Facilitation Certificate Program under NTL and lead by Cathy Royal of Royal Consulting (the organization who supported the Yonkers initiative), inspired him to open his own consulting company, and shaped his consulting model.  He details below the theoretical and experiential underpinnings of his work, and shares examples:

[I] saw a tremendous need for professional learning in schools that was rooted in both pedagogy and social justice. I began by just working with and for principals I knew and they remain my chief clients today. My work helps to build a sense of confidence, commitment and capacity in teachers and leaders to educate all students and develop all staff to be most effective in their roles….Building all of these skills allows me to go into schools and literally work in a seamless way from all angles in the system to achieve maximum impact. Through coaching I am able to help leaders and their teachers cut through the challenges and get to the opportunities they have to improve their practice and impact their students learning and take healthy, productive actionable next steps.

Using a participatory action research model, John discusses with clients their mutual interest and need for collaboration, determines the scope of work, gathers data, engages and inform key participants, decides priorities, mobilizes energy for change, targets ways to build capacity, validates changes, evaluates progress and determines next steps.  He has worked for such clients as Youth Build USA, Bronx Lab School, Liberation Diploma Plus High School, and Eagle Academy for Young Men. Work has included facilitating whole staff retreats, designing and implementing project-based learning tasks, facilitating leadership teams, developing professional learning communities, creating protocols for classroom walkthroughs and providing feedback,  mentoring new teachers, instructional coaching, and writing concept papers for new school proposals,. Services also span the onsite teaching of courses; examples of courses taught are Effective Communication with Acting Out Students, Planning for Quality Instruction, Classroom Management and Student Learning, and Improving Writing Instruction in the Classroom.

Coming Full Circle, Transforming the Landscape of Leadership

In 2006 John joined Diploma Plus as an Instructional Manager. Servicing urban students who are over-aged and under-credited, this position afforded John the chance to harness and amalgamate his wealth of knowledge and experience as an educator, administrator, instructor and consultant.  For the next 3 ½ years he systemically supported networks of schools on both micro and macro levels.  John’s success lay in creating intimate relationships with principals where they could talk in detail about their visions and aspirations for their schools, while also divulging their concerns, hesitations, and challenges.  As he does within his consulting work, John’s orientation to supporting schools is to foster each principal’s analytic and introspective processes, to deeply reflect upon their strengths and areas needing improvement, and strategize around what is needed to actualize their visions for their schools.  He helps them ascertain the ways they are enfranchising stakeholders in having a vested interest and stake in their school.  After the development of a work plan, he hits the ground running.

As an instructionally- and systemically-oriented coach, he supported Diploma Plus schools and networks in implementing the Diploma Plus model. This implementation spanned one-on-one coaching of teachers in instructional methods and curriculum planning, supporting community-based organizations in integrating their support services within the school day, helping administration create measures of success and assess performance, etc.  Consequential to his efforts, his support of school leaders and their schools, several achieved high grades on their yearly evaluations, as well as accolades from district leaders.  Other than team meetings with the local NYC DP staff, John could rarely be found in the office or sitting at a desk.  On any given day, or night, John would traverse several boroughs to be constantly accessible to school leaders and staff.  He was also the informal coordinator of the new school process, where parties interested in opening DP schools would meet with him throughout the proposal development and preparation process.  His support would encompass vetting potential leaders and school teams, supporting selected teams in the writing of their proposals, compiling necessary artifacts, assembling stakeholders to support the potential school, and preparing them for their presentation and defense with the NYC Department of Education. And this is not including the work and support he provided to the Diploma Plus organization on a local and national level. Such support encompassed facilitating summer institutes in training new staff and faculty in the model, meeting with the national team to plan and implement several initiatives, and developing tools and materials for the national network of schools. As well, the position required him to regularly interface with the city’s department of education, one of the largest in the nation.  Duties spanned serving as a liaison between the NYC school network and the Office of New Schools.

