Elementary Education @ UPenn GSE

I'm Hype

2009-05-01T10:23:00.001-04:00

I wanted to share a poem I wrote for my kids. I showed them the poem in class and I think I will use it in the future with my teaching.

I’m Hype:
Yeah, I get Hype
I get Hype when you speak out of turn
When you lay your head on your desk
Do you really think you can sleep in class?
I get Hype when you don’t do your homework
When you are violent to others
Or when you aren’t nice to yourself
I definitely get Hype when you don’t come to school
Or when you always come late and chew that gum
Without a doubt, give up and I get really Hype!

I also get Hype for other reasons
I love to get Hype when you never give up!
I love to get Hype when you work hard
When you use polite language and respect others
Or when you decide to be responsible
I love to get Hype when you study hard
When you get good grades
When you help others, even those you call “Spanish speakers”
I really get Hype when you are the same elsewhere in the building
I love to get Hype when you self-evaluate
When you think about college
When you love your culture
When you love the culture of others
I love to get Hype when you don’t let others bring you down
When you aren’t a “hater” and support others
When you read, think, and struggle hard for your success

I get Hype because it’s my job
I get Hype because I love you
I get Hype because I care about your future

You decide how I get Hype about you!

A Few Fun Things

2009-04-13T19:55:00.003-04:00

I just wanted to quickly share a few fun things I like to do with my students. They not only help me as a teacher but it also, in a health way, embarrass your students.

First, and I think I shared this with a few perspective students, find a student who will be your insider to the drama and gossip in the classroom. Not only is it fun to learn about the crushes and who is dating who, it is also helpful when trying to observe the students interactions. It gives a different dimension to understanding your students. Additionally, you can use it to help your students through growing pains and some of the social learning we all must go through.

Second, learn the language of the students. The students work very diligently to make themselves different than adults and use "cool" lingo. Learning such lingo is not only useful to understand the points they get across but its also helpful in being silly, bringing laughter in the classroom, and recognizing their language. Students enjoy your recognition of their language. I personally like to use it when redirecting behavior and/or showing the silliness of some of there actions.

Lastly, dance and sing your hear out. The kids get embarrassed and love the entertainment. It is such an easy way to bridge relationships and make them feel comfortable by your "antics"

These have all been fun and helpful to me.

Spring Break

2009-04-06T16:08:00.002-04:00

Today marks the beginning of Spring Break!

It feels great to have a week off to be able to catch up with life and the simple enjoyments. It is also very exciting considering how near the end of this journey is approaching. Our portfolios, which mark the culmination and end to our work, are due by May 1st! That being said, there is still plenty to be done before we receive our degrees.

Currently, I have finished the first of two weeks in which I teach the entire class for the complete day. As part of the program, as required by the state, student teachers have to "take over" the classroom for two weeks. It seems as a daunting task when you first begin the program but you are more than well prepared by the time April comes around. That is not to say that difficulties will not be had but that you will have enough experience and tools to work through and problem solve instruction and management. It is a worthwhile experience as many of my peers and I have voiced how much practical learning has been had during these full days of teaching.

Just a couple of things to keep in mind as you, the students are going to be wild and off the wall on Friday before Spring Break so it would be wise to plan activities that will help manage their excitement-I just learned the hard way. I have come to learn that classroom management is a very delicate balance that becomes a craft of trying to strike a very specific balance between your desired level of control while allowing them, the students, to be.

Integrate yourself

2009-03-03T16:27:00.002-05:00

I am not sure if I have mentioned this before but as we get closer to the hiring process I can't stress enough of how important it is for students teachers to put themselves out there and becoming integrated in the school community. The most ideal situation is be recruited by the school where you student teach and it is a place you want to work. It relieves it a lot of stress and sets up a great spring board for the first year.

There are a couple of things student teachers can do to help integrate themselves into the school. Some of the easiest things to do is attend and help with after-school activities. For example, I had a blast going to the school dance and our schools basketball team. There are also side projects within the school such as PA announcements. Oh, and very importantly, ensure you participate in the spirit days. Not only are they fun and help you connect with your own students, it shows your commitment to building the school culture.

Every school is difference and such their needs are different. Nonetheless, make every effort to put yourself out there from the beginning of the school year.

Some Advice

2009-03-02T11:39:00.002-05:00

A snow day today!!

School was canceled because of the winter storm. This is definitely a new experience for me as I am from California

On another subject, I am in the process of applying for certification and it is somewhat of a headache. I am not very good with paper work and now that I am in the classroom full-time there is less opportunities for me to run around and take care of errands. Thus, for perspecive students I would like to offer some advice:

1. Take all three Praxis test before the start of the program! This will save you a lot of time and money.

2. Take care of all your clearances before the start of summer term.

3. Take care of any requisites before the program. It sucks to be going through the program and having to take additional classes. (this one I avoided!)

4. Have your immunization up to date and prepare to make a doctor's appointment for end of January. You need to get a physical in order to apply for certification.

5. Have $40 stored away for your certification application.

That is all for now.

A Day

2009-02-25T19:28:00.003-05:00

Today started at its usual time of 6:30AM.

I took a shower, made a quick and delicious breakfast and was out my place by 7:20. It took approximately 40 minutes to get to my placement. Once I arrived I took my normal position and began reading in the lobby. I like to model reading for the children and I enjoy saying good morning and having small chats with them as they stroll into the building.

After picking up the students, my CM handed me the keys and for the first time I lead the students into the classroom. I had them put their things in their lockers and begin working in their folders. Of course, it didn't go as smooth but it was very manageable and by the end the students were busy at work.

After 10 minutes of writing in their folders and the morning announcements, I began to teach the lesson. Taking some hints from another teacher I began my lesson and it went smoothly. I kept going from class lecture to individual work and back and forth. As a result, my classroom management was smooth. It was a great lesson and gave me further confidence. Sometimes you take one step forward and two back but one must stay resilient.

The afternoon was a little different. The students were a little rowdy or as they would describe, "hype." For the most part, they did well amidst some disruptions. The afternoons are always harder but we managed. I think I am starting to discover my management style and it is difficult for some of the students to transition from my CM to my lessons. Most don't have an issue but some are still trying to adjust.

