Saturday, January 26, 2008
Lost No More: Immigrant Teenagers Tell Their Stories
What a fantastic event this was. More to come later.
Friday, January 18, 2008
History (in 16 months)
The beginning of the third marking period is approaching, which means we're coming up on the halfway point of the school year. For three of us at Project Bridging Cultures, it'll also mark one and a half years at the program.
Immersed in a school environment where every day is different, it sometimes takes a while to recognize just how many things have changed in the time since we've been here. These changes are all around us. Students arrived as silent newcomers, grew comfortable and made friends, picked up fluency in a new tongue, and blossomed. They've shown newcomers the ropes and become leaders in their peer groups.
I've been reading some of the profiles the mentors wrote about students at the end of the last school year, and it's amazing how much some of the students have grown even in just the past six months. And in another year, or five years? The amazing thing about high schoolers is that they have so many capabilities and so many choices before them. Maybe I'll even find out what happens with some of them.
There are changes, too, in our relationships. As students' stories unfold all around us, we start to see and understand each other in ever more complex ways. This isn't just true of the students. By visiting classrooms day in and day out in a time range that spans three calendar years, Pete and Oumar have built strong rapport with the students' teachers. They have become our colleagues and friends.
In a week, we'll be starting the second half of the school year. What changes lay before us?
Immersed in a school environment where every day is different, it sometimes takes a while to recognize just how many things have changed in the time since we've been here. These changes are all around us. Students arrived as silent newcomers, grew comfortable and made friends, picked up fluency in a new tongue, and blossomed. They've shown newcomers the ropes and become leaders in their peer groups.
I've been reading some of the profiles the mentors wrote about students at the end of the last school year, and it's amazing how much some of the students have grown even in just the past six months. And in another year, or five years? The amazing thing about high schoolers is that they have so many capabilities and so many choices before them. Maybe I'll even find out what happens with some of them.
There are changes, too, in our relationships. As students' stories unfold all around us, we start to see and understand each other in ever more complex ways. This isn't just true of the students. By visiting classrooms day in and day out in a time range that spans three calendar years, Pete and Oumar have built strong rapport with the students' teachers. They have become our colleagues and friends.
In a week, we'll be starting the second half of the school year. What changes lay before us?
Wednesday, January 16, 2008
What is the What
One of my favorite citywide programs is One Book, One Philadelphia. During the beginning of 2008, everybody in the city will read about and discuss the same book.
This year, the selection is "What is the What," by Dave Eggers. It's a story of Valentino, one of the Lost Boys of Sudan. After escaping the massacre of his town, he survives a trek through southern Sudan, grows up in refugee camps in Ethiopia and Kenya, and made his way to the United States.
It is a powerful story. We've been telling students about One Book, One Philadelphia, and many of them have taken interest. They wanted to know more about the story of the Lost Boys, which we did by discussing "What is the What" and its companion book "Brothers in Hope." Some of them even took "What is the What" home to read, which is remarkable since the book is over 500 pages long.
Along with our activities at the school, we're also planning an event at the local library branch for One Book, One Philadelphia. The featured speaker will be a Lost Boy who is also a long-distance runner. We've also invited students to submit their own pieces about their immigrant experiences, which will be performed at the event. The space will also feature student artwork that Mary has selected.
I've been reading the students' stories, and some of them are really eye-opening. We're looking to post them online after the event.
This year, the selection is "What is the What," by Dave Eggers. It's a story of Valentino, one of the Lost Boys of Sudan. After escaping the massacre of his town, he survives a trek through southern Sudan, grows up in refugee camps in Ethiopia and Kenya, and made his way to the United States.
It is a powerful story. We've been telling students about One Book, One Philadelphia, and many of them have taken interest. They wanted to know more about the story of the Lost Boys, which we did by discussing "What is the What" and its companion book "Brothers in Hope." Some of them even took "What is the What" home to read, which is remarkable since the book is over 500 pages long.
Along with our activities at the school, we're also planning an event at the local library branch for One Book, One Philadelphia. The featured speaker will be a Lost Boy who is also a long-distance runner. We've also invited students to submit their own pieces about their immigrant experiences, which will be performed at the event. The space will also feature student artwork that Mary has selected.
I've been reading the students' stories, and some of them are really eye-opening. We're looking to post them online after the event.