As an instructional program manager, John transferred his skills of supporting schools internally, to doing so across local and national networks.  Although this two-tiered approach of supporting schools was new to John, he was able to broaden his emerging skill set of supporting schools systemically.  It was then he sought a specific professional position that afforded him an opportunity “to build his skills as a leader of leaders.”  In 2010 he became New York City Regional Director for the School Leaders Network, and in 2013, was promoted to Vice President of Programs.

John at School Leaders Network Event, 2012
John at School Leaders Network Event, 2012

Dr. Jenkins remains passionate in his work with instructional and administrative staff because they are an under-served, under-supported groups.  “There’s still a system where principals either sink or swim…the good rise to the top and the ‘bad,’ well they drown, and ‘they’ believe that’s how leaders work. You’re a good leader or not a good leader.”  The extreme focus on school performance, yet lack of investment within principals in particular, troubles him.  “Little attention is given to building the capacity of principals to create strong communities of learners within their schools.” “I don’t think there is enough of a focus on developing leaders while they are in their position from school districts.  And as a result, it is creating large scale failure, particularly in large urban schools that serve students who have been underserved in their education.” John sees the lack of support provided to school leaders having an exponential effect on students, particularly within schools with students of high need.  “The things we know that are happening in highly performing schools are not translating to the schools that are struggling because there is not a real consistent support in place for principals.”   Dr. Jenkins elaborates on this correlation between leadership and student success:

So the more challenges that the students are dealing with in their ability to learn, the more equipped the teachers have to be.  And usually the more ill-equipped the teachers are because they are [not working within] institutions that do not structure their curriculum around dealing with students who have not been appropriately prepared.” “So you have this combination of teachers who are least prepared, being paired with students who are least prepared, and they are [both] led by principals who are least prepared . . .That coupling happens most often in school districts with students of color.

John’s observation and experience has been that the “fixing” of struggling schools is in the pre-packaged dissemination of supports on the teacher and/or student level. Yet John believes it is the support of the leadership that is pivotal to the success of these stakeholders.

People are trying to fix it on the student level with all these interventions . . . [and there is] a huge market on that…And then you have a lot of teacher preparation programs saying ‘We can prepare teachers better than other people.’ However, there is not enough focus on developing the leader that will be able to take all those great programs, and all those better prepared teachers, and create communities where they are working in tandem to accelerate student achievement.  That’s why we keep having consistent failure, because at the top of the chain the leadership is not situated or prepared in a way to use all these new programs, all these new resources, to support the students who are struggling.

This disproportionate dynamic particularly troubles him regarding struggling schools, which is why he invests his life in supporting them.

John has also noticed that when schools within a given neighborhood or district experience similar depravity in the support of school leaders, the impairment and damage to student learning and achievement are exponential.  “[O]ften, all those schools are all in the same area. And if you have no leadership above that, to effectively develop those leaders [of those schools] together, so they can actually support each other,” then you can’t have success.  “A school cannot rise above its leadership.”

John notices that throughout several schools across several states that support of principals ends after the first 2 years, resulting, regrettably and too often, in “iterative, abominable failure.” The result? Collateral damage of teachers and students feeling  “disenfranchised and disappointed.”  This is why he feels his work and initiatives with SLN are so significant and meaningful.

John at School Leaders Network Event, 2012, 2
John at School Leaders Network Event, 2012.

In his current work with principals, John helpes them build their capacities to be “leaders of learners within their schools.”  “All of the current research is pointing to that successful schools are those that get their teachers and other educators to take on equal ownership to the movement of the school and the students as the principal does.” He is trying to help principals move away from the top-down, do-as-I-say approach to leadership. John helps principals to be reflective practitioners, regularly engaging in cycles of introspection and application, operating as agents of change and capacity builders within their schools and school communities.  Through cohort meetings, on-site visitations, one-on-one mentorship and staff development, he situates principals to regularly investigate and interrogate their effectiveness.  He puts them through a protocol of inquiry, to contemplate such things as,

this is how I am structuring the needs of my staff, how I should be targeting my goals and objectives, this is how I should be providing effective coaching and feedback with teachers about their practice, this is how I should be empowering teachers to take this work and move it forward, this is what a real adult learning community looks like, this is how I build trust with my staff, this is how I help them believe I have the capacity to do the same work that I am asking them to do, this is how I show value to them, this is how I root for them to support them and energize them when they feel discouraged.

