Wassup? #Blackmaninblack
Some call me "Flem"
- Dr. Stephen R. Flemming
- I'm an elementary school teacher turned high school English teacher, School-Based Teacher Leader (SBTL), and adjunct professor here in Philly. These posts are the views, as I see them, from room 105, my first classroom number. Enjoy, engage, and share!
Friday, August 21, 2015
First time for everything!!
So, I went on and did something for the first time!! Though not particular to bathroom mirror selfie jawns, (because it's like narcissism to the 2nd power) I actually took one! Not gonna be a regular thing at all. Felt self-conscious.
Wednesday, August 19, 2015
#BarbershopPhD: Don't Sleep on Barbershop [Literacy] Spaces!
#BarbershopPhD: Don't Sleep on Barbershop [Literacy] Spaces!: I poke a little fun at barbershop conspiracies, but all jokes aside, I wouldn't sleep on barbershop spaces as places that could generate...
Tuesday, August 18, 2015
Working with Adjudicated Youth Part 8: The Goodbye
Que the Boyz II Men goodbye song...
"How could I say goodbye...?"
Like this,
DEUCES!!!
PEACE OUT HOMIE!!!
I'M BUSSIN' OUT THIS JOINT!!
I jest. It wasn't as simple as I thought it would be to say so long to these young guys with whom I had been working! Throughout the program, kids had come and go without warning. Some went back home while others went to more confined settings. Some came for a day, others for a week and a couple for the entire summer! So saying "peace out homies" should've just been part and parcel of the culture of the environment. But for me, it wasn't so simple.
No, I did the break down and tear up or anything like that.
I like to stay in touch, go to sports games, contribute to their causes, support presentations, talk to their parents, text parents back, and the like. Well...this was different. No parents, games, presentations, nothing. They are in a detention facility. I couldn't visit their homes, call home, meet parents/guardians or anything like that.
On the last day they were giving their counselor grief. I thought I'd attempt to bring them back to themselves by showing them the video presentation I'd been working on about my trip to Baltimore and Freddie Gray's neighborhood. I wrote something about that when discussing the type of teaching that went on. It worked to some extent. After that, we watched and analyzed "The Blind Side". Then it was time for me to go, for the last time.
I went around, shook everyone's hand, gave them my well wishes and all. But two of the kids' reactions stood out. Most just shook hands and that was that. One of them shot me a look that said, "but why you gotta go?" This was the same one who, in a previous post, told me that he liked writing and that it comes naturally to him. He was Donatello in the last paragraph of a previous post. He was one of the few who really showed interest in learning this summer.
The other reaction that stood out was from one who had given me grief every waking second of summer and who was on the short list of those who I'd call the bane of my existence but kinda grew on me! I'm sure we've all had those types. Tap dance on your nerves, but when the dancing stops, you're like, "but...huh...oh, ok." #confused As I was making my way to the door to leave, this kid made it a point to call out from another room, "Ard Mr. Flemming!!"
"but...huh...oh, ok." #confused
I stopped. Turned around. Went to where he was. Stunned.
First, this might have been the first time he said my name all summer. I was used to being called names like "ole head". On other days I may have been "dis n***" or someone who was "schemin", but rarely, if ever was I "Mr. Flemming."
Second, he made it a point to get my attention. He, of all people, was one I wouldn't peg for one to make it a point to say goodbye. I shook his hand and again encouraged him to do what he could to get discharged.
Making my way through the door, I looked to my left where there was a window and one of the kids pushes back the curtains and the pic below accurately captures the scene...
I looked back, held my solidarity/power/"right on" fist up and forced myself to keep walking.
Goodbye.
"How could I say goodbye...?"
Like this,
DEUCES!!!
PEACE OUT HOMIE!!!
I'M BUSSIN' OUT THIS JOINT!!
I jest. It wasn't as simple as I thought it would be to say so long to these young guys with whom I had been working! Throughout the program, kids had come and go without warning. Some went back home while others went to more confined settings. Some came for a day, others for a week and a couple for the entire summer! So saying "peace out homies" should've just been part and parcel of the culture of the environment. But for me, it wasn't so simple.
No, I did the break down and tear up or anything like that.
I like to stay in touch, go to sports games, contribute to their causes, support presentations, talk to their parents, text parents back, and the like. Well...this was different. No parents, games, presentations, nothing. They are in a detention facility. I couldn't visit their homes, call home, meet parents/guardians or anything like that.
On the last day they were giving their counselor grief. I thought I'd attempt to bring them back to themselves by showing them the video presentation I'd been working on about my trip to Baltimore and Freddie Gray's neighborhood. I wrote something about that when discussing the type of teaching that went on. It worked to some extent. After that, we watched and analyzed "The Blind Side". Then it was time for me to go, for the last time.
I went around, shook everyone's hand, gave them my well wishes and all. But two of the kids' reactions stood out. Most just shook hands and that was that. One of them shot me a look that said, "but why you gotta go?" This was the same one who, in a previous post, told me that he liked writing and that it comes naturally to him. He was Donatello in the last paragraph of a previous post. He was one of the few who really showed interest in learning this summer.
The other reaction that stood out was from one who had given me grief every waking second of summer and who was on the short list of those who I'd call the bane of my existence but kinda grew on me! I'm sure we've all had those types. Tap dance on your nerves, but when the dancing stops, you're like, "but...huh...oh, ok." #confused As I was making my way to the door to leave, this kid made it a point to call out from another room, "Ard Mr. Flemming!!"
"but...huh...oh, ok." #confused
I stopped. Turned around. Went to where he was. Stunned.
First, this might have been the first time he said my name all summer. I was used to being called names like "ole head". On other days I may have been "dis n***" or someone who was "schemin", but rarely, if ever was I "Mr. Flemming."
Second, he made it a point to get my attention. He, of all people, was one I wouldn't peg for one to make it a point to say goodbye. I shook his hand and again encouraged him to do what he could to get discharged.
Making my way through the door, I looked to my left where there was a window and one of the kids pushes back the curtains and the pic below accurately captures the scene...
I looked back, held my solidarity/power/"right on" fist up and forced myself to keep walking.