Once school finished, I began my math club. I am teaching algebraic concepts to my 6th graders. It is a lot of fun and they are learning beyond the scope of the classroom. Once we finished at 4PM, I took two of my students to an after school program at the school I have become involved with. Typically I stay at the program till about 6PM but I had to leave early today - I have several assignments to work on. Therefore, I got home at 5:15PM and began to cook dinner. I relax and by 6PM I was back to work. I worked for about two solid hours straight. I took a break and did another hours of work including making preparations for the following day. After that....

ZZZZZZzzzzzzZZZZZZZzzzzzzzZZZZZzzzzzZZzzZZzZzzZZzz

Classroom Management

2009-02-24T14:55:00.003-05:00

The importance of following through.

One lesson I have learned in my time in the classroom is the importance of following through with the consequences you give to students. If not, the kids will come to know you as is described as a "push over."

First, be very clear about your expectations and what they should be doing. For example, instead of saying, "stop being disruptive and do your work," a more explicit and i believe effective approach would be, "you should not be talking to anyone and you need to be working on problems 1-10 on page 18 of your math book." Students don't always have an understanding of class decorum or need explicit directions. Do not leave any action vague and be as direct as possible so they know what do and there are no questions asked.

Thoughts on TFA

2009-02-17T16:54:00.003-05:00

About Teach for America

In recent months the option of Teach for America has come up in several conversations with both prospective students and current students. I finally decided to write about TFA when a friend of mine in law school brought the topic up once more. I should state this is my own personal opinion and not necessarily a reflection of Penn GSE, especially considering TFA and GSE have a formal partnership/relationship.

I would sum up my comparisons with a simple question: what kind of educator do you want to be?

I'll be very frank, I am very critical of TFA and do not feel it is effectively working to solve the shortage of quality teachers in urban schools. That being said, here are a few points that support my criticism.

1. It is unrealistic to efficiently prepare a person to teach in the course of a summer.

Knowing a subject matter is not enough to be able to teach. Although it may be half the battle, it does not determine the quality of instruction. I think we can all recall teachers who may have known their subject but had chaotic classroom. Additionally, teaching in urban contexts commands learning about the complex social issues that surround schools. You can not effectively teach without out taking the school community into consideration.

2. You cannot build community within two years.

A big aspect of teaching is building community in your classroom and within the school. Every teacher has to create their niche and build relationships with co-workers, parents, and family. Two years is not enough time. Instead, the students will look at TFA teachers as those not necessarily genuinely concern as they come and go. Many adults have come and go in their lives and two years in a classroom only furthers the trend.

3. You need to allow yourself the time to find your pedagogical voice and make mistakes.

As a student teacher, you do both great things and make silly mistakes. The idea of student teaching is to be able to make such mistakes and learn from them in a year of experimentation instead of experimenting with your own classroom.

There is more I wish and will to write. But for now, this is the beginning.

2009-02-02T12:25:00.002-05:00

I just wanted to thank everyone who came out to the GSE Open House this past Saturday. It is always fun to meet perspective student and give any insight I may have to offer.

Just a couple of things I wanted to highlight:

1. Any questions you may have, please feel free to contact me. My email address is: najarro@dolphin.upenn.edu

2. Make sure to apply for the Tito Puentes scholarship. The recipient gets a full ride through the program!

3. If you haven't yet and are in the Philadelphia area, take advantage of the tour and lunch date with a current student. Not only do you get feed but you also gain a better insight into the program and personal attention to your question. Just call the admissions office to set up a time.

I hope everyone had a great weekend!

Craft Your Words Carefully

2009-01-29T15:02:00.003-05:00

I think I had mentioned this before but the more time I spend in the classroom the more I see the nuances of teaching that make or break a lesson, teacher, or classroom. There are also many misconceptions about what an ideal model of a classroom or teacher is.

For example, I know a teacher who is seen as a good teacher but I question the actual learning taking place. Sure, she has what seems to be control over her classroom but the students learning is in question. Additionally, I think classroom management is more than just "controlling your students" but rather, getting students to buy into the idea of schooling and do the right things because they want to. I believe Eisenhower said "leadership is getting others to do what you want them to because they want to." Some teacher just use scare tactics and verbal acrobatics to criticize students leaving them no where to go besides being outwardly quiet yet brewing inside with dislike for the teacher and the system of learning. I think there is a strong presence for wit from the teacher in order to build rapport, at least with older students, but it has to be carefully done. It must be an interaction of joshing each other and not placing oneself over another. Done carefully, students come to respect and appreciate the wit building relationships.

Fly like a butterfly and sting like a bee

2009-01-28T11:14:00.002-05:00

"Fly like a butterfly and sting like a bee"

These are the words of the charismatic Muhammad Ali and it completely applies to teaching. Every time you are in a classroom there are 1,001 mental decisions you are making every second and sometimes you don't even know you are making them. You need to manage time, personalities, instruction, support, administrative duties (attendance and the like), and everything else that students bring into the classroom. The ability to teach a classroom is really a craft that is constantly being challenged and refined through reflection.

In such reflection, I have noticed, at least for classroom management, there are times when you need ignore disruptions and moments when you need to poignantly address an issue; in other words sting like a bee. I believe Johnathon Kozol says something to the idea of "leave the battles you are to loose alone and focus on the small battles that matter and that you can win." I will try to find the exact quote but for the purpose of this post, I think he succintly explains and appreciates the necessity to be judicious with your efforts as a teacher. I think that is where much of the beauty in teaching lies: the small nuances that are difficult to articulate but are almost just better felt.

I Love Edgar Ruiz - Part 2

2009-01-26T09:41:00.002-05:00

Part 2: What I bring to Edgar

Being a sunny Friday, I expected the students to be a little louder than usual. We had just returned from an exciting assembly about tobacco use, which the students enjoyed. There wasn’t much time left till the end of the day and everything had gone well. As I take place at the back of the classroom to observe the classroom, I noticed Edgar beginning to drift. I immediately left my post and new I had to redirect Edgar before things got out of control. I wanted to save the day and have us make it through positively.

I knelled over and asked Edgar if everything was fine. He replied, “yes” as he laughed and was focused on distracting two other students. I pulled a chair and tried to remind him of our lists and how he needed to “win the match.” I opened the book and ask him if he wanted to win. He quickly got a little more serious and said he wanted to. He kept going back and forth from the disruptive student to a quiet scare child. At this point, I wasn’t so concerned with him following the lesson but being able to sustain his involvement in the classroom.

