 Years in Education: 4-6 Middle Eastern Male Heterosexual Immigrant Film and Mass Media Community College Instructor Q: What do you have in common with your students? A: I am a product of the community college system. I emigrated to the US in 1994, and ended up in upstate NY. I was 19, nervous about being in a new country, and had no idea what I wanted to do with my life. Community college was instrumental in my life. It introduced me to many academic fields that interested me (and some that didn’t). I enjoyed philosophy, and sociology. But it was theatre that won my heart and soul. It was theatre, and the teachers who taught it, that made me believe in myself, and pushed me toward success. It is a rare occurrence when I get a student in my class who’s from the Middle East, so I don’t usually have any ethnic similarities with my students. But I have so much in common with my students. Some of them are international students, and I recognize their difficulty in navigating a system they might be unfamiliar with, a culture that may seem alien, or a language that they haven’t quite mastered yet. Some of my students don’t know what path they want to take in life, and may lack the confidence it takes to be successful. I know that feeling, and lived through many uncertain times in my life where I doubted myself. I’ve failed again and again on my way to success. Some of my students go through these times of self-doubt. I know what that feels like. I had a full time job while going to college, and I took out student loans. It was difficult to make ends meet, and pay for college at the same time. Some of my students are juggling college work, full time jobs, and kids. I know what that feels like as well. I’ve lived it. I also share a love of culture with my students. Listening to music, (event though we may listen to very different things), watching films, playing video games, watching sports, reading books, and listening to podcasts. There is so much that I have in common with my students. Community college is a wonderfully diverse arena that brings people from all walks of life together. It is a manifestation of what America looks like. If we listen hard enough, the similarities are deafening. Q: Does it matter that students and teachers have things in common? A: This question gives me pause. Because we all have things in common with our students and teachers. The question is how much are we willing to look for them? It’s important for a student to see part of themselves in their teacher. It strengthens the personal bonds, and make it easier to succeed. The best teachers I remember where the ones who truly cared. I had a teacher in grad school who took the time to read Thomas Friedman’s “From Beirut to Jerusalem” in order to understand my background, and what I and my family may have gone through before arriving in the US. That meant the world to me, and made me want to work harder. Because I knew that she cared. She showed me that even though we come from very different backgrounds, we both shared a sense of curiosity, empathy, and that longing for human connection. A racial similarity with my students is an easy one to find. But I like to look for other similarities. And once I find them, learning and teaching become more enjoyable, and more meaningful. In addition to being a teacher at Everett Community College, Zaki is also Humanities Washington's Program Director where he oversees the Think & Drink and Speakers Bureau programs which are held across the state in partnership with libraries, museums, schools, historical societies, bars and wineries, and more. Connect with Zaki on Twitter @ZakiSeapod and find his Humanities Washington events at Humanities.org. Photo (c) 2017 Kristin Leong 
0 Comments
 Years in Education: 20+
Black + White Straight Male Former K-12 Teacher Current Hip Hop, Sports Culture, and Intercultural Communications Professor Q: What do you have in common with your students? A: One commonality I share with my students is the relationship of learning that flows freely between us. The student-teacher dynamic is sometimes viewed through a didactic, one-way lens which suggests classroom learning runs in a single direction: from teacher to student. As someone who has literally taught all levels from kindergarten to graduate school over the course of 25 years in the field, I can say without hesitation that I’ve learned far more from those students than they could have ever learned from me. Being a black male kindergarten teacher in the 1990s, I may have seemed like a unicorn to public schools, but at Zion Preparatory Academy I was just one of a number of African American men working in K-5 classrooms. Lessons from both the personal and pedagogic relationships with those 5 and 6 year-olds, which included the intentional building of “academic self-esteem,” have helped make me the teacher I am today. Another thing we have in common is a desired outcome of success. While I have seen very few, if any, students who truly did not want to be successful, I have come across a number of teachers who, either by theory or practice, express expectations and a professional cynicism which amounts to removing the wings from an airplane then expecting it to fly. The argument that these negative attitudes on the part of the teacher can be subconscious does not minimize the damage done, and in fact only