John empowers principals so they act “as a group of adults learning, sharing, and pushing each other,” and with that same impetus, “take back to their schools and create those same communities and schools.” He believes this is critical work for principals.

Dr. John R. Jenkins is a restless educator who vigilantly continues to inform and shape educational possibilities for several stakeholders, from student to administrator.  Unperched from title, he ebbs and flows with the needs of the times, culling his skills to effectuate opportunities for urban education.  Expansive in reach, and cataclysmic in impact, his exertions as an educator defy his modesty.

The Jenkins Family. John, Renee, ReJohn, Nejee, Janae
The Jenkins Family. John, Renee, Nejee, ReJohn, and Janae

Strength, Courage and Wisdom: The Makings of an Urban Teacher

In this article, Carla Cherry shares her personal and professional evolution, divulging how she helps students actualize their humanity and academic success.  It’s an intimate look into the makings of an English/Language Arts teacher, and the difference she is trying to make in students’ lives within the NYC educational system.

Fundamental to her familial fabric was first acquiring knowledge of self.  Her mother taught her to read at age 2 ½. Later obtaining his Bachelor’s degree in Black Studies, Carla’s father surrounded the family with resources centering on African and African American culture and history.  For Carla, school “didn’t really emphasize African American heritage,” becoming an impetus to read widely, serving as “a catalyst for me to get into education, to share what I learned.”

Carla as an infant.
Carla as an infant.

Several experiences ministered to Carla choosing teaching as a profession.  Attending a lecture with her father, Carla met Dr. Adelaide Sanford, Vice Chancellor Emeritus of the New York State Board of Regents.  A phone conversation with Dr. Sanford informed Carla’s ethos of giving back to the community.  “I always admired her activism in the field of education.” “If she could give the best of herself to our youth, why couldn’t I do the same?”  She tutored while a teenage member of Co-op City chapter’s of the National Council of Negro Women.   She attended the prestigious and selective Bronx High School of Science, but recalls constantly defending people of color in class discussions; such insularity she did not want her future students enduring.  Attending Spelman College further inspired her career choice. She credits two professors, Dr. Donna Akiba Harper and Dr. Judy Gebre-Hiwet, with her literary acculturation and instigating within her the passion to hone her writing, namely to be exact with her words and employ the formal writing process in designing well supported effective arguments.

Carla in high school.
Carla in high school.

In 1993, Carla graduated Spelman College, returning to NYC as a single mom working part time.  Enrolling at New York University in 1995, she completed her Masters of Arts in Public Education, and began teaching in 1996.  Serving 17 years within the NYC Department of Education, she taught in middle and high schools, currently teaching at Innovations Diploma Plus High School, a transfer high school model targeting over-aged and under-credited students with educational opportunities and social support.

Carla's graduation picture from Spelman College.
Carla’s graduation picture from Spelman College.

Pedagogically, Carla fosters and facilitates students in (1) interpreting texts, (2) using writing as a tool, and (3) participating within various audiences and media. Students are (1) generating group reactions to quotes excerpted from a text, (2) selecting quotes and interpreting them individually in double entry journals, (3) responding on a discussion blog about themes within a class text, (4) creating monologues in the persona of a character, (5) crafting a poetic character sketch modeled on William Carlos William’s “This is Just to Say,” (6) arranging in small groups fragmented excerpts from a novel into dada poems,  (7) discussing characters’ actions from different perspectives and (8) constructing and writing formal literary arguments.  Her methods prove successful; annually the majority of her students pass the NYS ELA Regents exam.  It’s important to note the particular population with whom Carla is experiencing success; the majority of her students have previously dropped out of other high schools, range in age from their late teens to early twenties, and have struggled with reading and writing.

