Some call me "Flem"

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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!
Showing posts with label black men. Show all posts
Showing posts with label black men. Show all posts

Saturday, December 2, 2017

Don't Sleep on Community Colleges

I'm not sure just how widespread the idea reached, but at one point in the "hood" (and perhaps beyond), many thought of community college as "13th grade", just an extension of high school. Where the idea came from, I have no clue. This post centers on a complete reconsideration of those past thoughts that many of us in the hood had. Forget whatever biases we/you may have had about community colleges as a teenager or even as an adult! They definitely have a place in the lives of young and older adults alike!

Recent events in the lives of two 20-something year old Black men in Philadelphia have put both their accomplishments and at least one common experience they both shared in the limelight. They both attended the Community College of Philadelphia. Those two young men are Mr. Quamiir Trice and Mr. Hazim Hardeman. Both in their early 20s, their experiences with some of life's toughest enigmas aren't unlike those of many other young people of color in the 'hood' and elsewhere. Also like many other young people of color, young brothers and sisters, they're winning!

The success stories of Quamiir and Hazim are circulating local and social media, print and digital media, the Associated Press, everywhere! They're taking the narrative by storm; that of the success of young Black men! Quamiir, in a reply to a tweet I mentioned him in, wrote,



If you're unaware of their stories, check out their twitter feeds. Nothing that I can write here will do it justice. Hear them in their own words.





One of many salient points included in their narratives is the time they spent as students at Community College of Philadelphia, anything but 13th grade.

On Hazim's experience, Susan Snyder writes on philly.com, "...he went to community college, and his life as a scholar took off. He got into the honors program, for which he had high praise, and served as vice president of the student body." In an interview posted by Temple University on YouTube, Hazim speaks about how attending CCP allowed him the "opportunity to reorient myself and really focus myself..." He speaks of his learning how to be a scholar and how to interact with his teachers and professors. Hazim also makes it a point to note how the opportunity to attend CCP, knowing he could transfer to a place like Temple, was "something significant not only to me but to people in my community" This was, in his words, "an opportunity that not a lot of people in my neighborhood have."

He's Temple's first Rhodes Scholar and is headed to Oxford University.


Quamiir's road to and experiences at CCP also debunk previously held 13th grade mentalities!

In a Philadelphia Tribune report, Quamiir speaks of his experience in a program at the Center for Male Engagement at Community, “For the first time, I was watching four Black educators making a difference in my life and other students lives,” Trice said. “It was an eye opener for me. I was inspired by what they were doing, how they were carrying themselves, and how they were dressing." Kristen Graham notes on philly.com how Quamiir excelled at CCP, graduated and headed on to Howard University to complete his studies in education. Personally encouraged by former mayor of Philadelphia, Michael Nutter, Philly schools superintendent, Dr. Hite and a man you may have heard of, Barrack Obama, "Mr. Trice" is now an educator here in Philly, a Black male educator with great promise.

More and more, students and families are finding community colleges to be viable, affordable, and meaningful postsecondary experiences in preparation for even more exhaustive postsecondary learning. 

In a cursory search for research on the topic, a few articles at the top of the search engines and databases yielded research on how several who start at places like CCP don't do well in 4-year universities, if they finish at all. I was a little disheartened, until...duhhhh...I'm writing a blog post about two brothers whose stories are counter narratives!! HA! How 'bout them apples!?!


During a recent trip with my students to CCP, one of the faculty members and I were chatting during lunch. He spoke of his long career there and I spoke of my coming up on my one year anniversary with Delaware County Community College as an adjunct reading professor teaching at night. He spoke of the whole 13th grade mentality. I asked this older brother very frankly if from his experience, people still think that way. He said "no". I echoed my agreement with that sentiment based on my experiences as an adjunct and based on conversations with youth and adults alike!


In a separate, unprovoked conversation with a fellow church member, who had no idea what my thoughts were, she commented on the quality of education she is receiving at a local community college. She already has at least a Bachelors, but decided to take (or took) a course in business. She commented how she likes it and how courses, overall, are being taught by experts in their fields and PhDs. (Note the *and*, because a PhD does not necessarily make you an expert)


In another unprovoked conversation, this time with a local school superintendent, we spoke of our support for the education that community colleges have to offer. She spoke of the dual enrollment program her district offers and the increasing success of such. I spoke up Quamiir and Hazim.


The mentality towards community colleges is changing. From my view, many no longer consider it "13th" grade but the next logical step to their long term goals in life. At the end of the day, whatever post-secondary goals our students have, whether community college, 4-year universities, trade school or otherwise, let's encourage them in their pursuits! Let's help them see the forest for the trees, the certificates, and the degrees!







Saturday, January 16, 2016

Shoutout on Youtube! I'm humbled!

So, it's a Saturday evening and one thing that I'm involved in had me looking for pictures of John B. Kelly School online since my phone was being all technological!! {angry emoji}

As I was perusing the Internet, I happened upon a video and recognized the parent of one of my former students on Youtube. So I clicked! I can't tel you how much this video almost "messed me up" in my eye area!!

It's less than four minutes, watch til the end!

Ms. Kane, you are more than welcome!!!
Aden was such a joy to have!! I wrote about him last year this time! He's THE resident historian of the class!!



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.

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


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.




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.
Part 1   Part 2    Part 3


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.

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:

  • 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
Journal entries and discussions of quotes such as:
  • "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...



Sunday, August 2, 2015

Baltimore Weekend: Freddie Gray

Baltimore, Maryland.
April 19, 2015 - Spring
His name, Freddie Gray





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.)


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

Saturday, June 20, 2015

Quil Lemons, Photographer Extraordinaire!!

His name is Quil Lemons. He’s 18 years old and fine example of a young black man doing some good in the hood!

Quil and his camera work wonders and those wonders were on display at the James Oliver Gallery on the 700 block of Chestnut Street here in Philly!

After ascending Jacob’s ladder, an unending and very steep stairway to heaven, I quickly discovered the climb was worth it! I beheld white walls awash with Quil’s photographs, on display for all of the guests take in. Pictures of young men, young ladies, objects, and an object of his affection, his sister, Zuri!

I eventually made my way to introduce myself to mister picture-taker extraodinaire, mentioning that his mother and I went to school together and that I was proud of what he was able to accomplish!

During the evening I made my way to James Oliver, the owner of the gallery and thanked him for giving Quil the opportunity to showcase his talents. While it may not have been my place to thank him, I felt like I needed to do so on behalf of young black men everywhere who are making a fine mark on the world with our talents and abilities, one way or another! I informed him that I read the piece on Fox29’s website and appreciate the focus on the positive contributions of our youth to society at large!


As I sat and munched on the hors d’oeuvres that were available, I noticed Quil doing “Quil”, snapping candid shots of the guests he knew. As he snapped, I got a quick snap in myself, a pic of him getting pics!


Capturing young ladies seated just outside of the picture!

All the best to Quil and big ups to mom, Jade and grandmom for raising a great kid!! Now, on to New York for college!!