Goodbye.
Monday, August 17, 2015
Shout out to the admins who....
Shout out to the admins who....
...remember what it's like to be a classroom teacher and lead with that in mind!
...were generally admired classroom teachers and didn't get into admin because they hated the classroom!
...didn't come out of the classroom after a year or two or even three...(a three year old is still a bit of a brat, just saying)
...are proponents for solid teaching and learning, not "yes men/women" for district mandates without at least questioning questionable mandates!
...know that learning will look different in each classroom and that one over another doesn't necessarily denote superior/inferior.
...make the school a welcoming place for students, teachers, staff, parents, and the community.
...are advocates for their schools and will fight to get what's needed for their schools!!
...respect the various qualities that different faculty members bring to the table.
...show appreciation to staff in a tangible way every now and then (lunch, mints, pencils, something)!
...connects with students, parents, and community members!
...breathe life into buildings and make people want to be there and not just there so they 'won't get fired'
...know that it takes a team to make that building run smoothly!
...don't undermine teachers' efforts in front of the kids (pull us aside and talk.....with representation...)
...pour into their teachers and staff, encouraging them to further their career, write, pubkish, speak, advocate, lead, learn...
...are still teachers at heart!!!!!!!!!!
...aren't miserable old buzzards!
I'm sure my colleagues around the country, state, district, and school could opine and add MANY traits of a good leader to this list. And in no way do we purport that the job of a principal or district administrator is simple. Shout out to the good administrators out there......wherever you are!!
...remember what it's like to be a classroom teacher and lead with that in mind!
...were generally admired classroom teachers and didn't get into admin because they hated the classroom!
...didn't come out of the classroom after a year or two or even three...(a three year old is still a bit of a brat, just saying)
...are proponents for solid teaching and learning, not "yes men/women" for district mandates without at least questioning questionable mandates!
...know that learning will look different in each classroom and that one over another doesn't necessarily denote superior/inferior.
...make the school a welcoming place for students, teachers, staff, parents, and the community.
...are advocates for their schools and will fight to get what's needed for their schools!!
...respect the various qualities that different faculty members bring to the table.
...show appreciation to staff in a tangible way every now and then (lunch, mints, pencils, something)!
...connects with students, parents, and community members!
...breathe life into buildings and make people want to be there and not just there so they 'won't get fired'
...know that it takes a team to make that building run smoothly!
...don't undermine teachers' efforts in front of the kids (pull us aside and talk.....with representation...)
...pour into their teachers and staff, encouraging them to further their career, write, pubkish, speak, advocate, lead, learn...
...are still teachers at heart!!!!!!!!!!
...aren't miserable old buzzards!
I'm sure my colleagues around the country, state, district, and school could opine and add MANY traits of a good leader to this list. And in no way do we purport that the job of a principal or district administrator is simple. Shout out to the good administrators out there......wherever you are!!
Thursday, August 13, 2015
Working with Adjudicated Youth Part 7: On 7/27/15 I wrote...
Sooooo......
After class I often took notes and journaled, if you can't already tell by all of the previous posts of my summer teaching experience as an English teacher of adjudicated youth. Ha!
Here are the exact words I typed into my phone after class on 7/27/15:
The focus of this class has changed so much. I've really had to be flexible. What I thought would be a traditional English course has turned out to be anything but. No shade and no fault, just the reality and that's OK. Teachers are special people with a special skill set to be able to adapt, adjust, and still aim to be effective and that doesn't come with 5 weeks of "intense" training. I hate TFA and I hate this country's attitude toward the profession!
Click on a post to read:
Working with Adjudicated Youth part 1
Working with Adjudicated Youth: Part 2 - Teaching
Working with Adjudicated Youth: Part 3 - What THEY said
Working with Adjudicated Youth, Part 4: My Old Student
Working with Adjudicated Youth, Part 5: The Connections
Working with Adjudicated Youth, Part 6: The Research
After class I often took notes and journaled, if you can't already tell by all of the previous posts of my summer teaching experience as an English teacher of adjudicated youth. Ha!
Here are the exact words I typed into my phone after class on 7/27/15:
The focus of this class has changed so much. I've really had to be flexible. What I thought would be a traditional English course has turned out to be anything but. No shade and no fault, just the reality and that's OK. Teachers are special people with a special skill set to be able to adapt, adjust, and still aim to be effective and that doesn't come with 5 weeks of "intense" training. I hate TFA and I hate this country's attitude toward the profession!
Click on a post to read:
Working with Adjudicated Youth part 1
Working with Adjudicated Youth: Part 2 - Teaching
Working with Adjudicated Youth: Part 3 - What THEY said
Working with Adjudicated Youth, Part 4: My Old Student
Working with Adjudicated Youth, Part 5: The Connections
Working with Adjudicated Youth, Part 6: The Research
Wednesday, August 12, 2015
Working with Adjudicated Youth Part 6: The Research
Only in the dusk of my days this past summer as an English teacher in a program for adjudicated youth did I even think to go all "Geeky" and look up any research on the effectiveness of juvenile detention-type educational programs. It hit me like a ton of bricks one night, so much so that I stopped the eye-lid closing process, pulled my Samsung tablet to me and started looking to see what was out there.
Not much came of my cursory search that night. I did come across this (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3314708/#!po=20.1613) and started reading before I ZZZZZZzzzzzed!
I also started following the twitter account below. As a newbie to teaching and working in juvenile detention facilities, albeit for a month, I wasn't aware of any of the discourses surrounding these spaces nor of any possible sound pedagogy or even hints at implications for teaching in these spaces.
Tweets by @JuvLaw1975
Not much came of my cursory search that night. I did come across this (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3314708/#!po=20.1613) and started reading before I ZZZZZZzzzzzed!
I also started following the twitter account below. As a newbie to teaching and working in juvenile detention facilities, albeit for a month, I wasn't aware of any of the discourses surrounding these spaces nor of any possible sound pedagogy or even hints at implications for teaching in these spaces.
