J. comes back from lunch, looking pale.
J: Miss Chen, I need to go HOME!!
Me: J, are you sick?
J: My head hurts so bad, my stomach hurts, everything hurts, Miss!
Me: Do you want me to write you a pass to the nurse?
J, after a pause: But are we doing work?
Me: We're going to continue reading the story and then I'm going to talk about character.
J: But then I'm going to miss it! Imma gonna stay. But Miss, can you write me a pass for after your class?
Thursday, December 10, 2009
Tuesday, November 10, 2009
Things I love about third period
1. They know I mean business when I don’t want to hear anything else about the fight Joseph got into in the hallway. And when I tell them how upset I am over Joseph’s suspension, they know it and start to check each other when the subject comes up again. “Hey man, she doesn’t wanna hear that.”
2. Shecoriey (who started out the year with a dirty mouth and an inability to keep her mouth shut) calls out, “Y’all cuss too much!” “Y’all too loud!” This is the one class that actually attempts to curb their cussing in my classroom.
3. Their investment in my SAT “Word of the Day.” The class likes to see who can come up with the most sentences using the vocabulary word. Dernard comes in every day (including the days he doesn’t have me) to ask me what the word of the day is and use it in a sentence that exhibits his knowledge of the definition of the word. Do they do it for the jolly rancher I give them for it? Most likely. Are they learning new words and retaining them? Yes. Dernard used 2 of them correctly in his essay. WIN.
4. They break out into song when Al Green’s “Love and Happiness” starts playing.
5. They break out into dance when I play anything by Michael Jackson.
Monday, November 2, 2009
Made it through October!
Happy November!
So obviously, I haven't been doing such a great job maintaining my blog. What have I been doing instead?
1. Teaching 151 tenth-graders.
2. Dealing with the emotional issues of 151 tenth-graders, ranging from pregnancies, breakups, and fights.
3. Grading the papers, quizzes, and work of 151 tenth-graders.
4. Trainings and professional developments.
In other words, Ms. Chen has no life.
Even though I am super excited for Thanksgiving to come, and then Christmas, the quick passing of time has also gotten me super stressed. There is a graph they showed us at the before we started teaching:
Yep, I seem to be just right on schedule. Deep in the pit of disillusionment.
Between the fights, suspensions, and wasted learning time, our big goals seem harder and harder to attain. Looking at my data, my students are nowhere close to 80% mastery of concepts. We took benchmark tests a couple of weeks ago that I judged to be rather simple. What was the class average?
About 62%.
While my first response was to chalk it up to general unwillingness to try and the students not taking it seriously (come one, 4% of my kids put "E" as an answer for the multiple choice test..."E" wasn't even listed as an answer option!), I can't help but remember that academic impact model we learned about at institute.
Teacher actions directly influence student actions.
As a teacher, where am I failing them? How can I invest them? Why are they not learning?
So obviously, I haven't been doing such a great job maintaining my blog. What have I been doing instead?
1. Teaching 151 tenth-graders.
2. Dealing with the emotional issues of 151 tenth-graders, ranging from pregnancies, breakups, and fights.
3. Grading the papers, quizzes, and work of 151 tenth-graders.
4. Trainings and professional developments.
In other words, Ms. Chen has no life.
Even though I am super excited for Thanksgiving to come, and then Christmas, the quick passing of time has also gotten me super stressed. There is a graph they showed us at the before we started teaching:
Yep, I seem to be just right on schedule. Deep in the pit of disillusionment.
Between the fights, suspensions, and wasted learning time, our big goals seem harder and harder to attain. Looking at my data, my students are nowhere close to 80% mastery of concepts. We took benchmark tests a couple of weeks ago that I judged to be rather simple. What was the class average?
About 62%.
While my first response was to chalk it up to general unwillingness to try and the students not taking it seriously (come one, 4% of my kids put "E" as an answer for the multiple choice test..."E" wasn't even listed as an answer option!), I can't help but remember that academic impact model we learned about at institute.
Teacher actions directly influence student actions.
As a teacher, where am I failing them? How can I invest them? Why are they not learning?
Saturday, September 26, 2009
Sometimes, I just don't know what to say...
"Hey, Miss, do you play sports?"
"No. Focus on your work, please."
"Because I was just gonna say, you have big calves for such a small person."
Student A: Miss, I have a question. Is it true that people evolved from monkeys?
Me: Yes, but I need you to focus-
Student B: NO THEY DIDN'T. God created people.
Student: Miss Chen, I'm going to get a tattoo.
Me: G, please go sit down and work on your paragraph.
Student: Miss Chen, how about I'll get your name right here on my arm?
"No. Focus on your work, please."
"Because I was just gonna say, you have big calves for such a small person."
Student A: Miss, I have a question. Is it true that people evolved from monkeys?
Me: Yes, but I need you to focus-
Student B: NO THEY DIDN'T. God created people.
Student: Miss Chen, I'm going to get a tattoo.
Me: G, please go sit down and work on your paragraph.
Student: Miss Chen, how about I'll get your name right here on my arm?
Saturday, September 12, 2009
Adding fuel to the fire
It’s more than just tiredness in her eyes. It’s weariness – weariness of the system that has so far seemed to fail her son.
Yet there is a glimmer of hope in Ms. B.’s face as I sit across from her and Eric as we discuss his dyslexia.
First of all, I would have had no idea Evan was dyslexic if he hadn’t come up to me after class at the beginning of the year to tell me. I had no access to his case file. Ms. B. tells me that all the teachers she has attempted to get in touch with have not responded to her calls, including the one who is designated to help those with learning disabilities and is supposed to be working with Evan.
I tell her I’m willing to do whatever it takes on my part to help Evan. Seeing the teacher whose room we’re borrowing leave, Ms. B. throws me a surreptitious thumbs-up.
“I hope you stay,” she tells me. “You’re the first teacher I’ve been able to talk to. And I even knew about you before you called because Evan has been talking about you at home. He enjoys your class.”
In the next twenty minutes or so, Ms. B. and Eric tell me about his difficulty in being back at Roosevelt – no specialized help for his learning disabilities, sleepless nights of worry, and the difficulties of arranging his therapy sessions with his class schedule.
“But I’m gonna try to schedule them around your class, Ms. Chen. Because I know you will help him.”
She tells me about how teachers threatened to fail him, despite hearing an explanation of Evan’s learning disabilities and the lack of help given to him by the school. So they transferred to a school 20 miles away in order for him to get adequate accommodations.