Not knowing exactly what to do, I relied on his interests and began to write him questions about wrestling. He was resisting saying he was thirsty for water. I ignored his request and kept asking him about wrestling. He eventually began to respond to my questions and was now focused on our written conversation. At this point, I acknowledge his need and made a deal with him-make it till 2:00PM and we will go to the drinking fountain. He agreed and we pressed on.

Edgar began to write out all the title matches, the different weight classes, and each wrestler’s nickname. He was busy at work and for a moment he returned to the math lesson on the board and I helped him contribute an answer. We then quickly got back to our writing and he had me guess who I thought would win. We reached a comfortable stride, which meant a lot for me.
2:00PM eventually came around and as I promised, we walked to the drinking fountain on the third floor. I felt he needed and earned five minutes and therefore we took a small walk to the stairs down and back up again. But, before returning to the classroom, I suggested going to the third floor to tell an administrator about his progress. “You are winning the match Edgar! You are doing well but remember you will have to defend your title on Monday.” I told him. “You are right. And the day after that, and the day after that.” We finally reached the administrator but she was busy, instead he shared his success with two teachers. One of them began to ask him about his benchmark scores. The creative genius he is, Edgar replied with “we [Literacy] don’t get along.”

We then left and made it back to the classroom. Everyone was working on an assignment and Victor quietly transitioned back in the classroom. Things continued well until the last 15 minutes as the class was preparing to leave. I had to redirect his attention but nonetheless, Victor made it through holding the title belt in the air as a champion. And I left feeling an incredible love for my student.

I will always love and remember Edgar Ruiz.

I Love Edgar Ruiz - Part 1

2009-01-25T21:38:00.001-05:00

Part 1: What Edgar brings to me

Like any other morning, I arrived early and sat down on my usual bench. I usually sit and read for two reasons: to wait for the start of school and to show kids teachers read. During this time various students happily interrupt me and I greet them. I enjoy asking them how they are doing and tell them to have a great day. It is a small but precious treasure to my day.

Friday morning started as usual. I arrived early and began reading. Yet, strangely, things seemed quiet and I was racing through my pages. It wasn’t until Edgar finally arrived that my world of teaching continued its course of change and discovery.

Our discussion started as normal. “Hi. How are you?” He sat down next to me and we then, almost serendipitously, started talking about his presence in the classroom. “It’s hard Mr. Najarro. I want to win the match!” (Edgar is a wrestling fan and I use winning a match as an allegory to behaving well). I ask if he has gone to the nurse’s office yet. “No, I can’t. I’m going to the doctor’s later and they told me not to take medication today because they are giving me a new prescription.” “Oh, ok,” I thought to myself. At that moment, something different and special happened.

Instead of thinking about what a difficult day Friday will be with Edgar not taking his medication, my mind, or more appropriately, my emotions, went to how much I love Edgar. He is the student that tells others to be quiet when I am teaching. He is the one student that tells others they need to be quiet and respect me. Essentially, “he has my back.” He quiets the class for me and dislikes anyone disrespecting my lessons. I don’t’ know what the catalyst was but instead of worrying, I quickly, and without thought or self-control, leaned over to Edgar and put one hand on his shoulder and my other hand on his heart. I put my head down and quietly told him: “Edgar. I will also love you. You are very special. You have a very kind and warm heart you just have to show that heart to us. Regardless of what you do, I will always love you. Just remember to show your heart to others.”

There was a moment of silence that last fives seconds but was deeper than time would allow explain.

A feeling of “we are going to achieve” was exchanged. The idea of team was constructed. The conversation was finished and the norm continued.

The conversation lingered but felt more than informed.

We eventually found ourselves in the classroom but I noticed Edgar’s presence: cold and aloof. Remembering from Literacy class, I wrote instead of asked: “What’s wrong.” A full page of conversation was compiled as Edgar explained how he felt disconnected from the class community and the teacher. He admitted to his wrongs, which I praised, and we made a list of solutions. The test came later in the day when he tends to begin to unravel.

Urban Treasure

2009-01-15T08:53:00.002-05:00

I am not sure if I have written on this before but part of the fall coursework is creating a children's book. At the end of the semester you get at a professor's home and everyone shares their book. Every book has a different theme. Some are personal others are funny and some are very artistic. Mine was a reflection of my experience at my placement. I hope to upload the book in the coming days to share with the blog. In the meantime, I wanted to share a new journey my book is seeming to take.

At the encouragement of my Penn Mentor, I showed the book to the principal. She loved the book and called my classroom to tell me that she enjoyed the book and was impressed. I thanked her and explained the book needed to be corrected and "cleaned up." She offered to have her A.P.s help in the process and requested a final copy. At this point, I am just very happy and excited by enthusiasm. Later, I find out she had taken my book and forwarded to the district's regional office. I have no idea of what will come of it but it means a lot.

My Penn Mentor continues to encourage me to work on the book and circulate the book through the district. I am very excited by the response I am receiving. I have quite a few other projects on my plate but now I hope to continue with the project.

Again, I want to have it posted by this weekend.

Expectations

2009-01-13T17:11:00.004-05:00

Diverting from my previous post, I think there is something very important that I need to share for perspective students.

Above all, think diligently about teaching in an urban school. Now, as I type urban school I realize I need to be more specific. Philadelphia has a wide range of urban schools such as Central High School and struggling under performing schools. I believe it is the intention of the program to take gifted and talented individuals, train them, and place them in high need schools. Unfortunately, at least from my experience, not everyone comes in with that expectation or desire. Some feel much more comfortable in a suburban school and are not interested in teaching in a high needs urban school. Although teaching is an individual choice, I believe it is contrary to the program to expect to work in the suburbs and carry through the program walking around the sincere and serious discussions of working in under performing schools in order to acquire the "Penn" degree.

Teachers are needed everywhere and should be respected. I just think it is important for the cohort for all participants to be on the same mission.

Thinking of Placement

2009-01-12T18:27:00.003-05:00

As I round the corner and see the end in sight, I wanted to share some advice I have learned along the way.

A few of my peers have come to visit my placement and we talk about their observations and the comparisons they make between their placement and mine. There has been one theme that reoccurs in our conversation: the collaborative community among teachers.

One of the first things I noticed was the pleasant atmosphere of the staff. Of course, you have your moments and those few folks who are the exception but for the most part, the teachers at my placement are support of each other. It makes a tremendous difference, and I presume an even bigger difference as a first year teacher.