Tweets by @JuvLaw1975
The Quasi-Corner Store Approach: District and Charter Schools
Growing up in Philly, corner stores are really the corner stones of neighborhoods!! So much so, that as I was looking to relocate to where I'm living now, I drove around the blocks of my new hood in my father's car looking for where the corner stores were because I was "in between cars" at the time. There were NONE to be found and I almost didn't move there because of that. With no car, a corner store was going to be important to my very existence!!!! Ok, a bit hyperbolic, but you get my drift.
Prior to moving, I was used to corner stores being everywhere and wherever I lived in Philly from childhood through adulthood. Two were sometimes on the same corner, with one around the corner, a Chinese store or two down the block, with a 7-Eleven nestled up in there (because Wawa--my fav--refuses to come to the 'hood').
My point is, corner stores were everywhere and if they played their cards right, the majority were and are successful. I go to 'hood' of my youth near 54th and Baltimore and still see some of the same corner stores my siblings and I would stop by on the way home from Harrington Elementary (although that water ice place in/around the old furniture jawn is now a Rite Aid---somebody knows what I'm talking about lol)
Charter schools in Philly seem to take what I'm calling a quasi-corner store approach. They seem to be popping up everywhere, including right across the street in some cases from district schools. "Quasi" because corner stores offer pretty much the same thing and tend to do well even if there are two on same corner. I cannot say that our charter operators are offering the same "thing" or even a better "thing".
In general, charter school operators tend not to serve as many children with special needs, as many children with behavioral difficulties, as many children with academic struggles. I don't have to quote anybody's research, I've seen it in action as a teacher in a public school. I've taught the students who were straight up put out or were "encouraged" (counseled) out. Within minutes I was able to understand why they were now in my class, and that was OK with me in the sense that I welcome a challenge. It wasn't OK with me that the charter miracle workers that so many make them out to be couldn't turn the water into wine or calm the raging sea!! (Many of my colleagues around the district can testify of these truths as well. I hear the stories all the time.)
"Quasi" because while there are those who would look at this post to bolster the whole "choice" argument (since I'm using corner stores as a metaphor), let me remind you, we are dealing with children not chips! If I don't want salt & vinegar chips, I don't pick them up. If I pick them up by accident, I put them back. Hmmmm, now where have I seen such actions before? Children are NOT commodities!
We are and have been dealing with the unfortunate and racist realities of a dreadfully underfunded school district that serves many children in this region with the highest needs. Stepping out of my public school advocacy role for just a QUICK second, even charter operators understand the impact of underfunding; irony personified. So much so, that everyone stopped fighting for a moment and came together to send a letter, petitioning Harrisburg for funds.
With each new corner store opening, that's additional money syphoned away from already underfunded schools. How and why is that fair?
Wait!! I'll ask for you, "well, how is it fair to kids and families that they get stuck in a failing school?"
1. What exactly is a failing school?
2. Why is defunding the school the solution to whatever problems you may see?
This post comes on the heels of my learning that the closed Leidy Elementary School on Belmont Ave, here in Philly, will reopen as Inquiry Charter School, right across the street from Discovery Charter School and around the corner from BLAKENBURG ELEMENTARY SCHOOL, where Global Leadership Academy moved right across the street. Too much? Yupperz!!
The quasi-corner store approach!
Prior to moving, I was used to corner stores being everywhere and wherever I lived in Philly from childhood through adulthood. Two were sometimes on the same corner, with one around the corner, a Chinese store or two down the block, with a 7-Eleven nestled up in there (because Wawa--my fav--refuses to come to the 'hood').
My point is, corner stores were everywhere and if they played their cards right, the majority were and are successful. I go to 'hood' of my youth near 54th and Baltimore and still see some of the same corner stores my siblings and I would stop by on the way home from Harrington Elementary (although that water ice place in/around the old furniture jawn is now a Rite Aid---somebody knows what I'm talking about lol)
Charter schools in Philly seem to take what I'm calling a quasi-corner store approach. They seem to be popping up everywhere, including right across the street in some cases from district schools. "Quasi" because corner stores offer pretty much the same thing and tend to do well even if there are two on same corner. I cannot say that our charter operators are offering the same "thing" or even a better "thing".
In general, charter school operators tend not to serve as many children with special needs, as many children with behavioral difficulties, as many children with academic struggles. I don't have to quote anybody's research, I've seen it in action as a teacher in a public school. I've taught the students who were straight up put out or were "encouraged" (counseled) out. Within minutes I was able to understand why they were now in my class, and that was OK with me in the sense that I welcome a challenge. It wasn't OK with me that the charter miracle workers that so many make them out to be couldn't turn the water into wine or calm the raging sea!! (Many of my colleagues around the district can testify of these truths as well. I hear the stories all the time.)
"Quasi" because while there are those who would look at this post to bolster the whole "choice" argument (since I'm using corner stores as a metaphor), let me remind you, we are dealing with children not chips! If I don't want salt & vinegar chips, I don't pick them up. If I pick them up by accident, I put them back. Hmmmm, now where have I seen such actions before? Children are NOT commodities!
We are and have been dealing with the unfortunate and racist realities of a dreadfully underfunded school district that serves many children in this region with the highest needs. Stepping out of my public school advocacy role for just a QUICK second, even charter operators understand the impact of underfunding; irony personified. So much so, that everyone stopped fighting for a moment and came together to send a letter, petitioning Harrisburg for funds.
With each new corner store opening, that's additional money syphoned away from already underfunded schools. How and why is that fair?
Wait!! I'll ask for you, "well, how is it fair to kids and families that they get stuck in a failing school?"
1. What exactly is a failing school?
2. Why is defunding the school the solution to whatever problems you may see?
This post comes on the heels of my learning that the closed Leidy Elementary School on Belmont Ave, here in Philly, will reopen as Inquiry Charter School, right across the street from Discovery Charter School and around the corner from BLAKENBURG ELEMENTARY SCHOOL, where Global Leadership Academy moved right across the street. Too much? Yupperz!!
The quasi-corner store approach!