But they decided to make the move back to Roosevelt so that he could attend the same school as his sister, be with his friends, and play football. But he has been struggling.
As Ms. B. describes to me the difficulties in trying to get specialized tutoring given the single-parent income their family relies on, the anger starts to build. Anger and frustration that has already been sparked by the eye-opening situations at Roosevelt. Hearing about these struggles only fans an ever growing fire.
The question is, where can I find that water to extinguish it?
Yet there is a glimmer of hope in Ms. B.’s face as I sit across from her and Eric as we discuss his dyslexia.
First of all, I would have had no idea Evan was dyslexic if he hadn’t come up to me after class at the beginning of the year to tell me. I had no access to his case file. Ms. B. tells me that all the teachers she has attempted to get in touch with have not responded to her calls, including the one who is designated to help those with learning disabilities and is supposed to be working with Evan.
I tell her I’m willing to do whatever it takes on my part to help Evan. Seeing the teacher whose room we’re borrowing leave, Ms. B. throws me a surreptitious thumbs-up.
“I hope you stay,” she tells me. “You’re the first teacher I’ve been able to talk to. And I even knew about you before you called because Evan has been talking about you at home. He enjoys your class.”
In the next twenty minutes or so, Ms. B. and Eric tell me about his difficulty in being back at Roosevelt – no specialized help for his learning disabilities, sleepless nights of worry, and the difficulties of arranging his therapy sessions with his class schedule.
“But I’m gonna try to schedule them around your class, Ms. Chen. Because I know you will help him.”
She tells me about how teachers threatened to fail him, despite hearing an explanation of Evan’s learning disabilities and the lack of help given to him by the school. So they transferred to a school 20 miles away in order for him to get adequate accommodations.
But they decided to make the move back to Roosevelt so that he could attend the same school as his sister, be with his friends, and play football. But he has been struggling.
As Ms. B. describes to me the difficulties in trying to get specialized tutoring given the single-parent income their family relies on, the anger starts to build. Anger and frustration that has already been sparked by the eye-opening situations at Roosevelt. Hearing about these struggles only fans an ever growing fire.
The question is, where can I find that water to extinguish it?
Monday, August 31, 2009
You make me wanna shout (throw your hands up)
As I walked down the hallway during my prep period, all I could hear was shouting. Teachers shouting at the kids to be quiet, to do their work, shouting that “y’all are getting on my nerves.”
One teacher tells me that yelling is the only thing these kids know. I don’t doubt that whatsoever.
In my class, I do not yell at the children. #1) It takes too much energy on my part and #2) I believe that these children need to learn to deal with consequences other than referrals, suspensions, and an adult’s yelling. Instead of shouting for them to be quiet, I raise my hand. They are then supposed to raise their hands and stop talking. So far, it’s been relatively successful.
On Friday, my students took a diagnostic test. My 3rd period was giving me a massive headache. They kept talking, even though I set very clear expectations that I needed the room to silent. A kept turning to talk to a girl behind him, then asking to go to the bathroom, etc. These kids just would not listen to anything I said. When they finally went to lunch, I called my mom, telling her I was about to go crazy, that these kids would not listen to me, even when I kept going through my consequences list.
After lunch, they returned to finish their test. One of the hall monitors brought in A. The entire time, I heard the coach tell him to watch out, he’s already got one referral under his belt.
Coach drags A into the room.
“This boy givin’ you trouble, Ms. Chen?”
“Well…we’re working on it,” I reply.
“If you need anything, you tell me, all right? You sure you don’t want me to take care of anything?”
“I’ll let you know if I do; thanks, Coach.”
Coach then steps into the room, where A has now turned back to the girl behind him to flirt some more.
“Boy! I’m telling you!” Coach barks. “You better watch it, or you’re going to end up in jail! And not even juvy, because you’re too old!” A stops talking.
He then points at some other kids in the class that are socializing. “You too! Now y’all better shut up and do what you’re told!”
After he leaves, the class has most definitely quieted down.
I am positively seething. I have no idea how to handle this.
“Ok, everyone needs to finish their diagnostics,” I say feebly as the bell rings. The rest of the 30 minutes are pretty much silent.
Before they turn in their tests, I raise my hand for attention.
“I’m going to be straight up with y’all about two things. One, I am very disappointed in you.” I give them a quick lecture about talking, and how they need to follow direction and be mature. “Two, I will be completely honest about something – I did not appreciate how Coach came in and spoke to you guys like that. You guys do not deserve to be spoken to like that. You may have noticed that my way of disciplining and getting attention is a little different than what the other teachers do. That is because I believe that you all are mature adults, and therefore you deserve to be treated like an adult – but you need to prove to me that you are mature, and that you can handle that type of treatment. I am here so you can learn – I am not here to yell at you, to discipline you – I am here to teach you. I want to treat you all with the respect you deserve, but you need to give me reason to do so.”
A finally makes eye contact with me.
One teacher tells me that yelling is the only thing these kids know. I don’t doubt that whatsoever.
In my class, I do not yell at the children. #1) It takes too much energy on my part and #2) I believe that these children need to learn to deal with consequences other than referrals, suspensions, and an adult’s yelling. Instead of shouting for them to be quiet, I raise my hand. They are then supposed to raise their hands and stop talking. So far, it’s been relatively successful.
On Friday, my students took a diagnostic test. My 3rd period was giving me a massive headache. They kept talking, even though I set very clear expectations that I needed the room to silent. A kept turning to talk to a girl behind him, then asking to go to the bathroom, etc. These kids just would not listen to anything I said. When they finally went to lunch, I called my mom, telling her I was about to go crazy, that these kids would not listen to me, even when I kept going through my consequences list.
After lunch, they returned to finish their test. One of the hall monitors brought in A. The entire time, I heard the coach tell him to watch out, he’s already got one referral under his belt.
Coach drags A into the room.
“This boy givin’ you trouble, Ms. Chen?”
“Well…we’re working on it,” I reply.
“If you need anything, you tell me, all right? You sure you don’t want me to take care of anything?”
“I’ll let you know if I do; thanks, Coach.”
Coach then steps into the room, where A has now turned back to the girl behind him to flirt some more.
“Boy! I’m telling you!” Coach barks. “You better watch it, or you’re going to end up in jail! And not even juvy, because you’re too old!” A stops talking.
He then points at some other kids in the class that are socializing. “You too! Now y’all better shut up and do what you’re told!”