Thus, I think it is very important, if possible, to be aware of the working culture. I have heard stories from my peers who describe their schools as private classrooms with little to no communication among teachers. And as I have quickly learned on this journey, it is critical to have supportive peers/teachers that could help you struggle with the manifold of situations that arise in an urban classroom.

Along those same lines, if you ever feel uncomfortable in your student teaching placement do not hesitate to change. The program is only 10 months and everyone needs to make the most of it!

Classroom Meetings

2008-11-30T12:55:00.001-05:00

Tuesday morning was an indescribable experience. We sat in our classroom meeting group and I attentively listened to the children expressed their reflections and concerns about the classroom culture. At the end, the children were asked to say something nice about himself or herself or another person. As we went around sharing our comments, one of the students made the comment that I was a big brother to him. This was very moving because it was a grand compliment and it was coming from a student who I had to suspend from Math Club. The discussion continued and a few other students reiterated sentiments about enjoying my presence in the classroom. At one point, Victor, a clever child with behavioral troubles, described me as being “pro.” “He isn’t a like a student teacher. He is like pro, like a teacher.” The kids started to chime in with their comments and I had to hold back the tears. It was a very moving moment and one of those emotional experiences that refill your treasure chest that help you along through “all the other bullshit.”

A taste of our weekly journal

2008-11-24T22:45:00.000-05:00

The opportunity to have fieldwork and time to reflect on the experiences in the field is a luxury that has been a critical influence in my growth as a prospective teacher. More importantly, it has allowed me to tackle one of my greatest fears of becoming a teacher: classroom management.

I came into the program with great enthusiasm but I was still afraid and worried I might not have the skills to manage a classroom. I was afraid of my classroom becoming the stereotypical image of an urban school where students do what they wish. Yet, with such fear, I knew the only way to learn was to immerse myself and stay confident with my skills.

After several weeks of placement, my fear of classroom management has started to become a lost thought. Many of times, I believe, development is seen as trying to acquire as many ideas and lessons to incorporate in the classroom. It is the idea of having a treasure chest full of lessons plans and activities in order to combat poor classroom management. What I have come to learn is that classroom management starts at a more fundamental approach to teaching. Although, creative lesson plans are great to have, the ability to manage a classroom begins with the genuine motivations of the teacher.

As one teacher told me, kids are good bullshit detectors. In my observations, the teachers that have great classroom management exhibit and demonstrate a genuine concern for their students and put forth effort to their practice.

Character Counts

2008-11-20T16:41:00.001-05:00

I tend to use words like integrity and other character adjectives such as respect, honesty, etc., when I speak with students. I am not sure how effective my conversations are but I am trying to give identification to what may seem an intangible concept to younger children. More importantly, I like to introduce children to these ideas that, in my opinion, mean much more than anything being learned in the classroom. Though, I hesitate and worry that I maybe recklessly using the words. I use them often but I am not certain I use them judiciously and as poignantly. Nonetheless, there is an old plaque I want to discuss in connection with my student’s performance this past week.

I spent six years in leadership that proved to have an everlasting influence in my character. I have many memories and experience I pull from during those times. One such memory is of an old plague a Leadership teacher use to hang above the door inside the classroom. It read: Return with Honor. Early on, not much thought was given to the plague but we were given a moment to think about what the plaque was suggesting. Discussion was had and many ideas where offered but essentially the plaque was giving us a command: go out, champion good, and return to only spread the idealism through action. A tall task for anyone but an expectation any child can rise to.

Returning to my classroom, my CM invited me to sit-in on a grade group meeting. I was completely interested to find out what occurs at these grade group meetings. First, I have been baffled by the idea that these teachers only meeting informally during their prep or lunch. There isn’t any formal time set aside for them to cooperate professionally, support each other, and find creative resources or methods. Second, I was curious to discover what topics would be addressed and, of course, the language being used. Surprisingly, my learning did not occur as much in the grade group meeting as it did about finding out how the class behaved while we were at the meeting.

According the gym teacher who was covering the class for the last 30 minutes of the day, the students were very disruptive and not adhering to their responsibility of independent reading and journal writing. I was surprised because the class has been doing very well, a few moments aside. Then, afterschool, I ran into a student and probed her about the classroom. She agreed that the class was being noisy and disruptive but there were only a few students who were responsible for creating and sustaining such environment.

I didn’t get a chance to return to the classroom since it was my last day of placement for the week but the incident caused me to think about “actual” learning and maturity. I believe as teachers we are trying to instill a long-term discipline of learning and personal growth that also transcends into the various social circles of the students. What is a respectful classroom student that does not employ the idea elsewhere? Thinking about my education, I read many of the textbook stories in literature that dealt with character and growth. I always thought they were cheesy and I never related to them. It wasn’t until I started doing community service in leadership and becoming involved in the discourse of social justice and service in college that I began to seriously take ownership over trying to become a concerned, educated, and contributing citizen. I think the same applies to younger children. These students know much more than we give them credit for and, although the literature stories provide great examples of the meaning of character, I believe children need to be able to openly discuss and experience the importance of the principles we seek to instill. Let us take the learning and experience it. Let us take our class to a soup kitchen before thanksgiving and in the spring – showcase hunger does not vary according to season. Have the children learn about other countries and their way of lives. Lastly, and the idea I advocate the most, have the students work on a social service project displaying the power of social action. The kids I work with live in a difficult neighborhood - a simple and starting point of describing the neighborhood – and they need to realize the power they can yield even in what many deem as a disadvantage position.

I believe such work will instill, among many other things, pride, ownership, and confidence. My students need to realize that the words of respect that I constantly teach do not only apply to the classroom or during the presence of a substitute, but a much larger important responsibility of citizenship. I criticize the current model of preaching and reading without being an example or providing an opportunity for children to practice such principles. Thus, integrity should mean as much to the students as to the teacher.

Let us, as teachers and students, return to the classroom with honor!

Interesting Story

2008-11-17T20:06:00.003-05:00

I tried to embed a video with no success but here is the link:

http://video.nytimes.com/video/2008/11/14/sports/1194832954906/boys-in-the-scrum.html?partner=permalink&exprod=permalink

It is a really interesting story form the New York Times about a teacher who started a rugby team at his school. It's always great to hear success stories both as a future teacher and former player of the sport.

Enjoy.

It's Been a Minute

2008-11-16T09:48:00.003-05:00

It has been a while since I last posted. Things have been very busy with the program, the TEP open house, and the various on going projects.