Tuesday, August 11, 2015
Working with Adjudicated Youth, Part 5: The Connections
To reiterate what’s already been posted, this summer I was an
English teacher for a program that served adjudicated youth. I’ve recalled the
experiences in various "parts" which are available for you to read in the list of
posts for August, 2015 all beginning with “Working with Adjudicated Youth…”
I believe excellent teachers are those who not only have
book knowledge, but also those who are able to make and sustain, to some
degree, connections with his/her students. I strive to be an excellent teacher,
because each student I teach, deserves one!
This summer was no exception. Early on as I was still
figuring out how this would work and testing the waters, we read a poem that my
middle school kids of yester-year enjoyed. It wasn’t anything African-American
related, but was on another “cool” topic, BUGS!!! The poem is titled, “Insect
Logic”. We read it. Later I rapped it to their beats! We had a blast. I
followed up a couple of days later by bringing in my class pets, four
Madagascar Hissing Cockroaches!
 |
| Pics of our pets in my regular classroom (top) and at my home (bottom) |
(((BAM))) A connection!! One kid was really looking forward
to seeing them and another wished to God that I wouldn’t bring them! But all
were at least curious and talking about these….roaches!
On the day I brought them in, the one kid who was looking
forward to seeing them went all in! Opening the enclosure, he picked one up and
handled it, observed it, and really wanted to engage in a conversation about it
(them). The other hard core, macho, “thugs” cowered before the insects.
They’re here for serious crimes but are squeamish around the class pets! LOL!!!
I wish I could’ve take a picture of the reactions, of the hiding behind the
teacher, of the “ayo dawg, put that jawn back in the jawn yo! They tryna sleep!
They come out a night!” That was a good day!
UNfortunately, the kid who didn’t want to see them was due
in court and was absent from class. Upon returning the next day and finding out
that he missed out on the visitors, “Yoooo, I’m so *%&^ glad I wasn’t here
yo!! NOW ole ‘head, can’t get me!”
I brought them back the next day.
He was there the next day.
He would have NOTHING to do with me!!!! LOL!!!!
Me, “NOW young bol, GOTCHU!!”
lol
In addition to the bugs, I found that whenever they were a
bit obnoxious on a particular day and I was determined to teach the few who
were attentive, the discussions on Black History brought them right back in. Let
me set up the scene. There may have been 9 or 10 in the class. 7 may have been in
their bag that day. The 3 who wanted me to teach would be attentive and I would
teach. The 7 would slowly come around to either calming down and doodling or
even listening and contributing to the conversations, the writing, the film or
whatever! I noticed that more than once.
It’s important to note that while the experience was new to
me, I didn’t really take TOO much offense. They are in situations they probably
really don’t want to be in. (The word "probably" is there for a reason.) And here comes a teacher who is insistent on
teaching, in the summer, in their space, when some of them may not have sat in a classroom but a few times all
year long. I get it. Which is why I had to constantly “reroute”, just like
Siri. Establishing connections, and then new ones when new students came
through (all. summer. long.), was the only way that I was going to be
successful this past summer.
Previous Posts on Working with Adjudicated Youth (not advice, but my summer experience)
Part 1
Part 2
Part 3
Part 4
Friday, August 7, 2015
Working with Adjudicated Youth Part 4: My Old Student
Just in case you are just tuning in. This past summer I had the opportunity and privilege to be a summer English teacher in a program for adjudicated youth. I took lots of notes on my computer and phone as this experience was new to me. I've been writing about it and divided the posts into parts. The "parts" are not indicative of any type of sequence of events this summer, just different aspects of the experience.
You can revisit earlier posts by clicking on a part. Part 4 (below) deals with my reconnecting with a former student while working this summer.
With some minor edits, including pseudonyms, here are the exact words that I wrote after I had the chance to catch up with a former student this past summer where I worked:
Just saw Jimmy Neutron here at the facility!!!! Here’s the
thing, I came downstairs and heard someone dropping some knowledge on these boys. Was good stuff about what it really means to be locked up and how he
didn’t want to see them there. He was speaking from experience. I listened for a few minutes as the talk was
coming to a close. I look up and who is it dropping science on this young bols
but JIMMY NEUTRON!!! I was sooooo proud to hear him talking like that.
We chatted and caught up!! He then proceeded to inform the
kids and the adults that I was his teacher and he seemed so very proud!! I was
proud to call him my student and how he had grown! He told them of the writing
punishments and how he hated reading growing up and now loves it. He asked
about Ms. ---, Mr. ---. He said the only two teachers he remembers were me
and ----.
He told {Leonardo} to tell the others to fall back if they
start disrespecting me. I hinted that he {Leonardo} was among them and he admitted to it.
I can respect that. He said, “Yeah, I do be disrespecting him.” Jimmy Neutron said,
“chill, he good folks, that’s my teacher from back in the day when I was a
young bol.”
It was so good to catch up with him and to hear him drop
science on these kids!
I gave {Donatello} a shout out to Jimmy Neutron. He seemed to like the
recognition. {Donatello} then told me he likes writing. It comes natural. He was
genuine and smiling as he was telling me. He was proud of the shout out that I gave him to this older former student, Jimmy Neutron. Jimmy Neutron had their respect on a level that was different from the one they gave me and it seemed to work.
How about that Philly school calendar!
If I looked at the school calendar correctly, by the time our first report card conferences come around, we will have only had TWO uninterrupted full weeks with our students. Two full weeks without holidays, half day PDs, full day PDs, this, that, and the third. It's also important to note that it's two full uninterrupted weeks IF schools in Philly close on Monday, 9/28 which is also being thrown around because of the Papal visit. If we don't close on Monday the 28th, then it will be THREE whole uninterrupted weeks.
Now, we all know that grades aren't due at the time of report card conferences. Hmmmm....
So, let me get this straight. By the time we complete just under one half of the school year, we will not have had more than three full uninterrupted weeks of school. Then that spring they take a ridiculous test (that I don't care about anyway, but let's say I did) that determines whether I am the one who's effective or not????
Note: These weeks didn't account for acts of God or student absenteeism which reduces it further.
Possible solutions:
(Colleagues, don't throw spit balls at me. I'd be tempted to throw them right back lol)
1. Columbus Day, why are we still off for that?
2. Papal visit on SATURDAY and SUNDAY. We're off that Friday, possibly that Monday and the SRC votes on being out that previous Thurday. For once, plan your street closures and all that jazz around the kids. Too much possible time off!!
