June 8, 2015 · 6:28 pm

Summer, Summer, Summer: READING

Re Jane by Patrica Park is on my list

One of my favorite questions is always about what I’m reading. A dear friend passed along some books she’s reading this summer and then came the reciprocal question. It’s my favorite question, but it’s also one that has become laden with a bit of anxiety. I simply do not have as much time to read as I wanted.

Now, with summer nearly here, so close I can conjure up early mornings with time to read, and to read and to read, I turn to making lists. As of this moment, on this day, these are the books I’m looking forward to reading this summer. Some are annotated with reasons while others are not. All of them, however, are ones that I hope will allow me to remember, yet again, why the best summers are the ones where there are endless numbers of books to read and time to read them…

  • A Window Opens, Elisabeth Egan (doesn’t come out until September, but one of my favorite bloggers reviewed it and it sounds lovely)
  • Saint Anything, Sarah Dessen; summer means Sarah Dessen. If you loved Dawson’s Creek (and the opening song “I Don’t Wanna Wait” just started playing in my head), then you’ll love everything she writes. Easy, breezy, YA
  • Me, Earl and the Dying Girl, Jesse Andrews: one of the books that I couldn’t keep on the shelves of my classroom library. I want to read it before the movie comes out this summer (which, BTW, the kids said is also quite hilarious). It’s good because my students are always after me to have more funny books for them. This one fits their requests.
  • Loving Day, Mat Johnson (Roxane Gay said it’s good. That’s enough for me).
  • In the Country, Mia Alvar (another Roxane Gay rec; I want to read beyond single stories and haven’t read much about Filipino folks; this collection of short stories looks delicious)
  • Make Your Home Among Strangers, Jennine Capo Crucet: Cuban American, immigration, elitism (I’ve now devolved into keywords; my shorthand helps me be able to write faster)
  • The Other Side of Bird Hill, Naomi Jackson: from Brooklyn to Barbados, sisters, sent to live with grandmother, obeah
  • Re: Jane, Patricia Park: Korean American orphan, au pair, Seoul, romantic wonderings
  • The Light of the World, Elizabeth Alexander: memoir, poetry
  • God Help the Child, Toni Morrison; let me give Toni Morrison ONE MORE SHOT
  • Jam on the Vine, LaShonda Barnett
  • Ordinary Light, Tracy K. Smith: memoir, poetry
  • Balm, Dolen Perkins-Valdez (maybe; I remember enjoying Wench, but I don’t know if I can take the emotional gut punch another time)

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May 30, 2015 · 9:44 am

Hellos and Goodbyes

Ready, Set, GO

Image: American Bar

Memory is funny. I think I purposely erased all memories of teaching seniors. Thus, my current experience with seniors seems new. But, it’s not. That we keep them in school for a month, once they’ve checked out, after the college acceptances or job plans have been made, is perhaps not the most logical decision for anyone. When, finally, we reach that point–similar to what I experienced when I was leaving for college and had the argument with my grandmother over something so insignificant because, well, you have to have that fight so you can leave and then come back–then I know the end is near and it’s time for them to leave.

That leaving-time moment occurred this week. Their final reflection written, last critical reflection submitted, they rushed out the door and, I would think, we all breathed collective sighs of relief. Finally, high school was at its end for them. Finally, they were set to begin the next part of their lives and I could grade their papers and close the books on that block, at least, for me.

Yet, the following day, when they really didn’t have to be there…they came back. I actually was mystified to see them: WHY would you return after complaining miserably the whole semester about how hard the class was, how I was asking too much to require they, gasp, read at least 8 books plus Malcolm X, that I made them write, and write, and write? In their final reflections, they answered those questions: that while the number of books required was intense, they learned to love reading, or at least like it a good deal; that they finally understand how to put together an argument; that the financial literacy unit was a resounding success because since then, they ask themselves: do I want it or do I need it and have learned to save for the future…

And then there were the other young people I’ve taught as sophomores and haven’t had in my classroom since, but have seen around school. They came by with cards and cupcakes, genuinely grateful and happy. Oh, and the tears. A student stopped by to tell me she had been crying all day. My response: “Why?” I guess that was not what she wanted to hear because that exchange was texted around as “typical Dr. Parker.” But I do try to temper the sorrow with lots of joy: you made it, this is not the end, your life is set to start, go be great! And be sure you take a book, and read it. Guess that is typical me.

(Note: And I loved high school. Yup. I did. But I loved it for my friends, and the extracurriculars, and a teacher or two. But my life really started after high school, truthfully; I still love the memories and the friends, though. Forever.)

They don’t stay gone. They return, and once they’ve gotten some distance and lived a bit, it’s quite wonderful to see how they walk in the world, what decisions they make. A former student who is back after his first year of college texted me yesterday and asked if I wanted to meet for coffee, while I ran into another who is working on her nursing degree and we chatted about the exorbitant price of day care. I need to remember, too, that the trajectory is long and these snapshots of kids change quite dramatically (as I flashed back to how they were when I taught them and how mature they are now). That I was there to bear witness to some miniscule part of it is the wonder, indeed.

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April 27, 2015 · 11:08 pm

Every Now and Then: When Students Write for Us

I’m trying to write a grant for more books for my classroom library. The application asks for two references. For awards like this, where the grantors are actual educators, I try to have actual students write those letters. I am never, ever disappointed. I asked a current student and one I had a couple of years ago. They complied instantly.

Some excerpts from the current student. This first one is a bit long, but it is so, so good:

On the first day of class, Dr. Parker told us to answer a question: “What does it mean to read powerfully for you?” Never before had I critically thought about what it meant to read powerfully. To me, reading was just reading. Nevertheless, as I thought more and more about it, I was able to develop an answer. Reading powerfully involves an equilibrium of two different things, the heart and the brain. The passion and the imagination. The emotion and the understanding. For me, I am not able to read powerfully if I do not use both my heart and my brain. I can read with just my brain, and absorb the information but not actually feel or make any valid connections with the text. As a result, I tend to not really remember or walk away with much. I can also read with just my heart, and feel the text but not actually understand it on another level. As a result, I tend to never remember the text and walk away emotional. However, when I read to both feel and to understand, then I walk away with a much more interactive experience with the text, with more knowledge. I walk away as a powerful reader. To be completely honest, I wouldn’t have learned any of that if it were not for Dr. Parker asking the tough questions and getting our reader juices flowing. It was at this moment that I learned that my reading habits would be challenged (since she asked a challenging question) and that I would finally develop into becoming a better reader and consequently, writer.

And her conclusion:

Nevertheless, I think that what could make me and the rest of the community better readers is access to more books. When I was younger, I’d always ask my parents for books rather than clothes or anything else. The reasoning behind my thinking was that a book contains everlasting knowledge. A book is a trip you pay for once, but can always go back again free of cost. Books are what allow those who are underprivileged the opportunity to catch up to those who are.  Books are the keys to a gateway of knowledge. When you get young people to read, you give them everlasting knowledge. You allow them to travel the world (and elsewhere) and gain a variety of different perspectives. Not only that, but books allow young people to engage in conversations with adults and bridge a gap that exists between us and them. One thing that I appreciate about Dr. Parker is that she uses books as a way to help us jump start conversations among ourselves and with her. Furthermore, when we are challenged to read books that are well written and difficult, the knowledge we gain influences our writing. Dr. Parker tends to remind us that one of the only ways we can become better writers is if we become better readers. So, if we have more books to read, than we can read more, and if we read more, we probably will become better at reading (practice makes permanent). If we result in better readers, than our writing will be out of this world. Not only that, but as we read, we grow (or at least I do). When we grow and read more books that vary and gain different perspectives, we learn to be more loving of one another (at the very least, accepting). Books create a community of love and knowledge. I know that Dr. Parker has already started doing this in our class, but with more books, she will expand this community of love and knowledge. The beauty of this expansion is whether we realize it or not, is that we all end up falling in love with reading. And a world of powerful readers is better than a world without readers, is it not?

[Note: my first reaction to this beautifully written letter was to cry. At my desk. In front of the kids. Since having a baby, I’m not afraid to be vulnerable. Seriously? To write like this and to be only a sophomore?…]

Letters like this are why we need to ask students to write letters of recommendation for us every now and then. Because when they have the opportunity to articulate what we do every day, what seems so abstract suddenly comes into focus. Often I work with young people and I hope that they know how much reading matters, how much literacy matters, how much I need it to matter. Then, when they write, I know for sure.

Who knows if I’ll get the grant. Doesn’t seem like that’s the most important part of this project anymore. What makes it matter right now is that for this young person, I have made my classroom a space where literacy has created some wonderful experiences. Where reading can humanize us. That reading can make us more loving is perhaps the greatest sentence ever written. I think she is on to something.

Simply because I asked her to write for me.

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April 1, 2015 · 9:37 am

Teachers: Stop Giving It Away for Free

I’m returning from blogging over at Single Mom So Far, where I spent March participating in the Slice of Life Challenge created by Two Writing Teachers. It was quite nice to work out my current feelings about motherhood and how my life has changed.

We are brilliant teachers: more people should benefit from what we know.

During March, I thought a lot about teaching and some writing projects I finally think I’m ready to undertake. I also had some conversations with fantastic educators. They are brilliant teachers of young people at all levels and abilities. The biggest oversight is that administrators and even other teachers don’t seem to realize that these experts are either next door to them or within their buildings. We sit through PDs that these folks could teach effectively and responsively, yet, they are never asked. On the off chance that they are finally asked to do something, there is often no compensation for the time invested for preparing an excellent PD.

It drives me nuts.

I did the same thing: offered up my resources, thinking and knowledge because I was so flattered whenever someone asked me. It finally took a scholar I admire to remind me that I should not be giving this information away for free. And that’s what I want to remind my fellow teacher-scholars: we have expertise that is valuable. Think about all the emails you’ve fielded about folks wanting to ask you questions about what you’re doing in your classroom. It’s because they know that we’re doing amazing work.

I’m not saying to set up a Teachers Pay Teachers or Gum Road account, but, at the very least, we should learn how to negotiate better. Think about the best lesson plans and units we’ve written. Someone needs those. Think about the presentations we make. Someone would most likely pay for us to present those somewhere (particularly if it’s a business or company of some type). Why not even create a short ebook and sell that like Dave Stuart Junior (I love him) or the Cult of Pedagogy?

We need to stop underselling ourselves. It’s not a matter of modesty: we’ve all seen too many bad instructional materials, know that we can do it better. Thus, we should. And we should attach some sort of value to what we do because if we don’t, people will keep taking it until we have nothing left. Know your worth.

A few other suggestions:

  • Consider consulting: what are you really good at? Determine a rate and use that to either approach potential places (conferences are great for this) or to have it on hand when they come to find you (this can happen, particularly if you begin putting your awesome work out there). It’s better to have a number in mind. Also, don’t forget to account for the time you’ll need to prepare, travel, etc.
  • Have some sort of online presence: a website (lots of free ones are available but I’m being convinced that it makes sense to set up something that a pro designs–maybe)
  • Make a list of everything you’re good at and make that your calling card. I love it that Marie Levey-Pabst offers organizational help for teachers. It’s brilliant! My wonderful friend Lillie Marshall has parlayed her love of traveling and teaching students into presenting at conferences all over the world and visiting incredible locales. She is a brand and it is her passion: she’s found a way to make it work for her. We need to take notes and use these teacher scholars as models.

It’s that whole idea of “whatever you are, be a good one” (Lincoln). We are good at what we do. We need to get better at making sure others know that, too.

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March 24, 2015 · 11:21 pm

Guest Post #2 for MA Literacy: Diverse Books for Middle School Readers

I’m guest blogging for Mass Literacy. Check out my second post: Diverse Books for Middle School Readers if you’re looking for some great reads for that audience. Stay tuned for Post #3: Diverse Books for High School Readers in the coming weeks.

Post #1: Why We Need Diverse Books

Happy reading!

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March 1, 2015 · 1:16 pm

This March: Slice of Life Challenge #sol15

I’m taking the Slice of Life Challenge by Two Writing Teachers. For every day in the month of March, I’m writing a slice of something that’s happening in my life. I’ll keep writing about teaching here, but I’m going to write about what it means to be a single mom and how my life is flip-turned upside down (in a good way, generally) with the birth of my son. If you want to read something completely different, visit me here at Single Mom So Far.

Slice of Life Writing Challenge

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February 7, 2015 · 2:51 pm

All the Things We Never Tell Them

With the start of a new semester, I have a new group of students and I’m teaching seniors for the first time in what feels like a decade, but is probably closer to five years. I’m struck by a few things that I’ve been turning around in my mind since meeting them:

  • Students who write amazing poetry, for whom I scrawl a question on the top of their paper: Have you ever considered submitting your writing to the Lit Mag? Can I hold on to this as a student exemplar? They respond: “No one’s ever told me I should do that” or “You think my work is that good?” [full disclosure, our literary magazine is only a couple of years old, but I think you know what I mean when I’m asking if they’ve ever thought of sharing their work with a broader audience]
  • Students who are from all different African countries, who look at me with disbelief when I insist that yes, there are authors from Ethiopia (in this particular case), and she only believes me when I pull out a few books from different Ethiopian authors
  • Students who have bought into the belief that they need to attend a four-year college, yet their skills are so low that they are going to have to take developmental classes in college, which will count for nothing, and thereby increase the odds that they will not complete any sort of degree, yet they assume the fault for this is all their own (maybe I was only half-kidding when I said they should ask for a return on their investment of education given these probabilities)
  • Students who are nice, congenial kids, who I’m sure that, in our tracked classes, have been the ones who dutifully complete their assignments without question, who were most likely never recommended to take an upper level class, where I suspect they would have done just fine

I am trying to be hopeful and trying to work as hard as I can in our time that remains, but I find myself with so many more questions than answers, and so much anger about a system that has simply set these kids up for what? When we gather every day, and they are hopeful, and they are reading, and they are owning their part of everything (for not completing all of their work, or not understanding something, or not writing something down when I’m sure that, in my haste to get to the next thing I’ve probably not explained it as best as I could), I silently panic that we are going to run out of time. Seriously, it’s like we are at the mile 2 of a 26.2 marathon that they have to run tomorrow. 

Thus, my lessons are all about practical knowledge: learning how to read for understanding with dense texts, how to structure an argument, awareness of audience, how to write a business letter, a thank you note, a resume, and envelope, even and sprinkling that with literature of various types. They are not all going to a two- or four-year college; it’s best that I make sure all have skills that they will need.

With about three months remaining, I’m going to throw everything I have at this situation in hopes of at least giving them a chance to make their way in the world. I won’t tell them that I can work miracles, because I cannot, but I will tell them, as I told them yesterday, if they give me a good faith effort, they will be better when they finish than when they started.

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February 5, 2015 · 12:46 am

Guest Blogging for MA Literacy

Photo: MA Literacy

I’m doing a few guest posts about why we need diverse books for the wonderful Mass Literacy, the foundation that named me one of five literacy champions last year.

Read my first post, Why We Need Diverse Books, here. Stay tuned for future posts about books for middle school and high school readers. Also, feel free to check the previous post where I’m tallying my progress towards reading 100 Diverse Books in 2015. Still time for you to join me!

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January 17, 2015 · 10:44 am

Taking the Diverse Books Pledge: Keep It 100

We Need Diverse Books has issued a challenge for all readers:twitter-100-pledge (1)

From the website:

By pledging to read, 5, 10, 15, 25, or even 100 DIVERSE books.

Books where people of color can be first-page HEROES rather than second-class citizens. Books in which LGBTQIA characters can represent social CHANGE rather than social problems. And books where people with disabilities can be just…people.

This is a challenge I can get behind! I’ll list and link to the books I and my darling boy read (and provide some brief annotations) in hopes that folks will read along with us.

Books Read:

  1. Joshua By the Sea, Angela Johnson: makes me long for summer; an African American family spends a wonderful day at the beach; Joshua explores; board book, beautiful illustrations
  2. Whose Toes are Those? Jabari Asim, board book, great way for babies to play along while they find their toes
  3. Whose Knees are These? Jabari Asim, board book, similar to Toes, funny and affirming
  4. Goodnight Baby, Cheryl Willis Hudson, board book, cute illustrations, short and great for trying to get a baby into some sort of bedtime routine
  5. Pretty Brown Face, Andrea Davis Pinkney, another affirming book, though illustrations remind me of something that came out of the 70s (the father has an Afro that’s pretty dope, lol), board book; there’s a mirror on the last page so the baby can look at him/herself. I love that.
  6. The Boy Who Didn’t Believe in Spring, Lucille Clifton: one of my all-time favorite books. Hands down. Two boys, one of whom is named King Shabazz, go out in search of spring. Their quest leads them through their urban neighborhood. Wonderful illustrations, great interracial boy friendship. Delightful.

    The Boy Who Didn’t Believe in Spring

  7. Shades of Black: A Celebration of Our Children, Sandra L. Pinkney, Photographs by Myles C. Pinkney: a board book that describes shades of black and brown in creative, empowering language (my favorite “I am the midnight blue in a licorice stick”) that all kids need, black and brown kids, particularly. With photographs of actual children, some words you’re probably going to need to look up (well, I looked up Unakite, which is one of the words used as a descriptor), and the repeated phrase “I am Black. I am unique” this is a great book that depicts various shades of Blackness.
  8. So Much, Trish Cooke and Helen Oxenbury: A raucous celebration of family members who all come over to see the baby–well, so it seems. From uncle, to aunties, to others, this book is such fun to read. The language is reminiscent of, I’m thinking, Cooke’s cultural background, as some of the linguistic patterns seem West Indian (which makes sense given Cooke’s background). One visitor, the cousin, arrives and wants to fight with the baby, which did give me pause. Everyone else wants to hug and kiss the baby except the young cousin, who wants to fight. I imagine that we will have to have conversations about why hitting and fighting is inappropriate, eventually. However, for now, and even then, we will keep this book as one to read again and again because it is simply a delight: Black families, engaged in preparations for a great surprise, overly positive and loving.
  9. Ask the Passengers, A.S. King: I’m taking a course through a fantastic PD program called Teachers as Scholars. My seminar is about LGBTQI young adult literature in the classroom and this novel is one of the first ones I’m reading for my class. It’s an interesting concept: a young woman is in her senior year of high school, questioning if she’s a lesbian. She lives in a small town with awful parents (her dad’s a pot head and her mother is just…vile), plus her two closest friends are both in their own secret gay relationships. To get through it all, the main character, Astrid, sends her love out to passing airplanes. The book is cute for the first third but I was frustrated with Astrid and her seeming helplessness, though she gets an extra boost from Socrates and her supportive Humanities teacher. I also detested the mother. I found her so awful that she was beyond believable, but, that gives me something to talk about during my seminar. There are also two random mentions of people of color (I think Astrid’s girlfriend is Black and there’s a school board member whose race is mentioned), which absolutely confused me. Then, one of the characters disappears and reappears as the author is trying to tie up loose ends. Okay, so this book is one to add to a classroom library because it’s a portrayal of coming out, small town, lesbian. I’d imagine that this would be useful in a broader collection of LGBTQI stories.
  10. ABCs of African American Poetry, Ashley Bryan: I took to my bookshelves to start reading many of the books I’ve collected over the years to my son. This picture book has excerpts from the work of 26 Black poets. Sometimes the initial letter is not the first letter of the word (that threw me off a bit but once I realized that, it was fun to see where the letter would appear), promoting new discoveries. Additionally, the full information of the poets and their poems is at the end of the book for further reading. Bryan’s colorful, beautiful illustrations provide a wonderful pairing with the poems.
  11. Two Boys Kissing, David Levithan: I LOVED this book. The narrator–or Greek chorus?–felt like many of the friends I’ve known and loved. As the story played out, of two boys who wanted to break a record, of another couple that had been together for a while, of a different, new couple and of a lonely young man, I wanted to know every single story these kids had to tell. Every single one. I didn’t find any parts of the story contrived, and I think that’s because there’s also a part of this story that resonates with older readers, those of us who actually were around when AIDS took so many from us (and still is)…I could write forever about this book. For now, I’ll just recommend it wholeheartedly. An excellent young adult book that is also just write for grown-ups, too.
  12. Gracefully Grayson, Ami Polansky: Grayson is a boy who knows he is a girl. Living with his aunt and uncle in Chicago after his parents die, Grayson struggles to tell others what he has always known to be true. A great middle grade novel, largely because it is thoughtful and gentle and has some great examples of what it means to be an upstander when we see something wrong.
  13. Nino Wrestles the World, Yuyi Morales: In this delightful picture book, Nino wrestles various figures of his imagination in the custom of the Lucha Libre wrestlers. Nino is imaginative and Morales’ drawings are fantastic. Nino does meet his match at the end of the book, and it’s an even bigger challenge than a Lucha Libre!
  14. My Cold Plum Lemon Pie Bluesy Mood, Tameka Fryer Brown: One worry I have is that Black boys get labeled as “angry” far too quickly. Rather than helping them to use their words to express how they are feeling, they are punished. More patience! I think this adorable book will help. The Black boy at the center of this picture book uses all kinds of wonderful adjectives to describe his various moods. Readers can’t help but be encouraged to try their own descriptive words to express the many moods they’re in.
  15. Adaptation, Malinda Lo: This science fiction novel grabbed me at the beginning when birds started falling from the sky. I found it to get my adrenaline pumping as I wondered why the protagonist, Reece, had wounds that seemed to heal quickly, why she and her bestie spent time out in the middle of the desert and can’t talk about what happened. She has an encounter with another young woman that lets her explore her sexual orientation, too. Engaging, compelling, fast read for those who love Sci fi and those who don’t. I am the latter and I thoroughly enjoyed this book.
  16. Too Many Mangos, Tammy Paikai: I love it when friends give us books as gifts! This delightful picture book helps understand the gift of sharing. The illustrations feature a varied cast of Hawaiian characters beautifully drawn. Readers will also get a joyful glimpse of life as they learn about mangos and much more. This book will be in our permanent collection.
  17. Gabi, A Girl in Pieces, Isabel Quintero: Gabi reminds me of a well-developed Ugly Betty if you remember that TV show from the early 2000s. She describes herself at various times as “overweight,” “nerdy,” “Mexican,” but that doesn’t really scratch the surface. Gabi is also a loyal friend to her besties who have their own challenges (including coming out and teen pregnancy among other things), a father who battles substance abuse and a mom and aunt who don’t believe that she is actually a good girl. Oh, and Gabi is also a senior who has her mind set on going to UC-Berkeley. With an irrepressible sense of humor and a voice that rang amazingly true and reminiscent of young people I actually know, this book is one I’d consider reading as a whole class novel. It’s that good.