After he leaves, the class has most definitely quieted down.
I am positively seething. I have no idea how to handle this.
“Ok, everyone needs to finish their diagnostics,” I say feebly as the bell rings. The rest of the 30 minutes are pretty much silent.
Before they turn in their tests, I raise my hand for attention.
“I’m going to be straight up with y’all about two things. One, I am very disappointed in you.” I give them a quick lecture about talking, and how they need to follow direction and be mature. “Two, I will be completely honest about something – I did not appreciate how Coach came in and spoke to you guys like that. You guys do not deserve to be spoken to like that. You may have noticed that my way of disciplining and getting attention is a little different than what the other teachers do. That is because I believe that you all are mature adults, and therefore you deserve to be treated like an adult – but you need to prove to me that you are mature, and that you can handle that type of treatment. I am here so you can learn – I am not here to yell at you, to discipline you – I am here to teach you. I want to treat you all with the respect you deserve, but you need to give me reason to do so.”
A finally makes eye contact with me.
Thursday, August 27, 2009
Horrible day...but this is what keeps me going.
I asked my students to write an identity poem, modeled after George Lyon's "Where I'm From." Here are some of the fantastic ones.
"Where I'm From" by J.B.
I am from Mexico,
From the proud and rough land.
I am from the people who never give up,
And from the people who work hard everyday.
(proud, hardworking, each one proud and happy
Of the country and where they came from.)
I am from the strong and green land,
Where the air smells sweet and makes your
Soul fly freely all through out the sky.
I’m from the sweet tasting corm, and the hot spicy tamales.
I’m from the playful and troublemaking kids,
From the traditional and beautiful songs of a
Wonderful land from which I came from.
I’m from Chihuahua and from the beautiful,
Colorful tradition, and from the land that
Keeps you warn and feeling happy.
I’m from the land, from which the great hills,
And mountains are made.
I’m from the great land that is Mexico,
The land that I will never forget, and the land
From which I get my strength from,
The land that burns deep into my soul, and the land…
From which I came from.
"Untitled" by D.G.
I am from the
Quiet during the day
And noisy at night
I am from no one carries change
But everyone carries a light.
I am from sand on my shoes
From the park down the street.
I am from sizzlin’ links, baked chicken
And other types of meat.
I’m from “boys get up it’s 7 o’clock”
And getting dressed, and wearing socks.
I’m from block parties every Sunday
From school since 8:30, where
There’s all work and no play.
I’m from chillin at the kiest
And walking t’Ds and having a feast.
I’mf rom sneaking out real late
And waking up the same.
I’mf rom leaving red bird skate
And going home playing the game.
I’m from bumpy streets so
You really can’t drift.
But most of all I’m from Oakcliff.
"Where I'm From" by Y.S.
I am from Shreveport
From loud music and boring summers
I am from the crowds on the boardwalk
(The smell of crawfish, budan, and gumbo)
I am from casinos and loud talking
The smell of cigarettes or cigars
As if I was there today.
I from my grandma’s home-made
Corn bread, pork chops, and green beans
I am from the smart kids the quiet kids
And the true gangstas
I am from “Gurl stop hitting that boy” and
“Yar come here.”
I am from Dallas, TX
Hot summers and cold winters
With prostitutes sitting on the corner
I am like a fly on the wall
I sit there, observe and move along.
I’m my room is a journal
In it I keep my thoughts
A log of personal memories and dreams
I couldn’t let go of.
I am from the moments
Rise before I shine
Like a star without a light.
"Where I'm From" by J.B.
I am from Mexico,
From the proud and rough land.
I am from the people who never give up,
And from the people who work hard everyday.
(proud, hardworking, each one proud and happy
Of the country and where they came from.)
I am from the strong and green land,
Where the air smells sweet and makes your
Soul fly freely all through out the sky.
I’m from the sweet tasting corm, and the hot spicy tamales.
I’m from the playful and troublemaking kids,
From the traditional and beautiful songs of a
Wonderful land from which I came from.
I’m from Chihuahua and from the beautiful,
Colorful tradition, and from the land that
Keeps you warn and feeling happy.
I’m from the land, from which the great hills,
And mountains are made.
I’m from the great land that is Mexico,
The land that I will never forget, and the land
From which I get my strength from,
The land that burns deep into my soul, and the land…
From which I came from.
"Untitled" by D.G.
I am from the
Quiet during the day
And noisy at night
I am from no one carries change
But everyone carries a light.
I am from sand on my shoes
From the park down the street.
I am from sizzlin’ links, baked chicken
And other types of meat.
I’m from “boys get up it’s 7 o’clock”
And getting dressed, and wearing socks.
I’m from block parties every Sunday
From school since 8:30, where
There’s all work and no play.
I’m from chillin at the kiest
And walking t’Ds and having a feast.
I’mf rom sneaking out real late
And waking up the same.
I’mf rom leaving red bird skate
And going home playing the game.
I’m from bumpy streets so
You really can’t drift.
But most of all I’m from Oakcliff.
"Where I'm From" by Y.S.
I am from Shreveport
From loud music and boring summers
I am from the crowds on the boardwalk
(The smell of crawfish, budan, and gumbo)
I am from casinos and loud talking
The smell of cigarettes or cigars
As if I was there today.
I from my grandma’s home-made
Corn bread, pork chops, and green beans
I am from the smart kids the quiet kids
And the true gangstas
I am from “Gurl stop hitting that boy” and
“Yar come here.”
I am from Dallas, TX
Hot summers and cold winters
With prostitutes sitting on the corner
I am like a fly on the wall
I sit there, observe and move along.
I’m my room is a journal
In it I keep my thoughts
A log of personal memories and dreams
I couldn’t let go of.
I am from the moments
Rise before I shine
Like a star without a light.
Wednesday, August 26, 2009
Halfway through my first week...
Today was a day of small successes and big realizations. I think it has finally hit me how much work there is to do here. When I was chatting with another TFAer last night about my mess of a school, he told me, “You’re in the show. That’s what TFA is about.”
I guess I am in the show. And it’s a show that I’m only starting to get the gist of.
I provide 100% of my own supplies. The school has given me absolutely nothing. Each time I inquire about copy paper, the supply closet is “locked” or the office manager is gone, or they “will get some up there soon.” This morning I ended up bringing my own meager stash of paper into the copy room. I ran into a math teacher there. He was carrying a brand new ream of paper.
“Mr. O! Where did you get that paper from?”
He gave me a Look.