3. Truth be told, I'd rather be with my students on those stupid PD days. It's an utter waste of time and not real PD anyway. It's more of a "this is what I want you to do, how I want you to do it, and who gives a flying fart what you think, and oh, I'll be there to observe you, especially if you push back"....session.
Now, we all know that grades aren't due at the time of report card conferences. Hmmmm....
So, let me get this straight. By the time we complete just under one half of the school year, we will not have had more than three full uninterrupted weeks of school. Then that spring they take a ridiculous test (that I don't care about anyway, but let's say I did) that determines whether I am the one who's effective or not????
Note: These weeks didn't account for acts of God or student absenteeism which reduces it further.
Possible solutions:
(Colleagues, don't throw spit balls at me. I'd be tempted to throw them right back lol)
1. Columbus Day, why are we still off for that?
2. Papal visit on SATURDAY and SUNDAY. We're off that Friday, possibly that Monday and the SRC votes on being out that previous Thurday. For once, plan your street closures and all that jazz around the kids. Too much possible time off!!
3. Truth be told, I'd rather be with my students on those stupid PD days. It's an utter waste of time and not real PD anyway. It's more of a "this is what I want you to do, how I want you to do it, and who gives a flying fart what you think, and oh, I'll be there to observe you, especially if you push back"....session.
Thursday, August 6, 2015
Working with Adjudicated Youth, Part 3: What THEY said
This past summer I had the opportunity and privilege to work with adjudicated youth.
You can read the first two parts of my little blog series Working with Adjudicated Youth. In these posts I'm not offering advice, just sharing my experience as a first time summer English teacher of adjudicated youth in a detention facility.
The following are some random things I either heard or were
said to me directly.
They are random and I wrote them down as soon as I heard
them. For some reason or another, I didn’t want to forget them.
“See, this is why I like football. You can take out all your
anger!” (reaction while watching The
Blind Side)
“But I am a n---“ (~Latin American young man)
“It’s almost like jail. It’s like slavery.” (reaction while
watching Amistad)
“I got to read everything before I sign it.” (attendance
sheet)
“I aint signing Mr. Flemming’s” “I don’t like him” (my
attendance sheet)
“Can’t wait until the judge says ‘discharge’. Leaving and
won’t turn back.”
“I can’t wait to show the judge.” (particular journal entry)
“I’m not colored.” (~Latin American young man)
“Mr. Flemming, can you take us outside?” (from a kid who
gave me his butt to kiss all summer)
“He may seem like a nice guy, but he can get out his bag”
(one counselor to another who hadn’t met me)
“Yeah, go home ole head.”
1st day
Kid: I’m not going to be here long
Me: Good!! I wish you all the best.
Kid: Thank you sir
“Yeah, I do be disrespectin him.” (kid, somewhat contrite,
referring to me to a former student who was older than the rest of them and
present on this day - more on him in a future post)
“Chill, he good folks, that’s my teacher from back in the
day when I was a young bol.”
(former student referring to me while imparting knowledge to
the younger teens and preteens)
“I like writing. It comes natural.”
“Yoo! You got The
Bully? That’s my favorite book! Have
you read {other books in the Bluford series}?”
“I like {book title—I forget} by Walter Dean Myers.”
Wednesday, August 5, 2015
Working with Adjudicated Youth: Part 2 - Teaching
Part 1 served more as an intro into the new teaching experience I had this summer, working in a juvenile facility with youth who allegedly committed various crimes---adjudicated youth.
You may have read in that prior post about how I quickly discovered that I would have free reign to design and teach, pretty much what I wanted. All of the lessons and the unit needed to be based on the PA Common Core (blah). I complied, submitting lesson plans weekly, a unit plan in the beginning of the summer and all of that jazz. Nothing came back disapproved, so I continued.
I titled the unit: African American Literature and History
Admittedly, I did not go in any kind of sequence or focus on a sharper theme. I tried to think of not-so-well-known-to-them facts/events/people for us to read about, discuss, etc.
Some of the topics:
Just some of the titles we read were:
We also viewed and analyzed films in a way that the guys may never have analyzed or seen the films before. Films such as Amistad, Remember the Titans, The Blind Side, and The Butler. All were interested in the two football movies and contributed to the discussions. A few were interested in Amistad and The Butler. Those who were interested, did a great job of participating while the others slept.
Their summer project involved them developing questions about their top two rappers; questions about their life and questions about their music. The older ones seemed to like this better than the younger ones. I learned names I had never even heard of before. Lil Durk, PnB Rock among others.
(Listen, I'm more of a Gospel music/classical music guy. That's my flavor. But I listened, I researched. I learned. Intriguing.)
On my final day of teaching, the last day of the program, we talked about Baltimore, the death of Freddie Gray and the subsequent violence that followed. I was putting together a presentation that included pictures from the scenes as the looting and rioting occurred and on my trip down to Baltimore, this when the guys came in. I showed them my work in progress (90% complete, but complete enough, with music). This generated discussion and a continuation of our previous discussion on riots and why people do it.
So many great moments, they all cannot be captured here! They are some very intelligent boys and overall were great to work with. Many are very articulate and I had no preconceived notions otherwise. I didn't know what to expect, it was all new. (I hope you don't teach with preconceived notions about your students! I hope not!)
"Sir" "Mister" "Good morning" "Have a good afternoon". For some, this was how they spoke. For others, once they heard me use the terms, they adopted them as well.
There were some frustrating moments. Seriously. All guys. All believing they had street cred. All tough as nails. And each believing he had the biggest set. It comes with the territory and won't be the primary focus of my posts. (Although there was that one time that they saw the real Mr. Flemming, so much so it stunned one of the counselors. Two wanted to fight. Flem showed up, 6', 220lbs. Silence. Uhhh, the biggest set goes to....yup...)
lol
More to come...
You may have read in that prior post about how I quickly discovered that I would have free reign to design and teach, pretty much what I wanted. All of the lessons and the unit needed to be based on the PA Common Core (blah). I complied, submitting lesson plans weekly, a unit plan in the beginning of the summer and all of that jazz. Nothing came back disapproved, so I continued.
