I Walked 8 Miles in My Student’s Shoes
Despite facing criticism for leaving a lucrative career in entrepreneurship for middle school teaching, my decision was driven by a deep desire to make a real difference. This shift wasn't just a professional change; it was a faith-led journey back into education, motivated by my passion for teaching and transformative impact. Rather than seeking a position in a high-performing school, I felt called to bring my skills to an underperforming one, aiming to leverage my abilities where they were needed most.
The transition presented unforeseen challenges, both mentally and emotionally. The diversity I encountered wasn't limited to racial and cultural backgrounds; it extended to a wide range of learning styles, academic proficiency levels, and student exposures. Working in a school where 61% of the student body is Hispanic—most of whom do not speak English—and the remaining 39% is predominantly African-American, with a significant portion underperforming, posed unique challenges. This environment underscored the complexities of educational inequity and the urgent need for dedicated, passionate educators committed to making a difference.
Walking 8 Miles in My Students Shoes
During a day when cell phone networks were down, preventing access to my usual music streaming services, I found myself tuning into the radio—an old-fashioned alternative I hadn't relied on in a while. By chance, I landed on a Spanish station playing Latin music. Despite not understanding the lyrics, I was captivated by the rhythm and melody, enjoying the music so much that I recorded it, hoping to identify the song later. This enjoyment lasted for about 8 to 10 miles, until a commercial break interrupted the music. When the radio host began speaking in Spanish, my engagement waned, and I switched to a more familiar station.
This experience sparked a reflection on my connection with my students. The initial attraction to the music, despite the language barrier, mirrored how students might appreciate the welcoming aspects of my classroom—its decor, the inclusion of both Spanish and English on the board, and the comfortable seating arrangements among friends. However, just as my engagement dropped when I no longer understood the content, I wondered if my students felt the same disconnection once the teaching began.
This moment of insight led me to consider the importance of truly understanding our students' experiences—their disengagement isn't necessarily a lack of interest but perhaps a disconnect from the content's relevance due to comprehension barriers. It underscored the saying that to understand someone, you must walk a mile in their shoes. In the context of #StartWithHeart, it's about walking several miles in our students' shoes, striving to grasp the root causes of their behaviors and disengagements in class. This perspective challenges educators to consider how we might maintain engagement by ensuring our teaching resonates on a level that all students can understand and find relevant, just as a song in a foreign language can captivate us with its melody, so too can lessons, if presented in a way that bridges understanding.
In my role leading the Language Arts department, I've emphasized the importance of cultivating a universal language within our classrooms. This approach involves creating resources that bridge language barriers, offering materials in both English and Spanish, and adjusting complexity to accommodate various learning levels—from kindergarten to grade-level proficiency. It's about more than just text; it's incorporating visuals into our rules and materials, making sure that every aspect of our classroom communicates clearly to all students.
The aim is to ensure that our classroom environment, resources, and even peer interactions are all harmonized in a way that every student can understand. This includes setting consistent expectations, maintaining the curriculum's rigor, and fostering relationships. Strategically placing students—such as seating Spanish speakers together—not only facilitates peer support in understanding and translating teacher expectations but also nurtures an inclusive learning environment.
Therefore, rather than hastily judging students based on their behavior, it's crucial to reflect on our educational strategies and techniques. Are we genuinely including all students in our lessons, or are we expecting them to decode a language they don't understand? By reevaluating our approach to ensure inclusivity, we can create a classroom that truly resonates with every student, making education accessible and meaningful across linguistic and cultural divides.