First, thank-you for all of those that were able to come out to the TEP open house last weekend. It was a lot of fun for me and I hope those who came got a better understanding of the program and had some of their questions answered. If anyone has any further questions, please feel free to contact me by sending me an email at: najarro@dolphin.upenn.edu . Also, I give tours and take prospective students out to lunch, so if you are in the area call the GSE admissions office and ask for a tour.

Now, for a recap on what has been occurring...

First, my math club is taking off and has been a great success. I have approximately 7 students who stay after school for an hour twice a week. We work on various problems but I introduced them to algebra this past week. I am excited to observe the progress over the next couple of months but thus far it has been a great success.

The school website is still under construction. Due to the demand of the program, I decided to focus on content and layout and leave the actual writing of the website for winter break. I have been taking pictures of the school and designing possible layouts on paper. I have set the relaunch date for January 5th, 2009 - the first day back from break.

I have also started collecting computers for my students. Many of them do not have computers. I do not have the money to buy computers for all of them but I do know how to build computers. Thus, I have been collecting computers and rebuilding them with different parts. As a result, I have had several laptops donated as well as almost new computers. It is very excited and I am anxious to give them to my students.

Lastly, everyone in the program is focused on their lesson plans. We have to write and instruct a lesson in Literacy, Math, and Science. We have to write a lesson plan, submit it for review, and then record our lessons for analysis as our final term 3 project. It is long process but an opportunity to get a feel for the planning and execution of a lesson.

Well, I must return to my work. I should mention it is beautiful outside. Fall is amazing on the east coast. I am from CA and have not experience such a fall season.

I hope everyone is well.

After the Big Show

2008-11-03T20:13:00.004-05:00

Election day is tomorrow and although I am excited to vote, I do not have the same thrill I did a few months ago. I think the work of student teaching has changed my feelings towards the election.

I do not want to be understood, I am going to vote and encourage everyone to vote. A lot of people have died and dedicated their lives for our right to vote. I just belief my drop in excitement in the election has been caused by my focus on teaching and understanding change through a classroom.

Every time I think about education in U.S. I get frustrated and overwhelmed. I grapple with the different issues that affect my students, their school, and community. I feel like I want to do it all and cover it all. Quickly I learned how overwhelming such practice can be. Yet, there are moments where you are just amazed and almost collapse in the learning that is made. (This past week I had a special ed designated student use the word charisma - very impressive). You teach with every ounce of effort you have, trying everything in the playbook, and when you think you are out of ideas, students seem to rise to the expectation. I had an idea of this program being intellectually demanding and although it is rigorous, I find this experience much more a emotional demand as one must have a genuine dedication & belief and growth in the power of teaching.

I can not address all social ills. I will leave that to policy makers and presidential candidates through the influence of my vote. What I can control and effectively address is my classroom. Thus, my focus is on being an effective teacher. I will vote and look forward for my candidate winning but at the end of the day, my mind, energy, and heart is devoted to the kids in North Philadelphia.

My feelings of my world around my classroom is reflective of the insightful words of Mother Teresa:
"One can do no great thing, just small things with great love."

VOTE!

Math Lesson

2008-11-02T23:28:00.002-05:00

This past Wednesday was the first time I held my first lesson, aside from the time I took over the class with a substitute.

The lesson lasted about an hour and I was charged with teaching math. More specifically, I was to teach conversions between fractions and decimals. I took the student math book home with me and went over the lesson and the book's example. I also reflected on my math class and how we should be teaching math. I wanted the lesson to be very open and discursive. I wanted students to explain their reasoning and have other students respond to everyone's strategies or beliefs about math. Over the last several weeks, and especially through our child study, we have learned how important it is to have a student orally explain their reasoning. Not only does it promote fluency but you get an accurate assessment of students' actual understanding of math.

Overall, the lesson plan went well but I received an unfortunate assessment that our students are behind. Although they are learning converting fractions to decimals and the reverse, they still do not have a good understanding of division. Aside from a small group of students, the majority had difficulties because they couldn't get passed division. Thus, I had to sit down and teach division. Unfortunately, we didn't have enough time to finish but I was at least able to get a better understanding of where my students stand.

It was difficult to see the students struggle and know how far behind they were. There was a lot of frustration but I was also thrilled by the opportunity to help them. Long division is a practical skill that not only can I teach but wold provide monumental gains in their testing.

I am now writing my lesson plan for part of my term 3 assignment and to no surprise, I am planning to focus on division. I hope to make considerable gains.

Not a usual evening

2008-10-31T22:06:00.005-04:00

Last night was great!

I went to a GAPSA (Graduate Student Council) Halloween party and it was a blast. Not only that, my friend and I won the costume contest!

Interestingly enough, I had a strange interaction about teaching with someone as I waited in line to get into the club. As we waited outside, conversation was sparked with the folks ahead of us in line. Coincidentally, they had graduated from secondary program a few years back. We talked about the program and tried to figure out if we new any of the same people. We then were asked about our placement and where we were doing our student teaching. Every went around and got positive affirmation until it got to me. As soon as I mentioned the word Kensington, their reaction was very different. In fact, they didn't say anything and just gave a "oh i'm sorry" and "why there" expression.

I was very disturbed by their reactions. For those of you who may not know, Kensington is a struggling neighborhood plagued with violence and drug-trade among other social ills. I love the fact that I teach in Kensington. It is exactly where I want to be a teacher. Is this not where we should all be if we are trying to commit to the idea of social justice? I know that teaching in Kensginton is not for everyone but I was appalled by the idea that my placement should receive negative reactions.

Fortunately, I did not let the interaction ruin my night. It was a blast!

A trip out West

2008-10-30T13:41:00.003-04:00

Last night the class took a field trip to a science classroom in West Philadelphia. It was after school and the teacher showed us around his room and the various gardens they have created and kept open over the years. We talked about the impact of the garden on the kids, their behavior, and the overall effect it has on the community around the school - a lot of great things have happened as a result.

There was a lot to take from the trip and the teacher was a great example of how, if with the right perseverance and optimism, a teacher can create very elaborate projects and spaces of learning for children. Yet, what I felt was more important was a few wise statements he made.

As I chatted with the teacher, he told me to avoid the mistake many first year teachers make: close their doors. He told me that it is important for teachers to have their doors open and collaborate with others."You will not have all the answers you do not know everything." Bouncing of that insight he also elaborated on the idea of trying to maintain at one school over a period of time. His work was not created over night and a lot of his success is due to his involvement with the community. He told us that as a result of his identity in the community, many of the behavior issues are easily handled. Parents know him and one call home will suffice. Essentially, he has a rapport and a reputation. Parents trust him and support his work.

