First Person

To close out teacher appreciation week, meet the educators whose voices help shape the education conversation

From designing puzzles to get kids fired up about French to being christened “school mama” by students, teachers go above and beyond to make a difference. Chalkbeat is honored to celebrate Teacher Appreciation week with stories of the innovation, determination, and patience it takes to teach.  
Check out a few of the educator perspectives below and submit your own here.

  1. First Person: When talking about race in classrooms, disagreement is OK — hatred is not by David McGuire, principal at Tindley Accelerated Schools and previously a teacher in Pike Township. McGuire is also a co-founder of a group called Educate ME.  
  2. First Person: What my Bronx students think about passing through scanners at school by Christine Montera, a teacher at East Bronx Academy for the Future in the Bronx. She is also a member of Educators 4 Excellence-New York.  
  3. First Person: What 100 ninth graders told me about why they don’t read by Jarred Amato, High School English teacher and founder of ProjectLITCommunity.
  4. This fourth-grade teacher doesn’t take away recess or use points to manage the class. Instead she’s built a culture of respect by Liz Fitzgerald, a fourth-grade teacher at Sagebrush Elementary and Colorado Teaching Policy fellow.
  5. First Person: Why I decided to come out to my second-grade students by Michael Patrick a second grade teacher at AF North Brooklyn Prep Elementary.
  6. Meet the teacher who helped organize the Women’s March on Denver, a profile of Cheetah McClellan, Lead Math Fellow at Denver Public Schools.
  7. First Person: At my school, we let students group themselves by race to talk about race — and it works, by Dave Mortimer, and educator at Bank Street School for Children.
  8. What Trump’s inauguration means for one undocumented Nashville student-turned-teacher a profile of Carlos Ruiz, a Spanish teacher at STRIVE Prep Excel and Teach for America fellow.
  9. First Person: ‘I was the kid who didn’t speak English’ by Mariangely Solis Cervera, the founding Spanish teacher at Achievement First East Brooklyn High School.
  10. First Person: Why recruiting more men of color isn’t enough to solve our teacher diversity problem by Beau Lancaster, a student advocate at the Harlem Children’s Zone and  Global Kids trainer teaching, writing, and developing a civic engagement and emotional development curriculum.
  11. Sign of the times: Teacher whose classroom-door sign went viral explains his message a profile of Eric Eisenstad, physics and biology teacher at Manhattan Hunter Science High School.
  12. First Person: How teachers should navigate the classroom debate during a polarizing election year  by Kent Willmann, an instructor at the University of Colorado Boulder School of Education. He previously taught high school social studies in Longmont for 32 years.
  13. First Person: I teach students of color, and I see fear every day. Our job now is to model bravery by Rousseau Mieze, a history teacher at Achievement First Bushwick charter middle school.
  14. Pumpkin pie with a side of exhaustion: Why late fall is such a tough time to be a teacher by Amanda Gonzales, a high school special education teacher in Commerce City, Colorado.
  15. This teacher was a ‘class terrorist’ as a child. Now he uses that to understand his students by Andrew Pillow a technology and social issues teacher at KIPP Indy College Prep Middle.
  16. What this teacher learned when her discipline system went awry — for all the right reasons by Trilce Marquez, a fourth-grade teacher at P.S. 11 in Chelsea.
  17. Here’s what one Tennessee teacher will be listening for in Haslam’s State of the State address by Erin Glenn, a U.S. history teacher at East Lake Academy of Fine Arts and Tennessee Educator Fellow with the State Collaborative on Reforming Education.
  18. An earth science teacher talks about the lesson that’s a point of pride — and pain a profile of Cheryl Mosier, a science teacher at Columbine High School.
  19. A national teacher of the year on her most radical teaching practice: trusting kids to handle their bathroom business by Shanna Peeples, secondary English language arts curriculum specialist for Amarillo ISD.
  20. How this teacher went from so nervous her “voice was cracking” to a policy advocate by Jean Russell, a literacy coach at Haverhill Elementary School,  2016 Indiana Teacher of the Year and TeachPlus statewide policy fellow.

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.