“Oh…you brought it yourself, didn’t you?” He nodded.
Ok, so that’s the way things are going to work.
Today we were finally on regular (block) scheduling. I had an amazing day teaching my raising-of-the-hand/quiet-down procedure. I have these kids quieting down without my even having to speak. I also implemented a class rewards system, finally giving my rowdy 3rd period a reason to quiet down. I also think I made a good choice investing the students so much during my first day talks.
Although my extremely chatty and rowdy 3rd period dampened my glee after period 1, I was still feeling pretty positive about my control as the instructional leader of my classroom.
Then 4th period comes. This woman (who I have only seen a couple of times) comes into my classroom, does not explain why she is here or who she is, but sits down. My class is already overcrowded because 7 extra students have shown up. I assume she’s there to work with my sheltered learners.
Pretty much, she spends the entire class barking orders at the children, repeating all my directions, not even giving them a chance to do it before she calls, “Boy, do your work!” She has the most mincing, clipped voice I have ever heard.
At one point, I realized I ran out of syllabi, so I went to get some more out of the binder. She barks at from across the room, with absolutely no mark of politeness, “You got more of those sheets? Those kids don’t got any.”
And yes, I am supposed to be teaching these kids how to treat others respectfully and speak academically. I have spent at least 40 minutes stressing to them that they are capable of achieving, that they are not dumb, that I will accept no excuses because I know they are smart. But when this woman comes into my room, with a demeaning tone (intentional or not), treating my kids like they are incapable of anything (and I am almost fairly certain I could have handled the behavioral problems – they were no less rowdy than my rowdy 3rd period)…what’s a TFAer to do?
And I have kids in the teacher’s lounge, who explain (when I gently remind them that the vending machines are for teachers only) that they are getting a drink for their teacher. I see kids coming into the teacher’s lounge to pick up/heat lunches for their teachers. I overheard a teacher who complimented a pregnant student’s weight gain, saying it was “happy fat.”
I’m sorry, but when is having a child at age 16 happy? Maybe it’s just me.
Needless to say, my spirits were pretty dampened at the end of the day. Yet there was one gem of a moment today that I drew hope from.
D walks into my 3rd period class with this sort of aloof look. I mentally mark him with a caution sign – possible trouble. But as I stress the fact that I believe that they are smart despite what others may say, that I am only there for them and for no other reason, I can see his eyes watching me. He gets drawn in.
He is the first one to come back from lunch.
“Hey D, welcome back.”
“Hi, Miss Chen.”
I’m setting up for class. We chat a little bit – he tells me that he plays the tuba and is in band. There is a brief pause.
“Miss, I can’t write.”
I look up.
“D, I do not believe that. Remember, there is no can’t. No excuses, remember?”
He thinks and clarifies himself.
“Ok, I mean I can write, but I’m not good at it.”
“D, it’s ok. We’re going to work on that. I will help you. That’s what I’m here for.”
He sits down.
“Yeah, Miss Chen, I really want to down on my writing this year.”
“Ok, D, we’re going to work on it.”
I have asked them to write an identity poem with some sensory imagery. D raises his hand for me to read his paper. He has the scrawl of a five year-old. He writes about growing up in the ghetto, like most of my students did. The spelling is horrendous and I can only imagine what his diagnostic will look like.
But he has the want. And for now, that is all I need.
I guess I am in the show. And it’s a show that I’m only starting to get the gist of.
I provide 100% of my own supplies. The school has given me absolutely nothing. Each time I inquire about copy paper, the supply closet is “locked” or the office manager is gone, or they “will get some up there soon.” This morning I ended up bringing my own meager stash of paper into the copy room. I ran into a math teacher there. He was carrying a brand new ream of paper.
“Mr. O! Where did you get that paper from?”
He gave me a Look.
“Oh…you brought it yourself, didn’t you?” He nodded.
Ok, so that’s the way things are going to work.
Today we were finally on regular (block) scheduling. I had an amazing day teaching my raising-of-the-hand/quiet-down procedure. I have these kids quieting down without my even having to speak. I also implemented a class rewards system, finally giving my rowdy 3rd period a reason to quiet down. I also think I made a good choice investing the students so much during my first day talks.
Although my extremely chatty and rowdy 3rd period dampened my glee after period 1, I was still feeling pretty positive about my control as the instructional leader of my classroom.
Then 4th period comes. This woman (who I have only seen a couple of times) comes into my classroom, does not explain why she is here or who she is, but sits down. My class is already overcrowded because 7 extra students have shown up. I assume she’s there to work with my sheltered learners.
Pretty much, she spends the entire class barking orders at the children, repeating all my directions, not even giving them a chance to do it before she calls, “Boy, do your work!” She has the most mincing, clipped voice I have ever heard.
At one point, I realized I ran out of syllabi, so I went to get some more out of the binder. She barks at from across the room, with absolutely no mark of politeness, “You got more of those sheets? Those kids don’t got any.”
And yes, I am supposed to be teaching these kids how to treat others respectfully and speak academically. I have spent at least 40 minutes stressing to them that they are capable of achieving, that they are not dumb, that I will accept no excuses because I know they are smart. But when this woman comes into my room, with a demeaning tone (intentional or not), treating my kids like they are incapable of anything (and I am almost fairly certain I could have handled the behavioral problems – they were no less rowdy than my rowdy 3rd period)…what’s a TFAer to do?
And I have kids in the teacher’s lounge, who explain (when I gently remind them that the vending machines are for teachers only) that they are getting a drink for their teacher. I see kids coming into the teacher’s lounge to pick up/heat lunches for their teachers. I overheard a teacher who complimented a pregnant student’s weight gain, saying it was “happy fat.”
I’m sorry, but when is having a child at age 16 happy? Maybe it’s just me.
Needless to say, my spirits were pretty dampened at the end of the day. Yet there was one gem of a moment today that I drew hope from.
D walks into my 3rd period class with this sort of aloof look. I mentally mark him with a caution sign – possible trouble. But as I stress the fact that I believe that they are smart despite what others may say, that I am only there for them and for no other reason, I can see his eyes watching me. He gets drawn in.
He is the first one to come back from lunch.
“Hey D, welcome back.”
“Hi, Miss Chen.”
I’m setting up for class. We chat a little bit – he tells me that he plays the tuba and is in band. There is a brief pause.
“Miss, I can’t write.”
I look up.
“D, I do not believe that. Remember, there is no can’t. No excuses, remember?”