A simple but very useful tip

2008-10-27T20:48:00.003-04:00

Regardless of what education program you attend, it is important to write everything down!

Teachers and peers are always suggesting ideas and books to read and there are too many books, tricks, and suggestions to remember them all. I have started to compose a list of books that have been recommended to me and works by authors that have crossed our syllabus that I found engaging. Also, I am getting a lot of good tips and tricks and general strategies from my classroom mentor and other teachers at my placement.

Moral of the story: write everything down!

Philly is going crazy!!

2008-10-26T11:27:00.002-04:00

Philadelphia is going wild over the world series!

This is difficult for me because I am still bitter over the Dodgers loosing. But, if the Phillies win, this city is going to erupt. Philadelphia is very intense about their sports!

In the meantime, I'm switching my attention to the Lakers! A new season!

Math Club Progress and Some

2008-10-25T09:50:00.002-04:00

This past week I got the go-ahead from the assistant principal for my math club. I am really excited and have started to talk to my professor about possible materials and lessons I can do with the students. I just hope to excite the kids about their voluntary participation after-school.

On another note, this past week I caught up with the order of a local corner store next to my school. The store makes great sandwiches and the women who runs and owns the store is really nice and is always interested in what I am doing. Recently, she has started to ask me about college, what I do, and how much it cost. She asked me several questions because her daughter will soon be starting college and she wanted some advice. I was pleased to help her out and will stop a little more often now to offer support and any help.

I think the local corner store, in terms of Schools & Society, can be an example of how a teacher can build community support and interest to the school. It is important for the community to invest (in more than monetary terms) into the school and view it as a safe place for kids and a source of pride in the community. Building relationships and bridges with the community may come under the responsibility of the administration, but I think teachers can also do their part. It doesn't take much effort.

What About Science?

2008-10-22T22:01:00.003-04:00

Today was a half-day to allow time for Professional Development (more commonly referred to as PD). Every session is different and cover various topics but today's session was focused on the results of our first PSSA benchmark test. PSSA is the standardize tests for the state of Pennsylvania. The school takes a benchmark test every 6 weeks to assess each classroom's progress.

As a result of not having made AYP for the last several years, the school has decided to focus heavily on literacy and math. We only have Science, Art, and Social Studies once a week for about 30-45 minutes. Thus, it was of no surprise that one grade level had 90.5% of it's students test under 50%. All the grades had embarrasing results that were of no surprise to anyone. The results were disheartening.

Sad is just the beggining of how I felt about the kids scores. I do not fault them for a subject they aren't being taught. Instead, I am frustrated with the constrains high-stakes testing places on schools and the unwillingess for the school to support science. As we continue with our coursework, we learn the importance and the easiness to incorporate various subjects into a lesson plan. For example, incorporating literacy in science. I believe it is important for students to learn science and find new ways of thinking.

In end, it is just sad to face the reality and think how these students are being cheated of a well rounded education.

Praxis

2008-10-20T08:06:00.002-04:00

I just got my Praxis results this past week and I passed with flying colors.

Everyone wanting certification in P.A. will need to take several Praxis exam. If you know you want to teach in P.A., it may be prudent to take the test before entering this or any program. It will be an advantage where you do not need to think about the test and studying. For the most part, Praxis 1 is easy compared to the GRE and generally doesn't pose too many problems.

There are still a couple more test I want to take. There is one test left for my general certification and I want to take the Middle School Math and Bilingual test. I am interested in teaching the junior high years.

Also, for those out of state like myself, it is important to look into reciprocity. Some states are more flexible than others to accept out of state certification.

Lastly, save some money! The cost of these tests add up.

Website & Math Club

2008-10-18T22:57:00.002-04:00

There are two projects I am current working on: a website and a math club.

First the website:
The website for my school is four years old and has not been updated. The site still has the previous principal's name posted. There aren't any good pictures, the links don't work, and there isn't much information with much of it being wrong. Saddened by the site, I contacted a few people at the school and looked into contributing or building a new site. To my excitement, I quickly got the nod from the principal to work on the site. The extent and details of what needs to be included on the site is still left to be discussed by I am very excited and anxious to launch a new website for the school. I will keep you posted on the progress and hopefully, if allowed, post the link to the school.

Math Club:
There are a couple of students in my school that are very advanced in math. Unfortunately, there is very little opportunity to challenge them and advance their understanding of math. As a result, I talked with my classroom mentor (teacher I work with) about starting a club. Not to my surprise, she was very supportive and encouraged the idea -she even proposed lending some advanced text books. I then talked to another teacher who runs an after school program to avoid in overlap or clash between programs. Lastly, I talked to my program director at Penn. On all levels, the green light was given. The last hurdle is the principal. I feel confident and optimistic that my idea will be carried out. I am still working out the details but once the administrative questions are answered, I will post the plan for the program and its progress.

Los Doyers

2008-10-13T01:36:00.002-04:00

Taking a page from Eddie Lopez's Vlog, I wanted to take a quick moment and support my home baseball team: The LA Dodgers. They are commonly reffered to as the Doyers by spanish speakers who have difficulties pronouncing the "G" in English. It has been a lot of fun supporting the Dodgers in the post season in Philadelphia. One thing I quickly learned was the level of seriousness Philadelphia has for their professional teams. Although I laud my team, I must be aware of my surroundings. Not that I fear my safety, but I don't want to cause a commotion. Nonetheless, it has been a lot of fun going back and forth with Phillies fan and wearing my Dodgers hat on campus.

A Fun Outing

2008-10-12T11:13:00.003-04:00

As a result of having the most parents attend back to school night, our class won a pizza party. My teacher told the kids that she wanted to win and if they did, not only would they win a pizza party but she would also reward them with a field trip to the bakery.

This past week we walked a few blocks to a local and delicious bakery. It was fun, exciting, and very important for the students and the schools. It was a great experiencing observing a connection the school is now making with this bakery. It was also important for community members to see the kids and remind the community of their presence. Of course, the students had a blast and were a riot as a result of the pan dulce -sweet bread. We a few difficulties with adhering to proedures but for the most part, it was a great activity that facilitated community building and rewarded the students for their hard work and commitment to back to school night.