Students read books “they would not otherwise be exposed to.” Included are African American titles A Piece of Cake, Sula, and My Daddy was a Numbers Runner, international works The Kite Runner and Persepolis, and books about tense family dynamics including When I Was Puerto Rican and Bastard out of Carolina.  Her classroom is a place to explore and contemplate the world from divergent points of view, some not always palatable or comfortable, sometimes winning students over, sometimes experiencing their opposition. “If I am preparing them for the real world, you can’t always run away from something you might think is boring or uncomfortable.  Sometimes you have to face it and open yourself up to other ideas and other people.”

Carla’s classroom brokers connections across social and technological contexts.   Recently she participated in a study group offered by the New York City Writing Project using the online forum “Youth Voices.”  Her students discussed class texts, recorded their writing processes and progress, and shared obstacles encountered in their research, culminating in posting their essays online “so that they can see the evidence of the work they have done in a public space.”

Also a poet, writing poetry is “a way for me to understand my life, the world and my place in it.”  Inspired by her cousin giving her a book of self-published poetry after her father’s death, Carla self-published her first book, Gnat Feathers and Butterfly Wings, and a compilation CD with her cousin, jazz musician Eric McPherson. Proceeds from her book and promotional goods were donated to charity.

Carla 3

As a single mom Carla balanced work with remaining active in her son’s school activities while cultivating his evolving writing interests.  He was a semi-finalist in the Knicks annual poetry slam, a student in a black male initiative supporting young men writing poetry resulting in a performance at the Nuyorican Café, and a participant in the Urban Word Summer Institute.  He is currently a sophomore at SUNY Purchase.

Carla learned from her family to use knowledge to emancipate self and others, which she is passing on onto her son and generations of students.  Hers is an unsung narrative.

Below are two poems from Carla’s publication Gnat Feathers & Butterfly Wings (© 2008, Wasteland Press).

To order Carla’s book and audio CD, please go to Amazon.com or BN.com.

Anike

As she models her

brand new brand name

dress

in the mirror,

I watch.

She gives her chocolate brown

kinky twists

a toss

so her hair can fly.

She spins

to feel the wisp of cool air

against her butterscotch skin.

She smiles

and calls herself

the cutest girl in the world.

Shielding my eyes

from her sparkling aura

I shake my head

and my index finger.

Stop that, I say

Thinking modesty is noble.

But then again,

As I look at my life

I am glad my niece believes.

Maybe she won’t end up 

with her self-esteem all black and blue. 

The Anteroom

Baby, I must tell you

I can’t be the type

to eat

a plum, or a 

peach,

or an apple

before it’s ripe.

Though you desire my dainty meats,

a pure heart and motive is what I seek.

Love is more than honeyed lickings,

strawberry cream,

and appetent sighs.

I do want you,

but caress my thoughts before my thighs.

Fondle my aspirations,

my breasts won’t disappear.

The small of back can wait,

knead my doubts and fears.

Explore my world,

Then, take me to heaven.

This article is also featured in the recent online edition of Bronze Magazine (except photos and poetry).   Please go to http://bronzemagonline.com/strength-courage-and-wisdom-the-makings-of-an-urban-teacher/

The Principles of Effective Principals

A great mentor is one who asks you a question you never thought to ask yourself.  Here is a reflection on her question about what it is like to work with school principals (a work in progress).

 

My mentor Judith had us over for conversation and dinner a few months ago.  A question she asked me pierced our conversations of recent travels and ponderings of summer plans.  She asked what my experiences were like working with principals.  Judith has a gift for asking questions that perforate fronts, latch onto beliefs, and suck out the marrow of your truth.  My instant answer was recounting negative experiences I had with two principals while working at my previous job.  I went right into the “Woes is me” narrative of how difficult their intolerance and unkindness made it daunting and at times disheartening to do authentic work with their teachers and schools.  She listened patiently and then redirected, “I did not ask you that,” explaining the heart of her question was getting at what was I learning from working with principals.  The impact of not correctly answering the question, and the question itself, lingers.  Months later, an answer is evolving.

