In 2019, I experienced a traumatic event at my workplace, a place I also called home. During that traumatic time, I was so shaken that I had no choice but to take a hiatus. A hiatus from teaching and a hiatus from music. And for those who know me, you know that even the thought of taking a break from what I enjoy doing most is an especially difficult thing for me to do. During my time off, I accepted the support of my family and I swallowed my (mostly) cultural pride by making a commitment to therapy. I have reached a point where I am now healthy and clear enough to make the decision to return to my workspace. I made this decision because I realigned with my purpose following the incident, but only after dedicating time with distance during my healing process. Although you’ll have to be in attendance at one of my talks to understand the details of how I went from traumatized to feeling at peace with the situation, I can share some key areas that greatly contributed to my healing process journey:
I remained dedicated to therapy-I knew that I had to work with a therapist who could relate to my situation and culture. I also accepted that I was in crisis mode and couldn’t heal without being open to receiving tools and strategies outside of my own realm of comfort.
I sought ways to re-empower myself so as not to become bitter-I also recognized that I felt unlike my usual positive self. At that point, I knew that I had to drastically change my environment.
I realized that I had to do the healing work on my own before I could depend on other individuals for assistance in this process.
I reached a point where I could actually share the experience in complete control of my emotions.
I found my voice-I have a new voice! I recognize this because I have a deeper yearning to share it. I look forward to sharing it with all of you in 2020! Happy New Year!
Have you healed from a traumatic experience? How and when were you able to identify that you were in fact on a healing journey?.
The 2019/2020 school year is here! I feel the energy shift from the slower-paced summer days to the more structured rigor of the academic year. This is especially the case for me because I teach and reside in the same community. Considering this, I’ve taken some time to reflect on what makes my teaching community rather special. What truly makes my teaching community special is the dedication, purpose, intellect and minding-the-light-within individuality embodied in all who I live and work with.
The Collins Connection
Learning about the great Marva Collins inspired me to reflect on why I appreciate my colleagues and my role as educator. Marva Collins was dissatisfied with the school system in Chicago due to the less than acceptable education children in the system received, including her own. She was compelled to make a difference and invested $5,000 out of her pension to start Westside Preparatory School, located on the second floor of her own home. Collins accepted children who were considered learning disabled and problematic according to the school system at that time. After working closely with Collins, the same children excelled above and beyond the labels once placed on them.
Collins enabled her students through the Socratic method. Through use of this method, centered on questioning, reasoning and logic, Collins inspired them to:
Gather Information
Set a purpose for reading
Reflect
Predict
Reason
Collins applied the aforementioned points in developing the meta-cognitive skills of her charges. When naysayers questioned her students’ intellectual abilities and future potential, Collins proved them wrong with open invitations to her classroom and methods. What an awe-inspiring individual! She was so riveting and educationally transformative, President Ronald Reagan nominated Collins to the position of Secretary of Education.
Dedication:
In true Jazzandblackboards fashion, I dedicate Harold Melvin and the Bluenotes’ “Wake Up” to Marva Collins:
I am most proud to be part of a tribe of individuals, like Marva Collins, who are dedicated to empowering minds. Share your reflections in respect to educators like Marva Collins. In what ways have you been influenced and/or inspired by their service?
Happy New Year! I’m looking forward to the experience of ‘2019. I am especially looking forward to my personal journey and development as a mother, wife, daughter, sister, auntie, friend and teacher. On the teaching front, I am especially grateful to have an opportunity to implement time for independent reading with my students. With such a hectic teaching schedule, I have found myself veering away from teaching and learning opportunities that are not necessarily a part of the “official” curriculum. To include aspects like independent reading and a field trip, for example, requires time and preparation that is difficult to find in my already time-consuming schedule. In this New Year, I have made a point to not let time deter me from doing what I am most passionate about as an English teacher/ reading specialist, allowing my students time to select their own reading texts.
In The Power and Promise of Read-Alouds and Independent Reading (2018), the International Literacy Association (ILA) confirms that independent reading is imperative for secondary students as it provides students with choice and ownership in the English classroom. Additionally, classroom libraries (or in my case, the school library) must contain digital and multimodal texts and be diverse in text category (nonfiction and fiction), genre (e.g., fantasy, historical fiction, realistic fiction, myths, autobiographies and biographies, memoir, narrative nonfiction, expository nonfiction), and text level. Students who are exposed to a plethora of these genres begin to understand what features and characteristics are comprised in each. The ILA has found that 91% of children ages 6-17 report that their favorite texts in school are the ones that they selected themselves. Without the opportunity to select their own texts, reading proficiency lags (Allington, R.L., & Gabriel, R.E., 2012).
With this research in mind, I have partnered with my school librarians to create a literary circle or book chat with my students. All of my students will have an extended class devoted to selecting a text of any genre. For the remainder of Term 2, time will be devoted to discuss components of each students’ chosen text. In order to create an environment that encourages empowerment and opportunity for students explore their self-selected texts, I’ve created the following schedule-with room for modification-to be completed within a three-week time period:
Introduction and Novel Selection (Including librarians):
-Students will officially meet the librarians. The librarians and instructor will share the overall plan for the book chat. Students will have at least thirty minutes to select a book of their choice for this project.