He thinks and clarifies himself.
“Ok, I mean I can write, but I’m not good at it.”
“D, it’s ok. We’re going to work on that. I will help you. That’s what I’m here for.”
He sits down.
“Yeah, Miss Chen, I really want to down on my writing this year.”
“Ok, D, we’re going to work on it.”
I have asked them to write an identity poem with some sensory imagery. D raises his hand for me to read his paper. He has the scrawl of a five year-old. He writes about growing up in the ghetto, like most of my students did. The spelling is horrendous and I can only imagine what his diagnostic will look like.
But he has the want. And for now, that is all I need.
Monday, August 24, 2009
Day 1
Chaos. Pure chaos.
That may be the only possible way to describe my first full day of teaching.
Be flexible, they said. Ok, I’m flexible. So it’s fine when I can’t get a print-out of my roster because the attendance lady doesn’t know how to work the system. I’ll make a sign-in sheet – it’s cool. It’s ok when I received the bell schedule for today and – surprise! – instead of having all 8 periods, we’re having an “A” day and having periods 1-4, plus advisory sessions. That’s fine – each class is scheduled to be 1 hour long – just the right amount of time to go over rules, expectations, etc.
But when advisory lasts 30 minutes longer than expected, and then you make 1st period last for TWO hours, that’s when it gets a little tough.
Luckily, my 1st period is relatively well-behaved. I worked hard on investment, then winged it with an article I wasn’t planning on doing until the next day. Not enough clear-expectation setting, but it worked out.
Then they come on to make what was probably the 5th announcement of the day (oh boy, and this was only the beginning): we’re skipping 2nd period and going to 3rd period.
Figures that 2nd period is my planning period.
“Lucky” me, my floor does B lunch. What does that mean? That means my kids come to me, then leave for 30 minutes to eat lunch, then come back to me, effectively breaking off any kind of rhythm I have set. 3rd period – a little rowdier, but we pull through it. With no fewer than 6 more announcements, with the same, slow, monotonous voice, giving us the same information an unnecessary number of times.
“Please pardon the interruption. The bell you just heard is the A lunch tardy bell. Do not dismiss your class. I repeat…”
“Please pardon the interruption. B lunch teachers, please wrap up your class. In 5 minutes, we will ring the bell for you to release your students. I repeat…”
“Please pardon the interruption. We are ringing the bell for B lunch teachers to release their students. I repeat…”
Then, for some reason, they decide to have the kids go back to their 2nd period classes before going to 4th period. 4th period was only 20 minutes long. I don’t even finish calling roll and inserting names into my seating chart before the bell rings and we’re back in advisory session.
BUT I survive.
And one important lesson I learned today: Never ask your students for a nickname, or what they would like to be called. Because of this, I am now calling one student Hulk. Hulk helps me quiet the class down though, so I like him.
That may be the only possible way to describe my first full day of teaching.
Be flexible, they said. Ok, I’m flexible. So it’s fine when I can’t get a print-out of my roster because the attendance lady doesn’t know how to work the system. I’ll make a sign-in sheet – it’s cool. It’s ok when I received the bell schedule for today and – surprise! – instead of having all 8 periods, we’re having an “A” day and having periods 1-4, plus advisory sessions. That’s fine – each class is scheduled to be 1 hour long – just the right amount of time to go over rules, expectations, etc.
But when advisory lasts 30 minutes longer than expected, and then you make 1st period last for TWO hours, that’s when it gets a little tough.
Luckily, my 1st period is relatively well-behaved. I worked hard on investment, then winged it with an article I wasn’t planning on doing until the next day. Not enough clear-expectation setting, but it worked out.
Then they come on to make what was probably the 5th announcement of the day (oh boy, and this was only the beginning): we’re skipping 2nd period and going to 3rd period.
Figures that 2nd period is my planning period.
“Lucky” me, my floor does B lunch. What does that mean? That means my kids come to me, then leave for 30 minutes to eat lunch, then come back to me, effectively breaking off any kind of rhythm I have set. 3rd period – a little rowdier, but we pull through it. With no fewer than 6 more announcements, with the same, slow, monotonous voice, giving us the same information an unnecessary number of times.
“Please pardon the interruption. The bell you just heard is the A lunch tardy bell. Do not dismiss your class. I repeat…”
“Please pardon the interruption. B lunch teachers, please wrap up your class. In 5 minutes, we will ring the bell for you to release your students. I repeat…”
“Please pardon the interruption. We are ringing the bell for B lunch teachers to release their students. I repeat…”
Then, for some reason, they decide to have the kids go back to their 2nd period classes before going to 4th period. 4th period was only 20 minutes long. I don’t even finish calling roll and inserting names into my seating chart before the bell rings and we’re back in advisory session.
BUT I survive.
And one important lesson I learned today: Never ask your students for a nickname, or what they would like to be called. Because of this, I am now calling one student Hulk. Hulk helps me quiet the class down though, so I like him.
Saturday, August 22, 2009
Getting ready for Monday...
After so many weeks of professional development (which, frankly, was a lot of time wasting), it was great to finally start working at Franklin D. Roosevelt High School! I've been busy meeting my fellow staff members, decorating my classroom, and getting ready for Monday.
The staff
Most of the other teachers here have been amazingly helpful to me. I love the English department - I'm now the new "baby" of the department (a title that my 25-year-old colleague was more than happy to pass on). My department chair seems to know what she's doing, and there's another teacher who I can tell is going to be my "mom." She's been taking care of me, making sure I know what I need to know. I'm excited to get to know everyone here!
Decorating
People really need to know how much work and money teachers spend on their classroom. All I can say is thank goodness for the lovely law firm that sponsored us and gave us all gift certificates for the teacher supply store. Who knew that borders were so freakin' expensive???
I'm doing a movie theme for my class (surprise surprise). Here are some pictures. It's still a work in progress.
The outside of the door (those little strips are movie quotes).
10th graders are going to be sitting there on Monday...
The back of the classroom. I am proud (perhaps pathetically so) of that banner that I made all by myself.
The front of the classroom. (Check out my UCLA pennant!)
The staff
Most of the other teachers here have been amazingly helpful to me. I love the English department - I'm now the new "baby" of the department (a title that my 25-year-old colleague was more than happy to pass on). My department chair seems to know what she's doing, and there's another teacher who I can tell is going to be my "mom." She's been taking care of me, making sure I know what I need to know. I'm excited to get to know everyone here!