emphasizes the need to practice rigorous and regular professional introspection. A genuine expectation of success, even if it is not achieved by all, still allows students to operate within a context of authentic teacher investment. Q: Does it matter that students and teachers have things in common? A: Yes, it does. The follow-up question is: What are those things? For example, much has been made about the relatively low numbers of teachers of color in the United States. However, I’ve seen firsthand that being a person of color is not an automatic qualifier to be an effective teacher for students of color. On the flip side, I have also witnessed proof that being white does not automatically disqualify one from effectively educating students of color. In all cases it is the educational professional’s responsibility to initiate and nurture ties with students, which then can provide the proper foundation for relationship scaffolding. Daudi Abe is a Seattle-based professor, writer, and historian who has taught and written about culture, race, gender, education, communication, hip-hop, and sports for over 20 years. He has appeared on national media such as MSNBC and The Tavis Smiley Show. His forthcoming book is Emerald Street: A History of Hip-Hop in Seattle. Learn more about Dr. Abe at drdaudiabe.com. Photo (c) 2017 Kristin Leong  Years in Education: 7-10
White Heterosexual Male High School English and Theory of Knowledge Teacher Q: What do you have in common with your students? A: I work with students whose identities and backgrounds are largely very different from my own. Their life experiences and their relationships to school are shaped by a set of cultural, socio-economic, and institutional factors that I can't claim to have a full understanding of. That said, I think what we have in common is our interdependence, our vulnerability, and a deep curiosity about the world around us. These things might manifest themselves differently in each individual but I think they're universally present and it only takes a little relationship building and a bit of digging to start to see them emerge. When my classroom is functioning at its best, these are also the factors that drive everything we do. Q: Does it matter that students and teachers have things in common? A: Definitely. The points of commonality are what allow us to see ourselves in one another, and from there to a greater understanding of how valuable our differences are. Colin is the coordinator of the International Baccalaureate Diploma Program at Rainier Beach High School in Seattle where he is also the Building Leadership Team chair. Learn more about Colin's work and how the IB program has transformed Rainier Beach here. Photo (c) 2017 Kristin Leong  Years in Education: 7-10
American Indian Multiracial Female Heterosexual 6--12th Grade Gifted and Talented Teacher Q: What do you have in common with your students? A: Commonalities between me and my students: --Diverse ethnicity --Cultural customs --Rural living I myself am considered to be highly creative with some ADD tendencies and I am secondarly gifted in Math. Gifted students are special people. They are highly intelligent, but not always across the board. Gifted students often times do not learn or function well in the traditional classroom; their learning styles and tendencies tend to lend towards unconventional learning methods and more exploration and project-based experiential learning. My relationship with my students is different than most teacher/student relationships because I spend a ton of time with the kids on projects, and on local and cross-country trips. These are experiences that the majority of students do not receive. Q: Does it matter that students and teachers have things in common? A: Yes, without commonality relationships are hard. Without relationships, community is difficult. And without community, we are isolated. It is my job as an educator to highlight those likenesses that bring us together, and to bring a sense of compassion for the diversity we encompass. I always try to find commonality with my students because that helps build connections and relationships. A community must be connected to build a working relationship. That being said, diversity is a key element to our country and our world as a whole. We are a melting pot of varied backgrounds, ethnicities, and cultures. Delene is a TED-Ed Innovative Educator. She is designing curriculum to guide gifted students in self-discovery. Connect with her on Twitter @mccoy_delene. Photo (c) 2017 Kristin Leong  Years in Education: 20+
