Story booth

How one Harlem teacher gave his student — the ‘Chris Rock of third grade’ — a chance to shine

PHOTO: Christina Veiga
Ruben Brosbe

Ruben Brosbe, a New York City teacher, has a soft spot for troublemakers.

At a recent event held by Teachable Moments, a live storytelling event for teachers, Brosbe told a story of one of his favorite recent students, and how he incentivized the third-grade troublemaker to pay attention in math. Held at a bar called Harlem Nights, the event marked the end of the school year and invited teachers to share their stories of the “Best (Blank) Ever.” (Brosbe is also a former Chalkbeat contributor).

Below, you can read Brosbe’s story on the Best Incentive Ever.

This story has been condensed and lightly edited.

A kind of open secret among teachers is that we do have favorites. We’re not supposed to have favorites, we’re not supposed to have teachers’ pets — we try our best not to have them and treat everyone fairly — but we do have favorites. And there’s always someone who, no matter what, no matter how fair you are, you love that kid.

And this is a story about a kid, we’re going to call him Chris, for anonymity. And you know, for me, the favorite in my classroom is always the troublemaker. I don’t think that makes me unusual. I think for a lot of us that’s true. I don’t know if that’s because I’m not a good enough teacher and they demand my attention and so I give it to them. Or I don’t know if it’s my pride, I want to be the one teacher who breaks through and saves him. Or it might just be that I was a pretty good kid, I followed most of the rules, I didn’t get in that much trouble, so I might just envy him. You troublemaker! You go! You break all the rules. I love you, you shiny diamond.

For whatever reason, I love the troublemakers. And Chris last year, my seventh year teaching third grade, he was my favorite.

Third grade is funny because developmentally, physically, they’re not quite broken out of being babies. So Chris was this round, baby-fat adorable Dominican kid.

We were having this conversation last year about the Oscars and how they were super white, and he just does this impersonation: “Oh yeah, I’m a white Hollywood executive, I’m only going to make movies about white people.” And I’m cracking up, because one, he was right, and two, it was hilarious. And OK, you’re a third-grader but you’re also 40 years old.

But he was a troublemaker and had a hard time. Because he knew he was funny and he loved being funny, he loved getting attention. Raising his hand, which is a very important thing in third grade, was not his thing. Every time a thought was in his head, he would share it. He was also very moody. He would get into fights on the playground and when he was in other classrooms.

And math was his least favorite, it was his struggle. I remember one time it just became such a struggle he broke down, he wanted to run out of the room. I tried to stand in front of the door to block him and he ran into me, cursing at me. He didn’t run past me but just broke down into tears.

This is a kid who school is not easy for, and I did my best to figure out what was going on with Chris. I talked to him and sometimes he would just be very closed, he wouldn’t let me know what was going on at all. But at other times I felt that he had low self-esteem. He would say things like “I hate myself,” “I’m so stupid,” “I wish I wasn’t even here,” and those kinds of things that break your heart as a teacher, no matter what age you’re working with, especially 8- or 9-year-old kids.

But he was my favorite, so I worked with him. We had lunch together and I figured out what mattered to him. And he showed a lot of progress that year. He tried a lot in math even though it wasn’t his favorite, and he raised his hand when he wanted to share something and followed along with his classmates.

But June comes around, and things start to slide back. It’s the end of the year, and that’s kind of the time things are hardest. For whatever reason, maybe kids are worried about the summer, maybe they’re just ready for school to be over, maybe they’ve been ready for school to be over for a long time. And Chris forgets to raise his hand. He’s given up on the idea of raising his hand. Homework is also a done concept. There is lots of arguing, arguing with me, arguing with his classmates, and I’m just like, “Chris, we’ve come down on this long journey. Let’s not end it like this.” So I think, “What can I do to help Chris care?”

I know that person’s brain. I know they love being the center of attention. I say to Chris, “If you can make it through the day without interrupting me or arguing with me, I’ll give you one minute of stand-up in front of the whole class.” And it’s hard. He tries, he asks me, “Did I get it?” And I have to tell him, during math, you said, “No, I don’t want to do this,” so not today. But eventually, he gets it. He earns the one minute of stand-up time.

And so kids are packed up, it’s time for closing circle. I get out my phone and time it for one minute. He gets in front of the class and the kids, they’ve all been waiting for this moment, too.

He’s hilarious. He’s the Chris Rock of third grade. They’ve been waiting for this moment, and he gets up in front and they’ve made signs, like “Go, Chris.” He gets up, he is commanding the space with his mannerisms. But once he’s there, the comedy is very physical, this funny dance thing. And the kids are cracking up, they have tears streaming, and I’m cracking up.

It’s not my sense of humor, it’s just not for me, but it’s hilarious. To see the class laughing at him, to see him getting a laugh in.

I’m at a new school now and I miss him. Dealing with him taught me a valuable lesson, a lesson I’ve had to learn again and again: At the end of the day, everything that we want to accomplish as teachers is built on our relationships. It’s built on me saying to you, “I see you,” “I care about you,” “I care about what you care about and I’m going to make that a part of our class.”

I’m grateful to him for that, and I’m going to probably have to relearn that lesson a few more times. But the best incentive I’ve come up with is that one.

Ruben Brosbe is a teacher at P.S. 194 The Countee Cullen School in Harlem, where he will teach fifth grade next year.

First Person

Two fewer testing days in New York? Thank goodness. Here’s what else our students need

PHOTO: Christina Veiga

Every April, I feel the tension in my fifth-grade classroom rise. Students are concerned that all of their hard work throughout the year will boil down to six intense days of testing — three for math and three for English language arts.