Decorating
People really need to know how much work and money teachers spend on their classroom. All I can say is thank goodness for the lovely law firm that sponsored us and gave us all gift certificates for the teacher supply store. Who knew that borders were so freakin' expensive???
I'm doing a movie theme for my class (surprise surprise). Here are some pictures. It's still a work in progress.
The outside of the door (those little strips are movie quotes).
10th graders are going to be sitting there on Monday...
The back of the classroom. I am proud (perhaps pathetically so) of that banner that I made all by myself.
The front of the classroom. (Check out my UCLA pennant!)
Monday, August 10, 2009
Life in Dallas
So I've finally settled into my new apartment in Dallas (more or less). I have a bed now! No more bouches, no more air mattresses! I finally have furniture in my room, and no longer have to live off the floor! I think TFA makes you appreciate the little things in life...like not being scalded by the shower every 5 seconds and various other small luxuries.
The outside of my apartment building.
The desk from Office Depot that took my dad and brother 4 hours to put together.
My glorious bed!
More decorating to come later...
So training with Dallas ISD is...different, to say the least. Whereas everything at institute was planned out to the second with a purpose in mind, I feel like a lot of the professional development I've been doing with the district has been empty time filler. I think after 10 weeks of sessions, it's getting to be a little much.
What else have I been up to in Dallas?
Hanging out with lovely TFAers.
Eating. Here's the wall at Peggy Sue's BBQ.
JFK Memorial.
I went to Shakespeare in the Park and saw an awesome, country-Western-ized rendition of The Taming of the Shrew.
We came prepared with a picnic. Fun TFA times.
...and just otherwise exploring my new home for the next two years! I leave you California people with this -
Look familiar?
The outside of my apartment building.
The desk from Office Depot that took my dad and brother 4 hours to put together.
My glorious bed!
More decorating to come later...
So training with Dallas ISD is...different, to say the least. Whereas everything at institute was planned out to the second with a purpose in mind, I feel like a lot of the professional development I've been doing with the district has been empty time filler. I think after 10 weeks of sessions, it's getting to be a little much.
What else have I been up to in Dallas?
Hanging out with lovely TFAers.
Eating. Here's the wall at Peggy Sue's BBQ.
JFK Memorial.
I went to Shakespeare in the Park and saw an awesome, country-Western-ized rendition of The Taming of the Shrew.
We came prepared with a picnic. Fun TFA times.
...and just otherwise exploring my new home for the next two years! I leave you California people with this -
Look familiar?
Sunday, July 26, 2009
My classroom
I finally got to see the classroom that I will have for the next year! (Assuming no shuffling will go on.) I have a smart board. That's right, I can hook up my laptop, touch the projection screen, and do AWESOME stuff. Teacher geek-out moment.
Any suggestions for decorating?
Any suggestions for decorating?
Monday, July 20, 2009
What I've been up to (warning: many pictures ahead!)
1. I officially survived institute! I now feel (somewhat) more prepared to teach in Dallas after spending 4 weeks in the classroom. My kids made a 300% gain from their beginning of the year diagnostic test scores. (Then again, they didn't write much on those diagnostics...) So we threw them a "partay," complete with their snack of choice, HOT CHEETOS. I'm going to miss those 13 children. And I'm going to miss all the wonderful people I worked with that are unfortunately not here in Dallas with me right now. But hey, more places to visit!
My class is really hot.
My students, hard at work! Look at those achievers!
So much growth! I'm so proud!
Davis High School Panther Pride!
My awesome CMA group. We are most definitely rock stars.
2. I finished off my Houston experience in true Texan style - first with country line dancing at a bar called Wild West, and then Texas BBQ with my family!
You can't really tell from this picture, but the disco balls were in the shape of saddles. There were some amazing dancers there. Me? Well, I could do the cupid shuffle...
Friends from the Hawaii corp.
Rudy's BBQ
Meat by the pound!
Because BBQ is messy.
They designed it with a gas station theme.
You get the food in milk crates and eat off butcher paper.
Mmmm, meat.
We also went to this place called the Chocolate Bar (aka Emily's personal heaven), where everything is made of chocolate.
YUM! Massive chocolate cake.
3. I moved into my new apartment in Dallas and started training with the school district! Even though I have no furniture, sleeping on an air mattress is definitely much better than sleeping on a bouch in Moody Towers. I cannot complain. Pictures to come shortly!
Hope everyone is doing well, I'm missing my non-Texans here! Come visit!
My class is really hot.
My students, hard at work! Look at those achievers!
So much growth! I'm so proud!
Davis High School Panther Pride!
My awesome CMA group. We are most definitely rock stars.
2. I finished off my Houston experience in true Texan style - first with country line dancing at a bar called Wild West, and then Texas BBQ with my family!
You can't really tell from this picture, but the disco balls were in the shape of saddles. There were some amazing dancers there. Me? Well, I could do the cupid shuffle...
Friends from the Hawaii corp.
Rudy's BBQ
Meat by the pound!
Because BBQ is messy.
They designed it with a gas station theme.
You get the food in milk crates and eat off butcher paper.
Mmmm, meat.
We also went to this place called the Chocolate Bar (aka Emily's personal heaven), where everything is made of chocolate.
YUM! Massive chocolate cake.
3. I moved into my new apartment in Dallas and started training with the school district! Even though I have no furniture, sleeping on an air mattress is definitely much better than sleeping on a bouch in Moody Towers. I cannot complain. Pictures to come shortly!
Hope everyone is doing well, I'm missing my non-Texans here! Come visit!
Thursday, July 9, 2009
Nervous
I hate those dreams where it's so realistic that you're not sure when you wake up whether it was a dream or reality.
You know it's bad when you have dreams about your students.
Last night, I dreamed that my students each wrote one sentences responses on their final exam. When it's supposed to be a good paragraph.
As I type this now, my students are working diligently on their final.
Luckily, I see heads down and pencils moving. And responses much longer than 1 sentence.
You know it's bad when you have dreams about your students.
Last night, I dreamed that my students each wrote one sentences responses on their final exam. When it's supposed to be a good paragraph.
As I type this now, my students are working diligently on their final.
Luckily, I see heads down and pencils moving. And responses much longer than 1 sentence.
Sunday, July 5, 2009
Happy Independence Day! Now back to work...
Real bed + real shower + working out + delicious food + lots of diamonds = very happy July 4th weekend.