White Male 4th Grade Teacher Q: What do you have in common with your students? A: I am fortunate to live in the community in which I teach--literally four blocks away. I can see eight houses of current or former students from my yard. At the grocery store wide-eyed first graders look at me and say hesitantly, "Are you Mr. Terry?" Or the braver ones, "'Hi, Mr. Terry." I have a Little Free Library in front of my house with a collection of books that kids and parents contribute to and take from. I am part of my community. My community is part of me. I share their predominantly white middle class culture. I know the places they buy candy and soda. I know the trails they use to walk to school. When a student says, "gross" to the pigs feet in a Chinese Stew, I get that. Of course, I remind them that that is our predominant white culture speaking, but I do get it as well. When a student tells me his baseball game is on Field 2, I get that. I'll walk my dog by and catch an inning or two after I am home from work. When I see a parent in the neighborhood, I ask about the child's coding camp, girl scout campout, or how the summer trip to Denmark went. Plus, I share about my family vacations, kayaking adventures, and bike rides. Furthermore, I share their curiosity about the world. Why do we line up quietly in the hallways? Check out that bug! What are the rules of four-square? How high are we allowed to climb on the play structure? Why? How can we get that ball out of that tree? Look at this nest I found in my backyard. I don't understand how to solve that problem, can you guys help we work it out? These are REAL questions and statements that I have said to my students in the past year, maybe even in one single day. I am filled with questions that often don't have clear answers. I want to know how and why things are the way they are--so do my students. Plus, I am impatient--definitely a trait of most 9 and 10 year-olds. I want to try the new curriculum tomorrow, not wait until I am fully trained. That first sunny day after all the rain, I can't wait to get outside and play. If the book I am reading is not grabbing me, I mostly just stop reading. I recently broke my collar bone playing soccer. Playing soccer is now over for me, but mostly because I can't get myself to play carefully--just like my students. P.E. and recess were definitely my favorite subjects when I was a kid. I pretty much hated school. I didn't learn to read until I was in the 3rd grade and never learned how to print in elementary school--I had to teach myself when I became a teacher. In the summer, I never wore shoes, hardly ever went inside, and was always on a bike, but I was also fairly scheduled with activities and vacations--like many of the middle class white kids I know. Lastly, it is important to me that students understand all of this is our privileged white culture. When my students complain about school, as I often did, I remind them that complaining about schools is a privilege. I get that school is not always fun and enjoyable--for some, hardly ever. But, when you are nutritiously fed, enriched at home, and have a warm comfortable bed in your own home right next to your personal iPad, school can pale in comparison. Mine always did as well. But this is not true for a majority of kids around the world. We need to recognize and appreciate the privilege of living in a predominantly white American community. I never recognized that as a kid. Q: Does it matter that students and teachers have things in common? A: Relationships are what matter. I am somewhat embarrassed to say that I do not remember the name of a single one of my elementary or middle school teachers. I have only a few vague memories of a 5th grade teacher who used to play basketball with us at recess, and I remember some of the playgrounds I went to. I never knew who my teachers were. They had a job to teach me content that I struggled to learn, and I had a job to sit there and be quiet. I used to wear holes in the tops of my shoes because I wiggled so much. I didn't have a relationship with a teacher until a high school Chemistry teacher invited a group of us over to his house and shared pictures from his native country of New Zealand. Then I knew him. Then I wanted to learn Chemistry. I don't think it matters that teachers and students have things in common. I think it matters that they work to understand who each other are as people. This entails understanding neighborhoods, cultures, and personalities. Of course, it makes our job easier if we share some of these things, like I do with my students, but it is not essential. Great teachers should be able to find common ground with any student who shows up in his or her classroom. Teachers need to build relationship and understand the people in front of them, and share about themselves--as people. My students don't need to know how to ride a bike to hear about the places I rode over the weekend, but they do need to know that it is okay to share things you are passionate about in my classroom. When the rain is coming down really hard and you can hear it on the roof of the school, I am the one who makes everyone be quiet and listen--I have even taking kids out to play in it. They know I love when nature acts unexpectedly. They know a lot more than that about me. So, I need to know them. I don't need to love pie like John does, but I need to be able to understand his love of pie is an important part of who he and his family are. I certainly can't sew like Lynne can, but I know sewing is something important to her, so I am interested in her projects. I haven't read all the books that Belle has, but I love hearing her summaries and connections to her books. We can't have something in common with every student. What is important is that each person in the room--teachers and students--are comfortable being themselves. Lyon Terry is Washington State's 2015 Teacher of the Year and is a founding member of the Washington Teacher Advisory Council. Connect with Lyon on Twitter @lyonterry. Photo (c) 2017 Kristin Leong  Years in Education: 1-2