Now working two new consulting positions, Judith’s question has me thinking about the principles of these principals.   Looking back over the past school year, what am I learning about what principals value?  What am I learning about their standards, ethics, and the sources of both?  Veterans and newcomers, they have afforded an inner sanctum for me to study and train.  They give access to themselves.   They ask profound questions.  They are responsive as both professionals and as people.  They empower me as part of an evolving equation they are trying to create and solve.

Time together is valued.  The principals I now work with build into my schedule time for us to do extensive debriefs and have collaborative discussions.  They make sacrifices, whether it is part of the school day, or afterwards on a Friday afternoon.  There is a sense of urgency and importance about our relationship that they make the time for us to meet and talk.  Our meetings transcend my divulging observations and strategic support provided.  They are spent asking questions of each other, conferring or challenging observations, disclosing concerns, and intimating hopes for staff, students, and school.   I honor such assembly.  Time is at a premium for principals, but these have made exceptions for us to invest in one another that impress and enthrall me.

These school leaders are candidly transparent about their dilemmas.   While their skin is Teflon, it is not so tough so that they don’t allow vulnerabilities to surface.  They are leaders with vision and victory for their students as the vanguard of their leadership, and are so open to asking for input on how best to achieve the best for students.  They ask “deep questions.”  Their inquiries are driven less by checking on teacher compliance or to augmenting documentation to excess “bad” ones.  Their questions hover less around “Did the teachers do what I told them?”  More so around the premise “How can we support them as they support students?”   Their questions revolve in constellations of density and complexity.  They span issues of culturally relevant pedagogy, systems-based approaches to improving school culture, and empowering teachers as agents of change.  I am asked a lot about how can teacher disposition be shifted from a deficit-based orientation of urban students to one that is empowerment-driven.   How best can the connection between disposition and instruction be revealed and improved?  How can they as administrators support staff to build and create effective routines in classrooms and systems in schools?

These leaders allow and provide access to a high level of intimacy with their staff and themselves.   Building trusting relationships where people share themselves, their triumphs and trials, is rewarding albeit risky work.  I am sure it is not easy for principals to have their teachers’ classrooms and schools “put on blast,” exposed to what needs intervention and improvement.   But it is this trusting of me by principals to build relationships with teachers, and sharing the process of how I do that with them, that lends itself to building an intimate relationship invested in and shared between them as school leaders and me as consultant.  They learn from me that my goal is not to judge, but to understand.  Not to condemn, but to collaborate.  Not to enervate, but invigorate and shore up to innovate.  This orientation is for both their teachers and themselves as leaders.  And this orientation to working with them becomes the pipeline for principals and me to connect as professionals and as people.  It becomes the bridge to exchange detailed knowledge, build familiarity, share confidence in one another.

These principals situate school progress as an evolving equation.    This approach to consulting and coaching in schools does not have me working on the periphery (with the hope of access), but as an integrated variable in achieving a solution.  Previously, I have experienced waiting several hours onsite before the principal “sent” me to work with teachers, a principal allowing teachers to “blow off” scheduled coaching if they had something more important to do, and a host of other racial and professional indignities.  When shared with my superiors, their response was “Well, just go back and coach more.”  Currently, these leaders are trying to understand the variables at play, their relationship with one another, and what outcomes are possible based on the best configuration.  It is fascinating work.  At one school site, I worked specifically with the 10th grade teachers in improving classroom management.  The principal (newly installed this year) and I collaborated on how best to coach them, and together, situated the coaching where my weekly coaching would consist of 1) rotating observations and providing feedback to teachers, 2) doing inter-visitations with one struggling second-year teacher, 3) weekly PD meetings with the teachers as a team, 4) sharing out best practices of the team members.  Then, she asked for us to think of 1) how to share out what the 10th grade teachers learned, 2) how we could build the other grade levels to similar capacity, 3) empower grade level teams in behavioral management such that all discipline issues did not fall on the single dean, and 4) what support I could provide to achieve these goals.  In another school site, the principal and two Assistant Principals have involved me in their inquiry around how to understand teacher disposition and its impact on rigor and instruction, and what I could do to support such development and application.