Friday, January 4, 2008
What students want
When I was in high school, we had a lot of freedom. My school was an open campus. Whenever we did not have class, we could go wherever we wanted. There were no bells or hall passes, and no fear of discipline. Teachers encouraged discussion, and debate among students in classes and hallways was always lively, even ferocious. Students could pursue their interests as much as they liked. They led the school's clubs and activities, of which there were dozens. If they didn't find one they liked, they started their own.
It was by no means a perfect place. But even then, I knew that it was different from many other high schools. Now that I'm a few years removed from the place, I've come to appreciate my alma mater's qualities. I've also wondered how to bring a little of the spirit of the place to the school where I spend most of my time now.
What made my school unusual, I think, was the degree to which student input was valued. So there are little things here and there for student input in our room. That little manila comment box, for example, or those whiteboards. We try to provide many choices for students in the room, and we are happy to explore student interests. Individual students also give us suggestions.
In November, we went one step further and had formal group discussions with students on what they liked about the program and how it can improve. And students had many ideas to offer, on subjects ranging from the atmosphere of the room (pillows and plants) to staffing (more of us to help more students) to programming (new workshops and clubs). While we give students plenty of leeway in choosing how they use our program, many of them see it as a place to learn and be productive in their work. On a lighter note, they also wanted things like food and parties.
While we will implement only some of these ideas, they were useful to hear. We're beginning to respond to some of them: for example, a number of students wanted more places to sit in the room. So we tracked down some furniture, courtesy of another organization's donations, and now we have more tables and chairs (including some fabric stackables, two leather armchairs, and a wooden chair upholstered in purple and pink). Students wanted more trips to attractions around the city, and those too are in the works. To be fair, there are some ideas that we will pass on (no MySpace and Playstation for us). We look to continue this conversation with students throughout the year. Check back later as things progress.
It was by no means a perfect place. But even then, I knew that it was different from many other high schools. Now that I'm a few years removed from the place, I've come to appreciate my alma mater's qualities. I've also wondered how to bring a little of the spirit of the place to the school where I spend most of my time now.
What made my school unusual, I think, was the degree to which student input was valued. So there are little things here and there for student input in our room. That little manila comment box, for example, or those whiteboards. We try to provide many choices for students in the room, and we are happy to explore student interests. Individual students also give us suggestions.
In November, we went one step further and had formal group discussions with students on what they liked about the program and how it can improve. And students had many ideas to offer, on subjects ranging from the atmosphere of the room (pillows and plants) to staffing (more of us to help more students) to programming (new workshops and clubs). While we give students plenty of leeway in choosing how they use our program, many of them see it as a place to learn and be productive in their work. On a lighter note, they also wanted things like food and parties.
While we will implement only some of these ideas, they were useful to hear. We're beginning to respond to some of them: for example, a number of students wanted more places to sit in the room. So we tracked down some furniture, courtesy of another organization's donations, and now we have more tables and chairs (including some fabric stackables, two leather armchairs, and a wooden chair upholstered in purple and pink). Students wanted more trips to attractions around the city, and those too are in the works. To be fair, there are some ideas that we will pass on (no MySpace and Playstation for us). We look to continue this conversation with students throughout the year. Check back later as things progress.
Wednesday, January 2, 2008
Happy 2008
Happy new year to everyone!
After nearly two weeks away from school, we started up again today. We spent the day catching up on what students have been up to. Many of them took the time to relax and stay at home, while others went away to New York or Florida. Still others worked more hours at their regular jobs. They brought in the new year in uniquely local fashion, viewing fireworks at Penn's Landing and the Mummers Parade on Broad Street.
The mentors' vacation travel also brought them to diverse places: Connecticut, New York, New Jersey, Indiana, Arkansas, and Louisiana. After spending last week in Queens and Miami, I am glad to be back home and at school again. This is going to be a terrific new year.
After nearly two weeks away from school, we started up again today. We spent the day catching up on what students have been up to. Many of them took the time to relax and stay at home, while others went away to New York or Florida. Still others worked more hours at their regular jobs. They brought in the new year in uniquely local fashion, viewing fireworks at Penn's Landing and the Mummers Parade on Broad Street.
The mentors' vacation travel also brought them to diverse places: Connecticut, New York, New Jersey, Indiana, Arkansas, and Louisiana. After spending last week in Queens and Miami, I am glad to be back home and at school again. This is going to be a terrific new year.
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