Chilean and Xicanx Heterosexual Female High School ELL and Social Studies Teacher Q: What do you have in common with your students? A: At Foster High School, nine out of ten students are students of color but only six teachers are people of color out of a staff of about 60-70 teachers. The young people I work with come from over 51 countries and speak 44 languages. There is no single story or experience that can be identified as "typical" or "common" among our students because of the hyper-diverse context in which we learn and work. Our students are undocumented, they are refugees, they are DREAMERS, they are immigrants, they are Seattleites, they are Foster High School Bulldogs. What I have in common with a vast majority of students is that I am a person of color. I am an educator of color. I have been, and will always consider myself a student of color since I spent 18 years of my life in public schools and institutions of higher education. My experience as a student of color has shaped the way I teach, learn and engage with young people, particularly in the way I mentor students of color. As a kindergartner I was given my first taste of public school. At 6 years old, I recall loving learning. I felt so deeply cared for by my kindergarten teacher Ms. Coglin, at Bryant Elementary in Seattle Public Schools. I remember her warmth to this day. Unfortunately, 18 years of public schooling did not always reflect the love and warmth I experienced in the early years. As I grew older, my experiences began to reflect the undeniably racialized world in which we lived. I began to notice my cultural and linguistic traditions in a way I never had before. I began to notice how "different" my family was compared to the white children and families that I attended school with, and how my cultural traditions and ways of being in the world did not easily align with how I was "supposed" to act in school settings. My elders and my community taught me to speak with fire on my tongue and passion in my heart. They taught me to live graciously, but to push boundaries if they limited us. I was taught to share my gifts with my community, and to never think in terms of individual gain. I hold all of this in common with my students and so much more. Q: Does it matter that students and teachers have things in common? A: It absolutely matters that students and teachers have things in common! About 75% of the students in my classes are English Language Learners, many of whom speak Spanish. As a bilingual educator of color, I cannot deny the depth of connection I experience with my Spanish-speaking students. When I speak to my students in Spanish, there is an immediate level of mutual respect achieved. A shared language translates into a shared set of values. When students see their teacher speaking a shared home language, it helps them envision themselves as both learner and teacher. Schooling is no longer solely associated with a white, English-speaking, culturally irrelevant learning context, but a familiar, culturally diverse and engaged learning environment. In addition to teaching, Stephanie is her school's Muslim Student Association Advisor, and she is a Teaching Fellow with the Institute for Teachers of Color Committed to Racial Justice. Connect with her on Twitter @MaestraXicana.  Years in Education: 7-10
White Female Former Middle and High School Math Teacher Q: What do you have in common with your students? A: I had braces twice when I was their age. I've had a broken arm. I wore glasses until I switched to contacts in 7th grade. I enjoy drawing and crafts. I love every kind of animal and I was always eager to see pictures of my students' pets. We listened to some of the same music and watched some of the same shows on television. My parents divorced when I was in high school. I’d participated in a lot of musical theater. But there was also a lot I didn’t share with most of my students. For the ones who did relate, I felt these these shared experiences bonded us much more closely than they realized. During my adolescence, I turned to self-harm and drug use because I didn’t know how better to express my emotions and pain. A suicide attempt my sophomore year in high school resulted in an eight-day stay in a psychiatric ward. I lost most of my friends because I tried to pretend that everything was okay and, quite frankly, I was a terrible friend. I bounced from relationship to relationship seeking the love and acceptance I was aching for. I also struggled with severe body image issues and an eating disorder I am still working to recover from. Since my adolescence, I have had friends enter rehab for alcohol or drug addiction, and over the years some have returned for the fourth or fifth time. I’ve experienced the grief of someone I loved committing suicide. So many of our youth are burdened too young with emotions and experiences similar to these. Q: Does it matter that students and teachers have things in common? A: Commonalities may make it easier for a teacher to include themes into their lessons that apply directly to students’ interests or hobbies, or tailor aspects of classroom life to cultures or celebrations that may otherwise be overlooked. It certainly helps to have more of an inside view about what a student has experienced or how they like to spend their time. However, I don’t think that teachers and students need to have things in common. A teacher may have to work