Editor's note: La Bloga celebrates literature, belles lettres, the sublime. La Bloga-Tuesday brings the weekly On-Line Floricanto, poetry rising above the dross that is Arizona politics. In other words, as a matter of course, we focus upon the higher and highest achievements people produce. Today's guest column by Jean Gillis celebrates an even higher achievement, a kid's turn-around from going nowhere to going somewhere. ¡Adelante, Ventana! Get that diploma.
michael sedano
Guest Columnist: Jean Gillis
The Questions
"Miss, don't you ever get mad?"
"Miss, does a crime record hurt you for college?"
"Miss, you're wearing different shoes! Does that mean you got a place to live?"
Every day students ask me the unexpected. Every day I answer as honestly as I can.
We're in our fourth week of school. The familiarity of routine is established. We're a lucky school in that we don't have fights; the staff is always vigilant for any signs of tension or dispute between students so that we can glide in and intervene before something gets hot. Because of this vigilance, we all cultivate techniques for keeping kids engaged. We give them the space to ask and express what may be bottled up inside, even if it's "off-topic" or seemingly disconnected from classwork. Usually our adult responses involve mild banter. Effective teachers have learned not to use sarcasm or threats. Students don't take to either, and in fact they will drift out of our orbit of influence if we are not mindful.
Bringing a student closer to graduation is much harder than you would think. Right now I am very excited about the turnaround of one young man who used to bedevil me no end. Last year I could not convince him to sit all period; he hovered by the window "Looking out, Miss," so regularly that I nicknamed him VENTANA. He scowled at me for that, but gradually he began to smile a little. He's the one who called our word game "Scramble" despite my puny insistence that it be Scrabble. His pacing, the intractability, the attempts to slip out of class that colored last year have all vanished this fall. What happened? Because even our summer school time remained a struggle of wills. I wanted this student to work through an English text and he was hellbent on tracking the World Cup. I know we met in the middle and he wrote me an armload of soccer essays while I tried to step back from hovering and micromanaging.
In our school lexicon we have a small category called "Superseniors." These are kids who are in the fifth year of high school, so the stakes are high. It is expensive to keep Superseniors in the system until they can graduate, but it's even costlier to cut over-18s loose without doing everything possible to help them earn diplomas. Superseniors can be tough to work with--some drag it out and some just have had such a tortured school history that it's a slog to the final credit. The happy news is that some Superseniors rekindle the spark they may have felt in kindergarten. This is what happened with my soccer fan. It was not my doing. It lay hidden within him, and in some inexplicable way, we've gotten to witness the change. This boy is my right-hand man right now. One of my coworkers got him to organize, photograph, and issue the school ID cards. We entrusted him with necessary school tasks and gave him the freedom to move about campus to accomplish them. We got the blessing of the school principal to put him to work in an unorthodox way. We listened to his concerns and we accepted his suggestions. During these past four weeks I've checked with his other teachers to see how he's doing. Each teacher has marveled over his ability to knuckle down. One teacher remarked
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By: msedano,
on 11/30/2009
Blog: La Bloga (Login to Add to MyJacketFlap)
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Jean Gillis teaches English in a Continuation High School. 
This is her first guest column at La Bloga. She blogs about her teaching experiences at "Dating Yourself in Pasadena."
Jimmy Santiago Baca . A Place to Stand. The Making of a Poet. NY: Grove Press, 2002.
ISBN-13: 978-0-8021-3908-5
Those of you who know me are aware of my challenging and poignant job as a teacher at a continuation high school. My students are mostly boys, not keen on reading, more than disaffected by a whole lot of things in life. But god love them, they are usually fairly tolerant of my attempts to bring academic order to our school lives. (At our school the kids address me by the honorific MISS.) As one fella said, when I was trying to gain his attention, "Oh, go ahead, Miss, teach. Do your little thing."
A couple of years ago I was galvanized by reading a paperback called A PLACE TO STAND, by Jimmy Santiago Baca. This book was the answer to my prayer, because I needed something substantial to read with my kids that would speak to them on a genuine level. The book contains innumerable harsh life experiences, explicit language, and a verity laced with crime and punishment and survival. All this fits my students' milieu. Trouble is, if you are a learner reading at second to fifth grade level, but you are a young adult,even a great book like this might be beyond you. Still, I had to have this book. I wrote a little grant and purchased a class set the first year we tried it.