I titled the unit: African American Literature and History
Admittedly, I did not go in any kind of sequence or focus on a sharper theme. I tried to think of not-so-well-known-to-them facts/events/people for us to read about, discuss, etc.
Some of the topics:
- The Watts riots (article and discussion)
- Henry "Box" Brown (book and discussion)
- Peaceful v. violent protests (discussion)
- Ruby Bridges (discussion)
- businesses and their "serving" of colored people - in the basement or out back
- etc
- "The whole world opened to me when I learned to read." ~Mary McLeod Bethune
- Why people riot (journal entry and discussion)
- Letters to the 5 year old me
- etc
Just some of the titles we read were:
- Mother to Son by Langston Hughes (I remember a GREAT discussion we had with this and how they applied it to their own lives!!! Warmed all my teacher insides! Good stuff!)
- Harlem by Langston Hughes
- The Day I Ordered a Cup of Coffee by Franklin McCain (lunch counter protests)
- etc
We also viewed and analyzed films in a way that the guys may never have analyzed or seen the films before. Films such as Amistad, Remember the Titans, The Blind Side, and The Butler. All were interested in the two football movies and contributed to the discussions. A few were interested in Amistad and The Butler. Those who were interested, did a great job of participating while the others slept.
Their summer project involved them developing questions about their top two rappers; questions about their life and questions about their music. The older ones seemed to like this better than the younger ones. I learned names I had never even heard of before. Lil Durk, PnB Rock among others.
(Listen, I'm more of a Gospel music/classical music guy. That's my flavor. But I listened, I researched. I learned. Intriguing.)
On my final day of teaching, the last day of the program, we talked about Baltimore, the death of Freddie Gray and the subsequent violence that followed. I was putting together a presentation that included pictures from the scenes as the looting and rioting occurred and on my trip down to Baltimore, this when the guys came in. I showed them my work in progress (90% complete, but complete enough, with music). This generated discussion and a continuation of our previous discussion on riots and why people do it.
So many great moments, they all cannot be captured here! They are some very intelligent boys and overall were great to work with. Many are very articulate and I had no preconceived notions otherwise. I didn't know what to expect, it was all new. (I hope you don't teach with preconceived notions about your students! I hope not!)
"Sir" "Mister" "Good morning" "Have a good afternoon". For some, this was how they spoke. For others, once they heard me use the terms, they adopted them as well.
There were some frustrating moments. Seriously. All guys. All believing they had street cred. All tough as nails. And each believing he had the biggest set. It comes with the territory and won't be the primary focus of my posts. (Although there was that one time that they saw the real Mr. Flemming, so much so it stunned one of the counselors. Two wanted to fight. Flem showed up, 6', 220lbs. Silence. Uhhh, the biggest set goes to....yup...)
lol
More to come...
Tuesday, August 4, 2015
Working with Adjudicated Youth part 1
This summer I had the opportunity and ultimately what I'm going to call a privilege to work with adjudicated youth, specifically "tween" and teen boys. As a summer English teacher for a School District/Department of Human Services/Non-Profit/Title 1/ / / / / / program, I was to teach English to youth roughly ages 13-17 who had been.....well.....adjudicated. Most any crime that an adult would commit, they allegedly committed.
Having discovered that there "may be some materials over there", I quickly realized that I would have free reign to design and implement my own unit/curriculum. Cool!! (Note: There were materials at the site, by the way.)
Title: African American History and Literature
This would be the focus of the teaching/learning experience this summer.
Because I found out about this teaching gig the day before I was to stand in front of students, I also realized that this would be a constant work in progress, a lot of thinking on my feet, constant---wait, how does Siri say it--"rerouting"?? Yes. A lot of that. Not a problem. I'm up to the challenge. Even if I start very traditional with worksheets, short reading passages, and discussions, all Afrocentric, this would be it for a day or so while I got a lay of the land, the conditions, the terrain and just how working in a detention-type facility works.
Uh oh!!
So, I know teaching and learning and consider myself a pretty good teacher who diligently works at being better, I was not prepared, however, for the mentality of some of the youth. Despite the fact that I've been a youth worker/teacher/mentor/program director, etc. since I was a youth, it was never in an environment like this.
I didn't even know enough to know that I wasn't aware of what of what I wasn't aware of. Ha!! Riddle me that!!
One example:
I wasn't prepared for their genuine beliefs that some of their wrongs (not crimes, but the in-class type) would somehow be my fault. Their "conversations" (more like a cuss the teacher out--literally and point accusatory fingers) revealed that they really believed their hurling various projectiles through the air (some directed at me) was really my fault when one of the counselors would call them on it. They really believed that signing aliases on official documents (which they had never done, but decided to do this on a particular day) and being called on it was really my fault. I kid you not. Sounds ludicrous? Yes!
One session ended up being "group" (something like group therapy, rap session, talking, etc. for those unfamiliar with the term). I listened intently as they were given space to talk without fear of some punishment. What I heard, through all of the diatribes, was, "I really don't want to be here."
My 'listening tour' continued all summer and was weaved into the very fabric of the instruction. Whether they were conversing with me, each other, times when I wasn't teaching, with my partner teacher, with the counselors, at lunch, wherever, I listened. I wanted to learn as much as possible about them, their beliefs, and somehow use what I learned to better my approach as a teacher of adjudicated youth in a detention facility.
Why mention the "...of adjudicated youth in a detention facility" part? Because teaching and reaching these youth is a different experience. The overall culture, from what I gleaned as an outsider, seems to be naturally created when a group of students, most of whom allegedly/admittedly/supposedly committed serious crimes are put together in a space---that experience is different. Different from teaching and reaching youth in a typical classroom setting. More challenging? I wouldn't even draw that conclusion. Maybe I'll lay out the similarities and differences in part 2, 3, 4, or 5 (or later).
There are most posts that will follow.
Some will reflect on the positive teaching/learning experiences as we analyzed movies like The Butler, Amistad, The Blind Side, and Remember the Titans.
Others will be things that I've heard them say or do that are really worth remembering.
