The student who took over the class

As a teacher, I believe in rituals and routines. I also believe rituals and routines ought to give way to teachable moments or some better "other" if the moment is perfect for such.

After lunch today, a student took over the first 15 minutes of the class. And I let him. He had their attention and he was ready. It started out as a joke, naturally. "Ayo, I'm the teacher today yo! Open y'all books to chapter 2. That's where we at, sir, right?"

But when I just stood out of the way and let him, he ran with it.

Me, "Yes, sir."
Student 1, "You seriously gone let him teach?"
Me, "Yes. And Mr. , I hope you consider a career in teaching. We need more Black men in the field."
Him, "Iont know yet. Ard. Who wanna read first?"

The classroom takeover continued for about 15 minutes as students raised their hand to volunteer to read paragraphs at a time from Sharon Flake's "The Skin I'm In". He even called on ME and my hand wasn't even up. Do you know what I did? I read, just like he asked me to.

I want to divulge more about why this kid taking over the class was so significant, but doing so would reveal more than needs to be known. Just know and believe me when I say, this was big!!

A little note on "research-based"

So, "research-based" huh?
Stick with a particular curriculum because it's that.
Stick with particular processes because they are that.
Stick with a particular teaching model because it's that.
We do it this way with this curriculum using this method because it's that.
Research-based.

While I can and do appreciate the work of researchers, the truth is we can find research for anything we want in order to support our position. I read and respect the work of those who take the time to study the myriad phenomena interwoven in this work and in turn seek to develop materials to aid teachers in our engagement in this work. But even researchers would agree that we must view research critically.

Who funded the research?
What populations of students were selected? Where? Why? How? When?
Who benefits/profits?
Are students exploited, especially students of color?
Were Hassan B. Robinson* or Maria P. Nunez*, students in my classroom, a part of that study?
Etc.
Etc.

Here's my on-the-ground, in-the-classroom perspective; my view from 105:
Whatever helps the students sitting in front of me and on a more personal level, the student with whom I'm working at the moment, that in-the-moment research, that action research, those methods are what this student needs at this moment. It may be the curriculum. Great! But, we cannot be so rigid in our approach that we are afraid to make adjustments so that our students experience success and growth. I say growth because experiencing success isn't enough. Some will lower the standard to make success possible. Pseudo-success and faux-progress aren't what our students deserve. No, no, no! Negative.

Remember, "research" once said the world was flat, that Africans were less intelligent than whites, and that Blacks have a "violence gene". We must be critical thinkers and educators.

*Fictitious names

When Mother Stood Up

I couldn't have scripted a better ending to one of my classes if I tried.

Today, after a review of "rhetoric" and making attempts at identifying examples of rhetorical devices in 2 presidential speeches (Obama's '09 Back to School speech & Abe Lincoln's Gettysburg Address) we discussed an article we read and summarized for a "Do Now" (I hate that term, btw) the previous class session. During the previous class session we read an article by Franklin McCain on his and his comrades' experiences during their lunch counter sit-ins in Greensboro.

The discussion was lively. The students were really taking a critical look at the circumstances that surrounded these and other acts of civil disobedience.

But then a colleague in the room stood up. I'll call her, "Mother". Mother stood, gave some insight into some of her personal experiences as a woman from the continent of Africa and a citizen of the United States. She detailed some of the prejudice she and her family encountered and what she did to fight it. Mother also took the time to remind our dear young people how they come from the lineage of African royalty! That they should speak and behave as such; that they should carry themselves as such; that getting an education was beyond important, especially for Black and Brown children in the United States!

Listen here! Mother's sassines didn't upset me one bit! Didn't seem to bother the kids none either, for they gave her a raucous round of applause when she got through! If Mother had a mic, it'd be broke.

With that, class was dismissed.

Why was I surprised?

If you follow my career, tweets, and/or blog posts, you may know that I am continuing my teaching career as an English teacher at Martin Luther King High School here in Philly. I spent the first 10 years of my public school teaching career as an elementary school teacher, spending most of that time as a 6th grade teacher. I have a personal conviction about my teaching at the elementary level in public schools. I set aside my convictions to experience high school.

As the teens and I were making our acquaintances this week, I was curious to know whether or not I was their first Black male teacher. More hands went up in each class than I thought. I don't know why I was surprised. 2% of public school teachers nationwide are Black men. In Philly, it's around 4%. Well, now they have two of us in 9th grade. While we're not a panacea, we bring a different perspective and experience set.

Here's to an adventurous school year! Every teaching and learning experience should be an adventure!