It Might Seem Like Brain Surgery, But It's Not

2008-10-11T12:26:00.002-04:00

It has been over a month since I have been in my placement and the cohort is about a third of the way done with the semester. It is amazing how much growth and learning takes place in such time. The opportunity to have fieldwork and time to reflect on the experiences in the field is a luxury that has been a critical influence in my growth as a prospective teacher. More importantly, it has allowed me to tackle one of my greatest fears of becoming a teacher: classroom management.

I came into the program with great enthusiasm but I was still afraid and worried I might not have the skills to manage a classroom. I was afraid of my classroom becoming the stereotypical image of an urban school where students do what they wish. Yet, with such fear, I knew the only way to learn was to immerse myself and stay confident with my skills.

After several weeks of placement, my fear of classroom management has started to become a lost thought. Many of times, I believe, development is seen as trying to acquire as many ideas and lessons to incorporate in the classroom. It is the idea of having a treasure chest full of lessons plans and activities in order to combat poor classroom management. What I have come to learn is that classroom management starts at a more fundamental approach to teaching. Although, creative lesson plans are great to have, the ability to manage a classroom begins with the genuine motivations of the teacher.

As one teacher told me, kids are good bullshit detectors. In my observations, the teachers that have great classroom management exhibit and demonstrate a genuine concern for their students and put forth effort to their practice. In a sense, they see their students as being their children. Children know when teachers place little value in instruction. Many of us have had worksheet teachers - you know, the teachers that hand out worksheet to be completed without any instruction or purpose. Students without a doubt, especially in your first year, will pose challenges and problems to test a teacher's commitment. As a teacher told me, your first year is similar to pledging.

In my perspective, effective classroom management is the result of extensive and purposeful lesson plans delivered with a genuine concern for students growth. If you are honest with the students' learning, students will respond accordingly and take their learning honestly.

Thinking about home

2008-10-05T21:27:00.002-04:00

I was hoping to post about a topic related to the field of Education. Unfortunately, I haven't been in my placement this week and the Dodgers just swept the Cubs!

I am thrilled and excited about the Dodgers taking on the Phillies this coming week. One thing I have learned about Philadelphia is how intense and committed their fans are. I am going to try to wear my Dodger hat all week and if possible get tickets to a game.

But, in the spirit of the political climate, I have been disappointed by the lack of attention that education is receiving. I have come to feel real constraints by No Child Left Behind and I'm not teaching yet. I believe the act needs to be addressed and we need to pay closer attention to our public school system. In a similar appeal, we read an article this past week that discussed the lack of research in education. The author was calling for more extensive research. The article used the medical field as a comparison. He argued that the medical field only acts after rigorous research. The same cannot be said about the field of education.

Nonetheless, the struggle must continue!
Hope everyone had a great weekend.

Gender & Schooling

2008-10-04T09:53:00.002-04:00

Over the summer we took the course Schools & Society focusing on the interplay between schools and the various communities that impact the classroom on various levels. One theme we discussed in the course was how gender plays out in schools and the impact it holds. The simplest example is how students line up according to gender.

At my placement, the kids line up according to gender and lunch is also split by gender. When the girls are eating, the boys are outside playing. After 20 minutes they switch places and the boys are allowed in the cafeteria to eat and the girls go outside to play. The school splits up the students because it has reduced a lot of problems that were occurring at lunch.

It difficult to find a position on the topic. As a sociologist, I would want to see less gender division and promote collaborative learning among students. I also understand the concern of the school and their pragmatic decision of organizing lunch. I do believe it is important for boys and girls to learn how to socialize with each other with respect. I fear such gender division has bigger implications in the manner society organizes itself. For the moment being, the school is keeping lunch time in order but I believe there are unseen consequences as a result. I would like to see the school allow lunch not to be gender divided and work on changing the culture of the students at lunch.

And for the next trick -

2008-10-04T09:45:00.002-04:00

Taking from Eddie Lopez's Vlog (Blog + Video), I will be posting a video interview with a peer of mine. I thought It would be a good idea to have another perspective on teaching and the program. I just have to figure out how to post the video on the blog.

TEP Open House Reflection

2008-10-02T20:08:00.002-04:00

This past weekend I had the opportunity and pleasure to answer questions regarding Penn's Teacher Education Program at the Graduate School of Education's open house. Since then, I reflected on a question and thought I share my thought.

Why enroll in a Teacher Education Program?
As I was planning and in the process of applying to graduate school many people asked me why I needed a Masters degree to teach and why attend a private school across the nation (I'm originally from CA). For me, teaching has been a brewing passion. I have had experience in volunteer work and community development abroad. I felt confident in my intellectual skills and the reasons for becoming a teacher. Yet, I was not confident of being able to walk into an urban classroom and be influential. Students in urban classroom struggle with very different and, I argue, much more complex issues to overcome particularly in low-income neighborhoods. I also did not just want to be a good teacher but a great teacher. I think of teaching of much more than transmitting knowledge but an opportunity to empower, challenge, and have students think critically for themselves. I believe it takes much more training to be an effective teacher and for me, that was one the biggest reason to applying to teacher education programs.

"I Want Grape Drink"

2008-09-27T18:56:00.003-04:00

"I want the purple stuff," a quote from Dave Chapelle's popular show. In the skit, he explores how kids from lower economic classes drink artificially flavor drinks as opposed to more expensive natural drinks, in this example, grape juice.

I bring this skit up as an example because I have noticed the poor nutritional values of my students' meals and the vending machine in the school cafeteria. For example, there is a young lady that brings a drink with a high content of sugar and two or three small bags of Cheetos chips. This is no where near healthy and impedes in the classroom. The link between nutrition and academic success has been thoroughly proven. Many of the students at my school have free or reduced lunch but that isn't of greater help. Cheese-steaks and pizza are the common lunch items from the school cafeteria. Additionally, many teachers give out candy and chocolate for rewards and incentive. Although a kind gesture, I believe that giving out such treats will only hinder the student.

The school needs to address the nutritional state of the students. I think it needs to start with the vending machine which does not have soda but plenty of drinks loaded with sugar - like "grape drink." I heard through the grape vine that the school will now have a nutritionist which will be of great help. But for the purpose of this topic, I think as teachers we need to be conscience of what our students are eating. Food affects their moods, their minds, and the kind of energy they bring into the classroom.