What I begin to understand from these principals are some fundamental principles about working with people.  We make time for what we value.  Being vulnerable and inquisitive signals to others help needed in answering questions.  Intimacy is both a gift and a tool.  An invitation into solving bigger equations confirms peoples’ recognition of your skills and your capacity to both enhance and innovate.

Truths that I thank Judith for forcing me to ponder.


The Makings of a Bad Teacher

 

As prep for a state exam, the teacher created a lesson to review the cause and effects of WWII by having students view an amateur cartoon on YouTube, and then fill out answers to previous state exam questions.  On a different occasion, a teacher was reviewing geometric concepts in prep for the next day’s in-class exam.  However, students were listening to electronic devices, texting, holding side conversations about best lyricists, some had heads down on desks, and one exclaimed after a previously heated exchange with the teacher, “Don’t you sometimes feel like slapping the shit out of_____?”  In a third instance, students were sitting in groups, and then asked to do a do-now of answering questions followed by textbook reading and answering more questions.  The teacher spoke only to give announcements of what to complete in the textbook.

As  a witness to such classrooms, while not pleased and genuinely concerned about the delivery of instruction and the management of classroom dynamics not matching a path leading toward successful evidential learning outcomes, my job is to support teachers where they are into the best they can be.  Consequently, this work does not match the recent outcries of terminating bad teachers.  In this vortex of disconnect, two questions emanate.  Given these examples (and many like them) is this evidence of bad teachers or bad teaching moments?  Going further, is there such a thing as a bad teacher or bad teaching?  Having been a high school teacher and now an educational coach, I am trying to broaden my territory of investigation and support.  But, in the fury of media and politics advocating the eradication of bad teachers, I also have to start asking more clarifying questions.

The problem, in part, is “badness” is collapsed and universalized.  A teacher who chooses not to lesson plan is equated to one diligently struggling in writing and delivering effective lessons.  A teacher who is indifferent to whether all students learn is equated to one genuinely trying to figure out how to manage a class and differentiate instruction (which could be addressed through familiarizing the teacher with different strategies in both classroom management and instructional approaches and modeling them).  A teacher who is trying to practice students collaborating in groups in creating bridges of social interaction and practicing the use of them (as required in the world) is collapsed into the same category of those disinterested in such enterprise.  The point of these examples is that one could see similar outcomes–disengaged disgruntled students, poor instructional delivery, below par student performance–without taking into account the “badness” within context.  Training our eyes less to demonize a person, sharpening them to ascertain other factors in play such as skill and context, can better help us improve the educative experiences struggling teachers can give, and therefore (ideally) improve the learning possibilities of our students.

Perhaps what is needed during this moment of reform amidst calls to fire “bad” teachers based on student test scores, institute merit-based pay, and eliminate  hard-earned tenure–all of these responses to aftershock–is (1) a reexamination of the criteria for defining a “bad teacher,” (2) distinguishing “a bad teacher” from “bad teaching,”  (3) learning and understanding the context and situations that such teaching occurs, and (4) what reform initiatives  match outcomes for improving teaching and learning.  The most immediate solution is to lessen the rhetoric.  The over-sweeping judgments, placements of blame, and generalizations are rampant and fuel hysteria.  They focus our energy and efforts less around understanding the situations and contexts within which some teachers are struggling, and our duty to provide targeted support.  The next is to start asking questions.  What are a teacher’s goals for students, how are they matched with the teacher’s skill set, what is the evidence of effectiveness, and what are places where there is weakness that support can ameliorate?