Students know they need to be prepared to sit in a room for anywhere from 90 minutes to three hours with no opportunity to leave, barring an emergency. Many of them are sick to their stomachs, feeling more stress than a 10-year-old ever should, and yet they are expected to perform their best.

Meanwhile, teachers are frustrated that so many hours of valuable instruction have been replaced by testing, and that the results won’t be available until students are moving on to other classrooms.

This is what testing looks like in New York state. Or, at least it did. Last month, state officials voted to reduce testing from three days for each subject to two, to the elation of students, parents, and teachers across New York. It’s an example of our voices being heard — but there is still more to be done to make the testing process truly useful, and less stressful, for all of us.

As a fifth-grade teacher in the Bronx, I was thrilled by the news that testing time would be reduced. Though it doesn’t seem like much on paper, having two fewer days of gut-wrenching stress for students as young as eight means so much for their well-being and education. It gives students two more days of classroom instruction, interactive lessons, and engagement in thought-provoking discussions. Any reduction in testing also means more time with my students, since administrators can pull teachers out of their classrooms for up to a week to score each test.

Still, I know these tests provide us with critical data about how students are doing across our state and where we need to concentrate our resources. The changes address my worries about over-testing, while still ensuring that we have an objective measure of what students have learned across the state.

For those who fear that cutting one-third of the required state testing hours will not provide teachers with enough data to help our students, understand that we assess them before, during, and after each unit of study, along with mid-year tests and quizzes. It is unlikely that one extra day of testing will offer any significant additional insights into our students’ skills.

Also, the fact that we receive students’ state test results months later, at the end of June, means that we are more likely to have a snapshot of where are students were, rather than where they currently are — when it’s too late for us to use the information to help them.

That’s where New York can still do better. Teachers need timely data to tailor their teaching to meet student needs. As New York develops its next generation of tests and academic standards, we must ensure that they are developmentally appropriate. And officials need to continue to emphasize that state tests alone cannot fully assess a student’s knowledge and skills.

For this, parents and teachers must continue to demand that their voices are heard. Until then, thank you, New York Regents, for hearing us and reducing the number of testing days.

In my classroom, I’ll have two extra days to help my special needs students work towards the goals laid out in their individualized education plans. I’ll take it.

Rich Johnson teaches fifth grade at P.S. 105 in the Bronx.

First Person

My high school told me to apply to 100 colleges — and I almost lost myself in the process

PHOTO: Stephanie Snyder

High schools have become obsessed with “million-dollar scholars,” and it’s hurting students.

Across Memphis, students often are pushed by counselors to apply to as many colleges as possible — as many as 100 — all to push students to reach that million-dollar scholarship mark. The more dollars and college acceptance, the better!

I graduated in 2016, and my experience offers a case study.

I’m a pretty well-rounded individual: In high school, I was a finalist in the Let’s Innovate Through Education program and was able to launch SousChef-Memphis, a culinary nonprofit organization. I was a dual-enrollment student and took honors courses. I was committed to community service. I was vice president of my high school organization, Modern Distinctive Ladies. I was on the bowling team, managed the basketball team, and participated in debate forensics and drama.

I was also told by counselors to apply to 100 colleges. I was never told why that number was chosen, but my peers were told the same. We were often pulled out of class to complete these applications, which took away from instructional time — about an hour per day. My high school also ran on an infraction system, and not turning in college applications and other documents led to disciplinary actions.

The quality of those applications only shed a dim light on the student and person that I am. A hundred applications was never my goal. A hundred applications doesn’t measure the capability, intelligence or worth of me as a student. A hundred applications is just ridiculous!

Schools with similar approaches, though, get glowing media coverage. Meanwhile, a lot of that scholarship money is irrelevant, since a single student obviously can only attend one school.

I think that if I had been counseled properly, I would have had a better grasp on my high school-to-college transition. I ultimately chose to leave Memphis to attend another state university on a full scholarship. Looking back, that school was not the best fit for me. I returned to Memphis to attend our local public university.

A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.

I was more than capable of getting back on track, and I did. But not every student can afford to go through what I went through.

High schools need to realize that, while students amassing millions of dollars in scholarships and hundreds of college acceptance letters seems like an accomplishment, the outcome for many students is the total opposite.

Too many students end up not going to a school that is the best fit for them, taking on piles of debt, and dropping out with no workforce experience.

The goal should be that each high school student will graduate having a grasp on their career path (and experience in that field), scholarships to the school of their choice (full rides or little to no debt), and be confident in where they will be spending the next four to six years of their life. Being thorough in the college search and submitting quality applications is what leads to a college that is the best fit for the student, obtaining scholarships, and ultimately graduating.

Here’s what I wish a counselor had told me:

"It is time to start thinking about quality over quantity. Quality counseling. Quality applications. And quality choices about what to do next."Anisah Karim

Try things you like, but don’t overload yourself. Look for summer internships that pay, rather than minimum-wage jobs. Build a network of people who can help you make good decisions about college and work. Research schools with a major you’re interested in, and find out what scholarships they offer. Keep an eye on your GPA and make sure you’re taking the classes you need to graduate. Apply for colleges when applications open and submit the FAFSA form in October.

And most importantly, through all four years of high school, don’t be afraid to ask for help.

It is time to start thinking about quality over quantity. Quality counseling. Quality applications. And quality choices about what to do next.

Anisah Karim is a psychology student at the University of Memphis. She plans to continue her education in speech pathology and otology and eventually start her own private practice. She also plans to launch two new business ventures in the fall and relaunch SousChef in the fall of 2018.