harder if they don’t immediately have things in common with students, or to build those experiences that build commonality between people, but I don’t think it’s a requirement from the start. What is a requirement is the need for teachers to be able to put themselves in their student’s shoes and consider that individual as a whole person, not just as a student in that particular class. You can’t have something in common with everyone. We need to celebrate the differences in us all, be that a variety of political views, religious beliefs, personal convictions, passions, and fears. We need to be open to learn from each other (especially from our students) on whatever it is that is outside of our comfort zone or familiarity. Being able to appreciate what is inside each and every person is not something that we’re generally raised to do. But it is this quality that absolutely matters in creating an environment that is conducive to learning and growing, be that inside the classroom or outside. Merrill recently transitioned out of the classroom and is now a Program Manager for a business and consulting firm in Seattle. Connect with her on Twitter @MerrillJeanne.  Years in Education: 20+
Caucasian Male Heterosexual High School Physics, Ethics and Critical Thinking Teacher Q: What do you have in common with your students? A: I am on a journey of a lifetime, a quest for meaning, and the pursuit of happiness just like you. I have a comfort zone and it takes deliberate energy for me to step outside it. Unfamiliar situations can be awkward for me too, but if I don’t overthink it, they can turn into these wonderful new experiences. I want to do a really good job on the work that I give you. I want the time we spent together in class to be valuable, interesting, and meaningful. I worry that I am not measuring up to what you and other people think of me. I don’t want to let you down. After all these years in school, sometimes it feels like I’m still figuring things out. I make mistakes. Everyday. But they do not define who I am. I want to learn what you have to teach me and I want to see us be successful and achieve great things together. I care what other people think even when I say I don’t. I want to be liked... especially by you. Q: Does it matter that students and teachers have things in common? A: Yes, it matters because we are naturally biased towards people with common experiences and if we see each other as individuals who share experiences it goes a long way toward building a relationship that makes it easier to achieve things for our common good. Timothy is a TED-Ed Innovative Educator. His Innovation Project is empowering students to see themselves as heroes in projects that teach STEM through interactive storytelling. Connect with him on Twitter @coolyrd and watch his magical TEDx talk here.  Years in Education: 16-20 Female White High School Latin teacher Q: What do you have in common with your students? A: So many students wear a mask, hiding hard times at home, anxiety, depression, insecurity. I wore the overachiever mask. I was hiding a huge secret that I didn't address until I was an adult. I was the victim of child sexual abuse. I know I teach students like me. Perhaps their secrets aren't as extreme, but I know I have students who come to school with a burden they think nobody will understand. Q: Does it matter that students and teachers have things in common? A: Teachers are paid to be in the classroom while students are legally required to be there. There is also a huge power differential. Without common ground, students can feel very disconnected and disempowered. Common ground can help foster empathy, trust, and mutual respect, all of which create a better classroom environment. Dani is a TED-Ed Innovative Educator. Her Innovation Project is teaching teachers skills to navigate hard conversations with students. Follow her on Twitter @danibostick and watch her powerful TEDx talk below. Photo (c) 2017 Kristin Leong  Years in Education: 35+
White LGBTQ Male Kindergarten Teacher Q: What do you have in common with your students? A: I am an out gay man who has stood in front of students every day for decades. To some that has meant nothing, others resented it, for others it confirmed that for them or their friends and relatives – you can be a successful adult and still be your best self. I’ve had high school students trust me and tell me they were gay or lesbian. Colleagues have also come out to me, although my fellow teachers often expressed that they were fearful of the community's response although they trusted me with their identity behind closed doors. Even a student's parent chose to talk to me when he realized he was gay. He said I was a role model on what could be – living a quiet but proud life, taking the punches and blows, but showing up every day ready to be there – for kids, for families, for myself. I was moved that he saw me in that light. We’re still friends 25+ years later. For some secondary students of various minority identities (based on their race, ethnicity, religion, etc.) they equated their challenges as similar to my experience as a gay man who is also not in the majority. They have often said things to me like, "Well, you know what it’s like…" Being a gay male teacher teaching primary students since 1978, I do understand difference. I also understand being attacked--personally, professionally, physically. I understand prejudice, presumptions, misinformation, and hiding in plain sight. I’ve been assaulted, chased for blocks by a gang of young men, a knife has been held to my throat, a gun has been pointed at my head, my car has been set on fire, I've been spat upon, and more, just for being me. I remember the first male cheerleader at a high school where I taught. He was straight, and he took a lot of abuse for being on the cheer team. There was also female athlete who excelled at her sports but then was harassed for being so ‘sporty.’ They both found me at some point and chose to trust me to vent, dump, or ask for help. I was grateful to be able to be there for them. Our first conversation in my classroom every year is about becoming friends and our last conversation is about staying friends and these moments of trust are a big part of that. I want to think that ultimately both students and I want to be at school. Even those students who ‘buck’ school I believe sense a need to be at school--it may not be the academic learning, instead it may be the social community. But at least they are on site. I can work from that. I want to be in my classroom every day. Even after 35 years I still think and feel that way. I strive to create an environment that reflects my dedication to my students and they know it. When students cross that classroom threshold I want them to think and feel that they are wanted, their presence matters, and that the room is different and complete when we are all together. Literally, on full attendance days I exclaim, “I LOVE days when EVERYone is here!” I’ve had students, some in my high school teaching and some in elementary, who did not want to be present. They posture through their various mechanisms – ignoring peers, routines, and me. Students have thrown objects at me, ripped my glasses off my face (elementary student), thrown me against a wall (high school student), in moments of utter frustration. It took longer for those students to see I was on their side. But, almost every one of my students eventually sees that I really don’t leave, I do what I say, I care about them, and I want to see them in class every day. At some moment, there is always a turning point. Q: Does it matter that students and teachers have things in common? A: Yes, it does. However, I believe it’s ultimately about relationships. I think this has proved to be true in my work as a teacher with my graduate students through my kinderkids. What did we experience in class? Did they remember what they learned academically? Nah, they remember how they felt. Thanks to social media I have the good fortune of being in contact with dozens of former students who initiated contact. I’m working my way through trying to see them now in person as adults--take them to dinner, go for a drink, meet their families. One of my favorite memories of realizing how important relationships are between students and teachers was on Halloween of 2014, when I was married. After 22 years of being with my partner, we were stunned when the legality of same-sex marriage actually occurred. After living as ‘out-laws’ for over two decades, we had mixed emotions. We choose to marry on Halloween – we thought, what a scream! Halloween is a big day at my school, old tradition. As I prepared my kinderkids for it, I had to tell them I would not be present that year. I was so distressed about telling them why. Despite an improving world and social advancements, I was still sweating saying out loud that I was gay to students. So, one of my lifetime great days, my impending LEGAL marriage, was clouded with my own baggage. To prepare to come out to my class, I talked with friends, told my administration, and warned my students' parents (who were all thrilled at my news). All of them looked at me so matter-of-factly. They loved me but hardly any knew of the attacks of the past and they didn't understand why I was struggling so much. On the day before Halloween, I told my students that I would not be at school for the festivities. Ohhh, that was not okay with them. “Well, why not?” Through sweat and a shaky voice I said, “Tomorrow, on Halloween, I am going to be married.” “MARRIED!?!! You? Why didn’t you tell us before today? That’s great. Lucky you… etc.” “What’s her name?” There it was. The question that I expected and made me re-visit all the past ugly moments, but I so wanted to embrace my joy in their company, too… “His name is Norbert.” Silence – uh oh. Some kids whispered to each other. “Did he just say ‘his name’ “? “You’re marrying a man!?” “Yes.” “Oh.” “Well, what are you wearing? Will it be a costume? How many costumes? What will you eat? Will people dress nice or in costumes? Will you dance?” And off they went talking about what mattered most – the party! I took a breath, grinned from ear to ear and became tearful. I realized I was in a most trusted company of friends who simply wanted to share in the joy. And that is what I needed most to know. I shed several layers of armour that morning and love them all the more for the gift of their care. Kevin is the University of Washington's 2009 Mentor Teacher of the Year. Read more about Kevin's journey here. Photo (c) 2017 Kristin Leong |
ROLL CALLHumanizing the gaps separating teachers and students. Archives
October 2017
Categories
All
|
RSS Feed
