I need to brag about my second hour class for a minute here. The class is English 5, which would be English 11A at a school with a traditional schedule (we use blocks). Last week we wrapped up a unit where I had them research a college or trade school, find answers to 25 questions about the school that they were researching, and create a poster that included the answers. The end of the unit was a “college fair” day here I had them set up their posters around the room and present to groups that rotated around to the different stations.
This project is a bit of a big deal to me. I teach at a low-income urban charter school with a high immigrant population and a high population of African-American students from single-parent homes. The rate of parental incarceration is also high at my school, but I don’t have any of these stats on hand. Of the 33 people on my roster, only two students have a parent or sibling who has completed any level of college, and one of those is a fellow teacher’s step-son. So, most of my students, if they go to college (even community college), will be the first in their families to go.
I’ve been stressing the importance of higher education all block, and have even gotten away from the traditional high school “you must go to a university” mindset by explaining how beneficial trade schools can be. It has been exhausting for me, as I frequently think that they aren’t listening to me at all.
So, it is with great honor that I can brag about this: Out of 33 students on my roster, 29 still show up to school this late in the block (the other four have disappeared or are withdrawing). I have 2 TA’s on my roster in this class, which leaves me with 27 students who should have completed the project.
All 27 did it.
I’ve never had that kind of turn out for a project. I’ve never seen 100% of the students who show up every day complete a project before. I’ve been teaching this unit every block (quarter) for the past two years, and this is a first for me.
I had a few posters that really stood out. One boy wants to be a mechanic and work with his brother. I showed him how much more an ASE certified mechanic can make than an uncertified neighborhood wrench; he ended up not only creating a poster about Arizona Automotive Institute, he also called the school and got application materials so he can start in the summer after he graduates.
A few of my African American girls were interested in HBCU’s and researched Spelman. Two are sophomores and already want to start applying (I told them to come see me during the fall of their senior year for that).
A few kids looked at Northern Arizona University and realized that they could probably get in, and at least two kids brought up that they liked that it was still in Arizona, but about three hours away. They want to go somewhere away from all of their negative influences.
A very shy sophomore researched NYU. When I asked her why she looked at that school, her answer was simple: “I want to be a journalist. There is no place better in the world to be a journalist than New York City, and right now NYU is ranked the number 1 university in the country. Why wouldn’t I want to go to the best school out there?”
I’m proud. I feel like I taught something.