The Political Side

2008-09-26T09:21:00.003-04:00

As a teacher, you can only control what occurs in your classroom. Unfortunately, there is much that happens outside the classroom that affects your students and their performance. Over the past several weeks I have been observing the school and student conduct outside of the classroom. For example, I stand outside on the courtyard observing the children, what and how they play, and who, if anyone, is watching them.

One of my earliest observation is troubling. Two students fought each other on the courtyard as students were lining up to be walked into their class. The two students were separated and then let go. The two students still fuming found each other and began fighting again. Again, they were momentarily separated and returned to fight each other. I decided to step in and I took one child and made sure he didn't leave my side. The situation was finally addressed and the two students were taken to the office.

Afterward, I asked the counselor and a few teachers what is the policy of fighting in school. They all told me there isn't a standard policy when it comes to fights. This was very surprising to me. Every public school I attended always had a zero tolerance or standard policy on school fights. All students knew that a fight results in suspension. I asked why there isn't a standard policy and when is a child suspended. I was told that it would have to be severe and after several involvements in fights. I was very surprised but was told that part of the hesitancy to suspend had to do with the school's image and the politics of keeping a positive image. Unfortunately, this tells children that fighting does not have a direct and certain consequence.

The lack of discipline, I believe, puts a greater strain on the teachers. Students will more likely act up because there isn't any standard. Essentially, the teachers are being supported at an administrative level because they want to try to maintain or leave the negative image the school holds.

Not Giving Up!

2008-09-19T20:04:00.003-04:00

This week has been one of the hardest and most important weeks at Penn GSE.

My CM was out for three days this past week. Therefore, I had to help a substitute teach the class and carry through the lesson plan. For those of you who have forgotten, students tend to go crazy, bounce all over the wall, and test the limits. As you can imagine, my first day with the substitute was far from pleasant. The children were misbehaving and the substitute arrived late. I took the moment and began teaching the class while the substitute was catching up with the lesson plans. Things went well for a while and the students began to test the limits. By the end of the day, I was very sad and emotional about the students conduct.

I took the next two days to analyze and synthesis what had occur. I reverted to some of the articles we have been reading regarding classroom management and strategies for effective teaching. I decided to, although It wasn't required, to return the classroom before the weekend. I wanted to end on a better note and give teaching a lesson another try. I did want to give up and I felt I had the tools to teach my class without my CM

I returned to the classroom for Friday afternoon after class at Penn GSE. I quickly got into the classroom and before I knew it, I had the class silent reading, doing math worksheets, and writing in their journals. It was an incredible experience and it was the difference between night and day! More importantly, not only were the students being productive but I was also establishing relationships with them. It was a great learning experience and one that will stay with me. I felt like a quarterback that threw the game winning pass at the Super-Bowl.

The Age of Testing

2008-09-18T01:14:00.002-04:00

During our summer term our cohort read various articles on No Child Left Behind. We discussed its implications and the general climate of high-stakes testing during our summer term. I left the summer term believing I would have to teach to tests and focus more on Math and Science than traditionally observed. This notion came to a complete halt yesterday as I sat through the third session of professional development for the year.

The school is focusing heavily on Math and Literacy. The students test scores were presented to the staff and the theme of the school year is reaching a 15% increase in testing results. Again, I got the impression that there would be great effort on Math and Literacy but room would be made for other subjects such as science and social studies. Now, after my third week at my placement, I am finding that there is barely any instruction on Science or Social Studies. The students only have on period of Gym, Science, Computers, and Art each week. As a low-performing school (although it has made consistent progress the last three years) there is a greater urgency and demand placed on the school in order to be seen as an achieving school.

Thus far, I have observed only one Social Studies lesson. This is not to the fault of my CM. She is restricted by administrative directives. Unfortunately, yesterday's professional development meeting focused on implementing another administrative directive to increase independent reading and writing. It virtually leaves little to no time for other subjects.

I am gaining a first hand experience to some of the results of the No Child Left Behind Act and the current stress for testing placed upon schools.

Understanding Emotions

2008-09-16T22:21:00.002-04:00

As I continue my journey as a student teacher, I am finding emotions to be a critical piece of becoming a successful teacher in both classroom management and instruction.

I am placed in an under performing school in North Philadelphia. The community is struggling and is plagued with social ills from unemployment to drug trafficking. When students enter the classroom, it is difficult not to think about their homes, community, and how they are experiencing their world. I am fortunate to have a great classroom mentor (CM) - the teacher you work with at your placement - as she has an uncanny ability to take moments of misbehavior and turn them into opportunities to connect with students at a more personal level and assist them.

The students in my placement are slowly individually finding emotional support from my CM. All children need emotional support, but I believe the context of urban schooling presents greater complexity and importance for serving as a emotional outlet for children. It also shows how, as teachers, we must not look at the profession as instilling knowledge effectively but as a holistic effort where we nurture and develop the moral, social, and intellectual growth of students.

To give an example to my observation, a child was being disruptive all morning. When the children returned from lunch the child was cussing openly and being disorderly. I intervened and gave the child an opportunity to gather himself. We return with the rest of the class but his behavior did not change. I talked to my CM and we pulled him from his elective, Computers. We talked to him individually and learned that he had not taken his medication and was having issues at home. We talked about his responsibilities and possible solutions. The conversation ended positive and we gained a greater understanding to his emotional state.

Situations like these are hard to endure but are reminders, at least to me, of the importance of teaching in urban communities.

What would you do with $200

2008-09-15T08:34:00.001-04:00

There is a strong emphasis on test scores at my placement, particularly in reading and writing. To manage the administration’s directives about test results and help students express and manage their emotions, my classroom mentor has her students write daily journals. The journals help gain an insight to the lives of the students and have them develop their writing skills. We also participate in the journal writing and students are allowed to read what we write and the teacher also shares some of the students’ writing. As I read their journals, I have started to pick up on their individual writing levels. There is one student who is advanced with great writing. I have been very impressed by his skills. I was further taken back when the teacher asked the class to write about what they would do with $200. This young man decided to take $100 and save for college. With the other $100, he is going to buy the teacher and I a present and donate any balance to charity.

I was completely in awe by his response. It is a mature answer for any student at any age or community. The teacher told me that such answer gives her an indication that there is someone talking in his ear and teaching the importance of school. It was a moment I wanted to share with every person who has given up on urban education. I had to rethink about my assumptions and the ideas about my students I bring into the classroom, regardless of how much I try not to have them. I felt the experience was teaching me not to look at my students and the neighborhood as monolithic-a simple idea but gets seems to get lost at times.