One post will be dedicated to a former student (no face, no trace) of mine who surprised me and made me very proud one day!!
I took quite a bit of notes this summer. Some were my frustrations, but those won't be the focus of future posts. There were really positive experiences that came out of the negative circumstances that landed many of these young men to where we were and I hope to do well by them in writing about them. Again, no face, no trace. No names will be mentioned. I respect the privacy of these youth and their counselors.
Having discovered that there "may be some materials over there", I quickly realized that I would have free reign to design and implement my own unit/curriculum. Cool!! (Note: There were materials at the site, by the way.)
Title: African American History and Literature
This would be the focus of the teaching/learning experience this summer.
Because I found out about this teaching gig the day before I was to stand in front of students, I also realized that this would be a constant work in progress, a lot of thinking on my feet, constant---wait, how does Siri say it--"rerouting"?? Yes. A lot of that. Not a problem. I'm up to the challenge. Even if I start very traditional with worksheets, short reading passages, and discussions, all Afrocentric, this would be it for a day or so while I got a lay of the land, the conditions, the terrain and just how working in a detention-type facility works.
Uh oh!!
So, I know teaching and learning and consider myself a pretty good teacher who diligently works at being better, I was not prepared, however, for the mentality of some of the youth. Despite the fact that I've been a youth worker/teacher/mentor/program director, etc. since I was a youth, it was never in an environment like this.
I didn't even know enough to know that I wasn't aware of what of what I wasn't aware of. Ha!! Riddle me that!!
One example:
I wasn't prepared for their genuine beliefs that some of their wrongs (not crimes, but the in-class type) would somehow be my fault. Their "conversations" (more like a cuss the teacher out--literally and point accusatory fingers) revealed that they really believed their hurling various projectiles through the air (some directed at me) was really my fault when one of the counselors would call them on it. They really believed that signing aliases on official documents (which they had never done, but decided to do this on a particular day) and being called on it was really my fault. I kid you not. Sounds ludicrous? Yes!
One session ended up being "group" (something like group therapy, rap session, talking, etc. for those unfamiliar with the term). I listened intently as they were given space to talk without fear of some punishment. What I heard, through all of the diatribes, was, "I really don't want to be here."
My 'listening tour' continued all summer and was weaved into the very fabric of the instruction. Whether they were conversing with me, each other, times when I wasn't teaching, with my partner teacher, with the counselors, at lunch, wherever, I listened. I wanted to learn as much as possible about them, their beliefs, and somehow use what I learned to better my approach as a teacher of adjudicated youth in a detention facility.
Why mention the "...of adjudicated youth in a detention facility" part? Because teaching and reaching these youth is a different experience. The overall culture, from what I gleaned as an outsider, seems to be naturally created when a group of students, most of whom allegedly/admittedly/supposedly committed serious crimes are put together in a space---that experience is different. Different from teaching and reaching youth in a typical classroom setting. More challenging? I wouldn't even draw that conclusion. Maybe I'll lay out the similarities and differences in part 2, 3, 4, or 5 (or later).
There are most posts that will follow.
Some will reflect on the positive teaching/learning experiences as we analyzed movies like The Butler, Amistad, The Blind Side, and Remember the Titans.
Others will be things that I've heard them say or do that are really worth remembering.
One post will be dedicated to a former student (no face, no trace) of mine who surprised me and made me very proud one day!!
I took quite a bit of notes this summer. Some were my frustrations, but those won't be the focus of future posts. There were really positive experiences that came out of the negative circumstances that landed many of these young men to where we were and I hope to do well by them in writing about them. Again, no face, no trace. No names will be mentioned. I respect the privacy of these youth and their counselors.
Sunday, August 2, 2015
Baltimore Weekend: Freddie Gray
Baltimore, Maryland.
April 19, 2015 - Spring
Baltimore, Maryland
Friday, Saturday, and Sunday
July 31st, August 1st, August 2nd
2015 - Summer
I came to Baltimore this weekend, intending to stay only one night to attend one night of a church convocation (and I did) and to visit sites significant to Black History (and I did that too) the next morning before heading back to Philly.
I ended up staying a night longer than planned in order to fulfill that second desire so as not to rush. My second stop, since the first was church, was to The National Great Blacks in Wax Museum (again). Read about that experience here.
I did intend to visit other historically significant sites, but those plans fell through.
Then, like a ton bricks!!!!!!!!!!!!!!
Huh? Wha?
Just read on...
You'd have to be from another galaxy if you are unaware of the events that unfolded in Baltimore this past April, the zenith of which was the arrest and death of Freddie Gray while in police custody and the violent unrest that followed.
Google it.
CVS stores and others establishments, along with police cars were on the receiving end of young Baltimorean (and undoubtedly opportunistic out-of-towners') frustrations and were ultimately looted and set ablaze.
So, after visiting The National Great Blacks in Wax Museum, I set out to visit sites that have become historical sites since they have come to represent symbols of what some called the Baltimore Uprising. First up, the two CVS locations.
Interestingly enough, as I was walking around the CVS at Pennsylvania Ave and North Ave, snapping pictures, not one, not two, not three but four police cars pulled up on a car. The occupant, a black man. I snapped a pic of him getting out and video taped the rest of the encounter.
I couldn't set my camera fast enough to catch the brother incontrovertibly reaching toward the sky as he exited the car or fast enough to capture the eye contact and inaudible gratitude that his eyes made with every camera phone that was out and focused on him and the police at this exceptionally busy intersection! This, right across the street from one of the CVS stores! I don't know what he did or didn't do and I'm not at all in a position to give my opinion on that. All I now know to do is to take out my phone and start recording and getting pictures. (Oh, they let him go, by the way, after searching his car including the trunk.)
This post isn't dedicated to my opining over the unrest itself or the acts themselves, but simply to recall my feelings of having visited these sites, these epicenters where tensions finally boiled over.
Surreal.
'Surreal' about sums up how I felt after visiting the two CVS stores and ESPECIALLY having visited the site where the police took Freddie Gray into custody.
That visit, especially, left an indelible mark on me. A mark on my heart, on my mind, on my attitude. A mark.