Book Chat (Including librarians):
-Students are encouraged to keep a reading schedule and remain within the pages of the schedule (i.e. if the idea is to read about 5 pages a day or a chapter a week, students will remain on task in order to reflect, predict and share their reading journey and experience with their peers). While in the book chat circle, students will share plot details, interesting aspects of text, disappointments, predictions etc…
Book Club Presentation and Social Media (Including librarians):
-Students will have the opportunity to practice writing a book review and summary by sharing their feedback on social media forum (in house). Models for what a “respectful” review should consist of will be shared before students are provided with the opportunity to write their own. The feedback will be graded based on grammar, vocabulary and thoroughness.
As with all things new, I am nervous about what kinks I might find as we delve into this project. However, as with all things new, I feel enthused and eager about the possibilities of implementing this book chat. If you are interested in learning more details regarding the schedule and the book chat, I am happy to share. I am also happy to share reflections at the end of our book chat journey. Until then, I wish you a ‘2019 filled with “new things” and book chats. Enjoy one of my favorite reading tunes from a show that helped nurture my love of reading (way back in the day), Reading Rainbow.
When I moved from Arizona to Pennsylvania, I remember feeling proud of myself for finally gaining more independence. Before this, I lived at home with my parents and siblings. My move to Pennsylvania was a most pivotal time in my life in that I had to be responsible for all of the decisions that I made. The idea of this freedom was both liberating and daunting. I was ready to be free from parental lectures but I was daunted and overwhelmed by the idea that I had to do everything on my own. In fact, I was so daunted by the idea that one evening, I ended up in a dark place, psychologically. I started missing my family and I detested having to do everything for myself. I missed my family’s company, my mother’s cooking and my bed. It turns out that I was homesick-I longed to be in the place that I so wanted independence from.
Although my story is not the same as what some students experience, they definitely experience homesickness. What are the effects of this? They experience lack of motivation and they begin to doubt whether or not they made the right decision in choosing to pursue an education away from home. Homesickness can become so severe that unless one has the opportunity to reconnect with family, a feeling of inadequacy can quickly ensue and become the norm. A once academically competent student can start to question their place in the very place where they once believed that they were destined to thrive.
This is a perfect time to share the one song that makes me feel like “there is no place like home.” “Somewhere Over the Rainbow” and “What a Wonderful World” by Israel Kamakawiwo’ole:
When does homesickness occur? This usually takes place a few weeks into the school year. When the honeymoon period of new friendships and getting acclimated to life in academia has passed, it becomes difficult for adolescents to realize that they actually miss being home. It becomes even more difficult to realize that caregivers are not readily available for hugs and kisses on demand. Homesickness also occurs when the seasons change from warm to cold. During this time, perseverance-and even blue light-is necessary to remain academically motivated.
The following are some of the ways students, caregivers, mentors and others in a community can assist when one is experiencing homesickness:
Depending on the individual student, caregivers should plan to visit and/or take the student home for some time with family– when speaking with students who experience homesickness, they share a feeling of being recharged after going home for a weekend, or after spending some time with family.
Speak with student through Skype or through another live video service- unfortunately, if a student is international, he or she does not have the luxury of going home, or having caregivers visit often. This means that alternatively, a video call will have to take the place of an in person visit.
Allow student to reflect on the positive through journal writing- journal writing is an essential part of my classroom curriculum. This is a space where students can share their personal reflections on any aspect of life that currently moves them. The act of writing can work wonders in that it allows one to express themselves. This will not take the homesickness away, however, it can allow for healthy reflection and connection through writing.
Talk with a trusted adult- sometimes students choose to suffer in silence before they admit that they’ve been suffering. By the time their homesickness is revealed, they have already been unmotivated for weeks. This is why it is essential to speak with an adult or mentor for strategies in managing responsibilities in the meantime.
Eat healthily- selecting foods that will assist one in working at an optimal level is best when homesick. It will not take away from the desire to be home. However, healthier food options will better fuel the body until one can be refueled from that hug and kiss from mom and dad. This was my experience when I moved from Arizona to Pennsylvania.
A simple hug- sometimes a hug can make one feel better in the meantime. If you have the opportunity to give a student who is experiencing homesickness a hug, please do so (with permission, of course).
All in all, homesickness is a reality for some; especially for students who make the courageous decision of choosing to be educated in a boarding school environment. However, there are options for coping and persevering through this difficult time while at school. Note: these ideas are a result of what I’ve witnessed and experienced as an English teacher, coach, advisor and dorm parent. If you are someone or know of someone who is experiencing severe homesickness and its effects, it may be necessary to seek the advice of a medical/licensed professional who specializes in addressing these effects. If you’d like to elaborate more on any particular area mentioned, please feel welcomed to comment below:
