Search

Man, am I just a total killjoy? I struggled today with a decision whether or not to dress up for Spirit Week. Monday was Crazy Sock Day; Tuesday, crazy shoes. Yesterday was Crazy Tie Day. All of those I could absolutely get behind. But I wasn’t so excited by the plan for Thursday—“Nerd Day.”

My curls tickle my face. My fingers feverishly sort though papers. I make last-minute decisions for the day. A former student, who stops by every day, chats by my side. It’s 7:30 a.m., and I’m depending on Folgers to usher me into a coherent state when I hear this student say, “Mrs. Yahn, ever since your class last year, I just can’t stop talking. I used to say nothing in class, but now I talk all the time. You taught me that.”

This semester at Roger Williams University I asked my freshmen interdisciplinary students to reflect upon three important questions: Who am I? What can I know? What should I do?

I felt myself straighten in my chair. I quickly shook off the tiredness of a long day of teaching when our professor explained most of us found it difficult to understand multicultural education “because our viewpoint was that of the white, upper middle class.”

We were encouraged to see that the school system in Durham, N.C., last week agreed to end discriminatory practices that prevent Latino students from receiving an adequate public education.

As a middle school student, I was perplexed by a quote by George Santayana that my history teacher posted on the wall. It read, “Those who cannot remember the past are condemned to repeat it.” As a budding history teacher, it continued to puzzle me.

As an eighth-grade writing teacher, I routinely focus on reading student writing and utilizing it for several purposes. I am designing effective lessons, creating sound rubrics for assessment, developing peer conferences and monitoring their ability to meet standards and benchmarks. However, I often forget about one of our most important, frequently overlooked roles as writing teachers: our role as listeners.

For more than 20 years, Teaching Tolerance, based in Montgomery, Ala., has worked to help educators embrace the diverse classroom. We strive toward bias-free schools. We advocate acceptance, respect, equality and safety for all students.

My journalism students were brainstorming topics for their final story projects. I urged them to come up with compelling ideas that relate to their experiences but that push deeply into national trends. “Stop letting all the midlife writers (like myself) tell your stories,” I pushed. “Tell your own.”