As I walked through the housing development, a mark.
As I approached a group of brothers and chatted with them for a couple a minutes, a mark.
As one of the brothers pointed out one of Freddie Gray's closest friends from the cradle, a mark.
As I shook his hand and extended my condolences, a mark.
As I drove through the neighborhood, a mark.
As I made my way back up I-95.....a mark.
That mark caused me to whisper words of prayer and to ruminate on the roles that institutions like churches, schools, and community organizations can play to make changes that can breathe life and hope into our communities; institutions that can help bridge the relational disconnect between the police and the African American community at large.
A mark.
April 19, 2015 - Spring
 |
| His name, Freddie Gray |
Friday, Saturday, and Sunday
July 31st, August 1st, August 2nd
2015 - Summer
I came to Baltimore this weekend, intending to stay only one night to attend one night of a church convocation (and I did) and to visit sites significant to Black History (and I did that too) the next morning before heading back to Philly.
I ended up staying a night longer than planned in order to fulfill that second desire so as not to rush. My second stop, since the first was church, was to The National Great Blacks in Wax Museum (again). Read about that experience here.
I did intend to visit other historically significant sites, but those plans fell through.
Then, like a ton bricks!!!!!!!!!!!!!!
Huh? Wha?
Just read on...
You'd have to be from another galaxy if you are unaware of the events that unfolded in Baltimore this past April, the zenith of which was the arrest and death of Freddie Gray while in police custody and the violent unrest that followed.
Google it.
CVS stores and others establishments, along with police cars were on the receiving end of young Baltimorean (and undoubtedly opportunistic out-of-towners') frustrations and were ultimately looted and set ablaze.
So, after visiting The National Great Blacks in Wax Museum, I set out to visit sites that have become historical sites since they have come to represent symbols of what some called the Baltimore Uprising. First up, the two CVS locations.
Interestingly enough, as I was walking around the CVS at Pennsylvania Ave and North Ave, snapping pictures, not one, not two, not three but four police cars pulled up on a car. The occupant, a black man. I snapped a pic of him getting out and video taped the rest of the encounter.
I couldn't set my camera fast enough to catch the brother incontrovertibly reaching toward the sky as he exited the car or fast enough to capture the eye contact and inaudible gratitude that his eyes made with every camera phone that was out and focused on him and the police at this exceptionally busy intersection! This, right across the street from one of the CVS stores! I don't know what he did or didn't do and I'm not at all in a position to give my opinion on that. All I now know to do is to take out my phone and start recording and getting pictures. (Oh, they let him go, by the way, after searching his car including the trunk.)
 |
| The CVS on Franklin Street, not given as much press during the unrest |
 |
| Snapped a pic from the car when I didn't know if I'd be able to park or not...just in case! |
 |
| No, that's not food or anything on my mustache, it's the sun... |
 |
| This was across from where I snapped the two pics just before this pic! |
This post isn't dedicated to my opining over the unrest itself or the acts themselves, but simply to recall my feelings of having visited these sites, these epicenters where tensions finally boiled over.
Surreal.
'Surreal' about sums up how I felt after visiting the two CVS stores and ESPECIALLY having visited the site where the police took Freddie Gray into custody.
 |
| The spot where Eddie Gray was arrested. I confirmed that with a few brothers sitting nearby. |
That visit, especially, left an indelible mark on me. A mark on my heart, on my mind, on my attitude. A mark.
As I walked through the housing development, a mark.
As I approached a group of brothers and chatted with them for a couple a minutes, a mark.
As one of the brothers pointed out one of Freddie Gray's closest friends from the cradle, a mark.
As I shook his hand and extended my condolences, a mark.
As I drove through the neighborhood, a mark.
As I made my way back up I-95.....a mark.
That mark caused me to whisper words of prayer and to ruminate on the roles that institutions like churches, schools, and community organizations can play to make changes that can breathe life and hope into our communities; institutions that can help bridge the relational disconnect between the police and the African American community at large.
A mark.
 |
| Freddie Gray mural and a snapshot of his neighborhood in my mirror |
Baltimore Weekend: Blacks in Wax
This past weekend, I came to the Baltimore area for two purposes. One was to attend a church convocation and the other was to visit some sites significant to African Americans in one way or another. After plans fell through for some of the sites I wanted to see, I decided it wasn't a bad idea at all to revisit The National Great Blacks in Wax Museum.
I had been several times, the last time, (I think) back in 2009 or so with my 6th grade students.
Each time I go, it's a revival of juxtaposed emotions, anger and pride. Anger because of what our ancestors went through at the hands of racist white supremacists (Redundant? Maybe. So what.) AND at the hands of fellow blacks. Reflections of pride because of those who refused to be oppressed in their minds! (Could haul off and go off on a huge tangent there, here in 2015, but not right now). While manacles and torture may have enslaved our ancestors physically, many risked life and limb to free themselves in their mind (attitude) and some, as we all know, even freeing themselves out of their physical condition by escaping northward!
Nothing I post here can capture The National Great Blacks in Wax experience. Nevertheless, here are some pictures that, admittedly (and intentionally) don't do the museum justice. I want you to make this place one of the places you visit and soon!!
Their website - http://www.greatblacksinwax.org/
I had been several times, the last time, (I think) back in 2009 or so with my 6th grade students.
Each time I go, it's a revival of juxtaposed emotions, anger and pride. Anger because of what our ancestors went through at the hands of racist white supremacists (Redundant? Maybe. So what.) AND at the hands of fellow blacks. Reflections of pride because of those who refused to be oppressed in their minds! (Could haul off and go off on a huge tangent there, here in 2015, but not right now). While manacles and torture may have enslaved our ancestors physically, many risked life and limb to free themselves in their mind (attitude) and some, as we all know, even freeing themselves out of their physical condition by escaping northward!
Nothing I post here can capture The National Great Blacks in Wax experience. Nevertheless, here are some pictures that, admittedly (and intentionally) don't do the museum justice. I want you to make this place one of the places you visit and soon!!
Their website - http://www.greatblacksinwax.org/
 |
| Below the deck of a slave ship |
 |
| Blacks in wax |
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