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January 3, 2015 · 2:53 pm

January PD Workshops for the New Year

I’ll be leading several workshops in the new year. If you’re looking for some great Professional Development opportunities, come join me!

January 11, 2015: From Freedom Summer to Ferguson: Teaching Dr. King in the 21st Century: Boston, Simmons College

Join us for a teachers’ workshop focused on the newly published anthology, A Time to Break Silence: The Essential Works of Martin Luther King, Jr. for Students. Educators will learn close reading strategies, historical connections, and writing ideas that will enable them to share King’s work with their students and meet the demands of the Common Core State Standards.

An ELA workshop (grades 7-12) will be led by Dr. Kimberly N. Parker, English faculty at Cambridge Rindge and Latin School. A History workshop (grades 7-12) will be led by Dr. Andrea McEvoy Spero, Director of Education for the Martin Luther King, Jr., Research and Education Institute. Breakfast will be provided. All participants will receive complimentary teaching materials, including a copy of the anthology.

All attendees will be entered into a drawing for a chance to win a class set of A Time to Break Silence.

Note: Note: workshops will run concurrently. Choose one workshop when you RSVP. Space is limited to 25 ELA teachers and 25 History teachers. Register here: http://www.eventbrite.com/e/from-freedom-summer-to-ferguson-teaching-dr-king-in-the-21st-century-registration-14925047218

Tuesday, January 13: Raising an Upstander: The Power of Stories and Books, Sponsored by Facing History and Ourselves as part of the Raising Ethical Children Series, Post 390, Boston, 6-8 pm

I’ll be chatting about how to diversify your child’s library with books that feature a range of multicultural stories (primarily targeted to ages 0-12). More information is attached. Raising an Upstander 1.13.15

January 31, 2014: Teaching Dr. King in the 21st Century, Morehouse College, Atlanta

I’ll be co-leading a day-long workshop for Atlanta Public Schools teachers about the MLK anthology. Hosted by Morehouse College and sponsored by Beacon Press.

I hope to see you at one or all of these events (that would be great!). Space is limited; RSVP soon. Happy New Year!

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