I got to spend this weekend at my cousin Julia/Tien's house in Houston. We went to a diamond exhibit at the museum, which was awesome. (Unfortunately, they didn't allow cameras so I can't show y'all the awesome 400 karat diamond I saw...and the tiaras, and the bracelets, and the earrings, ecc.) There was lots of delicious food to be had as well.
View of downtown Houston.
Houston Museum of Natural Science
A yummy organic foods place with an awesome turkey burger.
We didn't think about taking pictures of the food until after we ate it...
Lychee martini from The Fish. The lychee looks like chicken...does it or does it not??
I got to spend this weekend at my cousin Julia/Tien's house in Houston. We went to a diamond exhibit at the museum, which was awesome. (Unfortunately, they didn't allow cameras so I can't show y'all the awesome 400 karat diamond I saw...and the tiaras, and the bracelets, and the earrings, ecc.) There was lots of delicious food to be had as well.
View of downtown Houston.
Houston Museum of Natural Science
A yummy organic foods place with an awesome turkey burger.
We didn't think about taking pictures of the food until after we ate it...
Lychee martini from The Fish. The lychee looks like chicken...does it or does it not??
Tuesday, June 30, 2009
And it was supposed to be a good week...
What happened to Ms. Chen yesterday? Pick one of the following answers.
a. It was like a sauna in my classroom from the broken air-conditioner.
b. My tower at Moody Hall flooded and I became a refugee for the evening, along with 400 other TFAers.
c. I did not have my laptop for the entire night, and therefore could not do my lesson for the next day, nor the other two lesson plans due.
d. all of the above
The correct answer is d.
Luckily they let us back into our rooms around 11:30 PM and my stuff was ok. Not so lucky for a few who now have to relocate themselves to the south tower. Apparently some pipe burst last night and it was massively flooding all over the place.
Awesome. Way to go Moody, way to go. I guess this is what they meant by being "flexible."
a. It was like a sauna in my classroom from the broken air-conditioner.
b. My tower at Moody Hall flooded and I became a refugee for the evening, along with 400 other TFAers.
c. I did not have my laptop for the entire night, and therefore could not do my lesson for the next day, nor the other two lesson plans due.
d. all of the above
The correct answer is d.
Luckily they let us back into our rooms around 11:30 PM and my stuff was ok. Not so lucky for a few who now have to relocate themselves to the south tower. Apparently some pipe burst last night and it was massively flooding all over the place.
Awesome. Way to go Moody, way to go. I guess this is what they meant by being "flexible."
Sunday, June 28, 2009
The bouch on which I sleep
I know I have been entertaining you guys with my references to my "bouch." Here it is (please excuse the clothes):
Saturday, June 27, 2009
They continue to make me laugh
So on Friday I collected the journals I’ve been having them do their warm ups in. I continue to be surprised by them. I love reading that they want to go to college, and have careers in mind. These were some especially noteworthy entries.
About their futures:
“In the future I see myself in a suit with my own office because I want to be a lawyer someday in the future. If my lawyer carrer does not work then I might go into the medical field.”
“I don’t know exactly what I want to be yet but I have some ideas like working as a financer, a chef, a manager of some sort, and finally hopefully a UFC fighter.”
How do you feel today?
“I feel very tired and sore, Because yesterday I wrestled my cousins all day, just for fun.”
“I feel good cuz my cuzin comin in to town and there is a party goin down tonight.”
“I feel tired and I’m sweating. I woke up at 6:45 and I’m still sleepy. Then I was coming to school and the bell rang and I had to walk faster and now I’m tired.”
What is your favorite expression? (I meant phrase)
“I think my favorite expression is when I get really angry. Because I look like I’m going to do something crazy.”
Metaphors/similes about their futures:
“My future is going to be a burst of light because everything seems to flash by in an instant.”
“My future looks good on a pile of money.”
“My future is looking as bright as the North Star.”
“In the future I will have so much money I’ll be wipeing my butt with it.”
About their futures:
“In the future I see myself in a suit with my own office because I want to be a lawyer someday in the future. If my lawyer carrer does not work then I might go into the medical field.”
“I don’t know exactly what I want to be yet but I have some ideas like working as a financer, a chef, a manager of some sort, and finally hopefully a UFC fighter.”
How do you feel today?
“I feel very tired and sore, Because yesterday I wrestled my cousins all day, just for fun.”
“I feel good cuz my cuzin comin in to town and there is a party goin down tonight.”
“I feel tired and I’m sweating. I woke up at 6:45 and I’m still sleepy. Then I was coming to school and the bell rang and I had to walk faster and now I’m tired.”
What is your favorite expression? (I meant phrase)
“I think my favorite expression is when I get really angry. Because I look like I’m going to do something crazy.”
Metaphors/similes about their futures:
“My future is going to be a burst of light because everything seems to flash by in an instant.”
“My future looks good on a pile of money.”
“My future is looking as bright as the North Star.”
“In the future I will have so much money I’ll be wipeing my butt with it.”
Friday, June 26, 2009
TGIF
It’s Friday!!! And it’s TFA day, which meant that we got to have a free afternoon! Went to The Den after work, which is U of H’s campus bar. It was packed with TFAers. $2 drinks + tired, loopy teachers-in-training = good time. Unfortunately, I’m now studying for my TExES (certification exams) that are tomorrow morning. But hey, it definitely beats lesson planning!
So today was college t-shirt day at Davis HS. My fellow Bruin and I definitely rocked out an 8-clap. I told my students to ask me anything they wanted about college and/or UCLA. I love how all of them were so interested and hanging on to every word. I think that’s the most focused my class has ever been. They asked about paying for college, if it’s hard to get in, if UCLA was hard, and of course, the partying. Each and every one of my students wants to go to college. Which is positively love. These kids may have terrible spelling and even worse grammar, but they are clever, and they are quick. And they have the right attitude (most of the time). One girl came in early to work on subject-verb agreement with me, and we had a great talk before class started. She told me about how she works at McDonald’s right now, but she doesn’t want to work there her whole life like her mom. She told me about her boyfriend, and how he’s helping her with English, and how she was held back because of her “mental problem” (actually just a learning disability, but she said it was a “mental problem, or something wrong with my head”). Mel can be such a pain some days, putting on her makeup when we’re supposed to be reading, but then other days I just want to hug her and take her back to Dallas with me. Like today, I was looking at the “How on Target Are We?” poster in the hall during my lunch duty – it has a dart board looking thing for each class, with each ring representing a certain % of growth. Ours was blank – not because we didn’t have improvement, but because our data was messed up. So Mel comes up. “What’s that Miss?” “It’s how much each class has improved.” She finds our target. It’s not colored in at all. Her face falls. “Looks like we’ve gotta work hard, Miss.” Instead of telling her that it was actually blank because we didn’t input our data correctly, so they couldn’t calculate % growth, I just nodded. “That’s right. We’ve gotta work really hard, but we can do it. Ms. Chen’s students are the best, remember?” She smiled and nodded.