I have to say that in class I read the entire book out loud, but it is a guided reading. The students read along with me, and we build up our stamina so that we can concentrate on the story for up to 30 minutes a class period. My students may not have experienced that childhood luxury of being read to. In fact, one of them remarked to me, "You know what, Miss? I'm gonna get my diploma and then open an after-school homework center and hire you to read out loud!" I replied that I would dig it and that I might be in the market for some part-time work one of these days. But it is the potency of the narrative that hooks them. How many times have they told me that they have never read a whole book until this one? It's so important to me that they read, that they feel invited to that table of readers and not hang back in the shadows of the excluded. (And it doesn't hurt that A PLACE TO STAND is highly cinematic in spots.)
One of my old teaching chums used to say she reserved time in class for preaching, and I do that too. When I preach, I always tell the kids I am that other mother they never knew they had. This particular book is rife with redemption but never in either a saccharine or lachrymose tone. Instead, this book is about LITERACY--about how we all can release life's pent-up emotion through thinking and reading and writing. I couldn't have asked for better preaching material had I devised it myself.
One small problem is that these books vanish. Everyone asks to take them home and we don't have enough to go around. In fact, I had to order ten more from Amazon for this quarter's go round. But I don't feel like I'm paying fare to Charon to enter the Land of the Dead. Far from it. This is my investment in our vida together.
A couple of years ago I was galvanized by reading a paperback called A PLACE TO STAND, by Jimmy Santiago Baca. This book was the answer to my prayer, because I needed something substantial to read with my kids that would speak to them on a genuine level. The book contains innumerable harsh life experiences, explicit language, and a verity laced with crime and punishment and survival. All this fits my students' milieu. Trouble is, if you are a learner reading at second to fifth grade level, but you are a young adult,even a great book like this might be beyond you. Still, I had to have this book. I wrote a little grant and purchased a class set the first year we tried it.
I have to say that in class I read the entire book out loud, but it is a guided reading. The students read along with me, and we build up our stamina so that we can concentrate on the story for up to 30 minutes a class period. My students may not have experienced that childhood luxury of being read to. In fact, one of them remarked to me, "You know what, Miss? I'm gonna get my diploma and then open an after-school homework center and hire you to read out loud!" I replied that I would dig it and that I might be in the market for some part-time work one of these days. But it is the potency of the narrative that hooks them. How many times have they told me that they have never read a whole book until this one? It's so important to me that they read, that they feel invited to that table of readers and not hang back in the shadows of the excluded. (And it doesn't hurt that A PLACE TO STAND is highly cinematic in spots.)
One of my old teaching chums used to say she reserved time in class for preaching, and I do that too. When I preach, I always tell the kids I am that other mother they never knew they had. This particular book is rife with redemption but never in either a saccharine or lachrymose tone. Instead, this book is about LITERACY--about how we all can release life's pent-up emotion through thinking and reading and writing. I couldn't have asked for better preaching material had I devised it myself.
One small problem is that these books vanish. Everyone asks to take them home and we don't have enough to go around. In fact, I had to order ten more from Amazon for this quarter's go round. But I don't feel like I'm paying fare to Charon to enter the Land of the Dead. Far from it. This is my investment in our vida together.
La Bloga welcomes and actively solicits guest columns
3 Comments on Guest Columnist: Jean Gillis. A Valentine for Jimmy Santiago Baca., last added: 12/3/2009
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Thanks for your article Jean. This past summer I taught an English class to 10th and 11th graders who were from various South Los Angeles high schools. I had carefully selected a series of texts that I thought would be accessible to their reading levels and that would also speak to them on issues of race and class. I soon discovered, though, that the students weren't reading at home. It was impossible for us to do our class activities (based on the reading), so I began to use class time to read. We all took turns reading aloud and although it meant tossing out my original syllabus, it gave me great insight into their actual reading strengths and weaknesses. The interesting thing was that the students (even the ones who repeatedly tripped over words and struggled) actually liked reading aloud. We learned vocabulary as we went and discussed specific scenes for comprehension. For so many of the students, our class time was the only reading time they had. And like you commented, it was evident that they did not have a "reading culture" at home, so we began to create a "reading culture" in our class. It wasn't what the class was originally supposed to be, but one creates as one goes and in the teacher's world the students' needs always rule. Best wishes on your teaching and gracias!
You are an inspiration Jean. I hope to see more of your columns on La Bloga.
Jimmy Santiago Baca is perfect Jean!
Open up those minds! You never know who might be hiding in there.