So today was college t-shirt day at Davis HS. My fellow Bruin and I definitely rocked out an 8-clap. I told my students to ask me anything they wanted about college and/or UCLA. I love how all of them were so interested and hanging on to every word. I think that’s the most focused my class has ever been. They asked about paying for college, if it’s hard to get in, if UCLA was hard, and of course, the partying. Each and every one of my students wants to go to college. Which is positively love. These kids may have terrible spelling and even worse grammar, but they are clever, and they are quick. And they have the right attitude (most of the time). One girl came in early to work on subject-verb agreement with me, and we had a great talk before class started. She told me about how she works at McDonald’s right now, but she doesn’t want to work there her whole life like her mom. She told me about her boyfriend, and how he’s helping her with English, and how she was held back because of her “mental problem” (actually just a learning disability, but she said it was a “mental problem, or something wrong with my head”). Mel can be such a pain some days, putting on her makeup when we’re supposed to be reading, but then other days I just want to hug her and take her back to Dallas with me. Like today, I was looking at the “How on Target Are We?” poster in the hall during my lunch duty – it has a dart board looking thing for each class, with each ring representing a certain % of growth. Ours was blank – not because we didn’t have improvement, but because our data was messed up. So Mel comes up. “What’s that Miss?” “It’s how much each class has improved.” She finds our target. It’s not colored in at all. Her face falls. “Looks like we’ve gotta work hard, Miss.” Instead of telling her that it was actually blank because we didn’t input our data correctly, so they couldn’t calculate % growth, I just nodded. “That’s right. We’ve gotta work really hard, but we can do it. Ms. Chen’s students are the best, remember?” She smiled and nodded.
Wednesday, June 24, 2009
Halfway there
Happy Hump Day! Today marks the halfway point of institute. I am learning to assert my authority as an instructional leader. 11 instructional days to go.
Teacher Moments of the Day
1. Lesson planning and worrying about the difficulty and appeal of reading a poem and finding figurative language. While listening to Jason Mraz. “I’m Yours” starts to play. HELLO? Perfect for a lesson plan on figurative language. Run upstairs and make copies of lyrics. Bad news? 20 pages of Ralph Pomeroy’s “Corner,” wasted. I’m sorry to all the trees I have killed/will kill as a teacher.
2. Having my quiet, ELL student make a move to participate today.
3. Jerry, the ADHD chatterbox of my classroom whom I secretly love and want to laugh with (on his good days), calls out numerous times. I refuse to give him participation points. “Well, Miss, then you can just take my participation points sheet because I’m not gonna get any. I’m too lazy to raise my hand!” I give him the teacher stare. “Jerry, laziness is not an excuse.” Next time, and the time after that, and the time after that, he raises his hand. Three participation points for Jerry today.
4. TFA moment of the day – We read a passage by Amy Tan. Discuss conflict and acceptance of culture. My prompt: Why is the author embarrassed? One student’s written response: “The author is embarised by her people. The Chineese.” That is correct – “her people.”
Teacher Moments of the Day
1. Lesson planning and worrying about the difficulty and appeal of reading a poem and finding figurative language. While listening to Jason Mraz. “I’m Yours” starts to play. HELLO? Perfect for a lesson plan on figurative language. Run upstairs and make copies of lyrics. Bad news? 20 pages of Ralph Pomeroy’s “Corner,” wasted. I’m sorry to all the trees I have killed/will kill as a teacher.
2. Having my quiet, ELL student make a move to participate today.
3. Jerry, the ADHD chatterbox of my classroom whom I secretly love and want to laugh with (on his good days), calls out numerous times. I refuse to give him participation points. “Well, Miss, then you can just take my participation points sheet because I’m not gonna get any. I’m too lazy to raise my hand!” I give him the teacher stare. “Jerry, laziness is not an excuse.” Next time, and the time after that, and the time after that, he raises his hand. Three participation points for Jerry today.
4. TFA moment of the day – We read a passage by Amy Tan. Discuss conflict and acceptance of culture. My prompt: Why is the author embarrassed? One student’s written response: “The author is embarised by her people. The Chineese.” That is correct – “her people.”
Tuesday, June 23, 2009
The best phone call
The day that started out mediocre has turned into one of my best nights thus far at institute.
Tonight I decided to call my very first parent. The parents of Angel L. The well-behaved, always smiling, always helpful, always paying attention Angel who sits in the back. The absolute gift to Ms. Chen's English 2A class in Room 204. May not be the smartest, but tries hard. Really hard.
So I decided to call Angel’s parents first. My first call. I quickly wrote down a few key points – they were short. Angel had listed another number on his student survey (rather than the contact number on the school’s list), so I called his parents.
What ensued was possibly the best phone call of my life.
Essentially, I explained to Angel's mom that I just wanted to introduce myself, that I was just Angel’s teacher for the summer but that I just wanted to tell her what a bright son she had and how much potential he had to go far in life. I told her how hard he worked, how he’s so helpful, and how he’s just wonderful to have in my class.
In heavily accented English (for which she unnecessarily apologized profusely for), I got an emotional thanks from his mother. She seemed unsure of what to say, but seemed (as far as I could tell through the phone) positively glowing with this praise of her son. She said no teacher had ever called her before, and she had never been told of Angel’s potential. Basically, she told me that Angel had gotten into trouble in Florida, and was now in Houston with his aunt – but she worries that his aunt doesn’t go to school or take involvement in Angel's education. Thus, she was extremely grateful I took the time to call and let her know how he was doing. Especially charming – she said Angel always tells her about the As he gets in school, and with my call, she now believes him! She also never seemed to realize that Angel has so much potential after high school – it seemed like she only wished hard for him to graduate high school. I could hear her motherly concern perfectly as she confessed to me her worries about drugs, and Angel getting into bad things. I continued to stress to her that if Angel continues his hard work, he can go far in life.
Then she asked how long I would be his teacher. And asked if she could meet me.
So when she comes to Houston to pick Angel up for a Florida vacation, I’m meeting my first parent!
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