I am packing my bags and loading up my car — again.
This morning I will drag materials back into the classroom — again.
I’ve been teaching in a Zoom room from our home since March 25 — more than a month — again!
And it’s not because of Covid this time!
My students and I have been in and out of the building multiple times this year. In fact, I can’t even remember how many times we moved to virtual and then returned to the classroom. Sure, it’s been convenient to have the option to move to a Zoom room when Covid numbers are high or staff counts are low. It’s great that we have the technology in place so that we can be flexible, but let me tell you, these students — especially the seniors, who have had to be flexible since March of their sophomore year — have had to bounce back an extraordinary number of times, and their resiliency is waning.
This last move to virtual proved too much for many, and it could have been avoided.
Here’s the thing, though — many of the inequities my students face every.damn.day could be avoided.
Picture if you will, if any school in a predominantly middle or upper class community — dare I say, any typical white community — would tolerate any of the following:
A parking lot with a crater-like gaping hole the size of 3-4 parking spaces that regularly fills with water.
Classrooms heated by a hard-to-control boiler that often reach temperatures upwards of 80 degrees, some of which only have 2-3 working windows that must be propped open to lower the class temperature to an only partially-stifling point.
No air conditioning — so, again with the windows and an elaborate system of fans and cords that create an obstacle course throughout the classroom.
And, until this week, a disintegrating roof. I mean, the materials were literally falling off the sides of the building. When a heavy rain came last summer, the gym floor was covered, wall-to-wall, with more than a quarter inch of water.
What would you do if your child went to school under these conditions? Would you complain? Would you pull them out? Or can you not even imagine such circumstances?
Let me tell, you, friends, these kinds of “circumstances” have been normalized in city schools, predominantly serving students of color, for literal generations. This is not the first time I have worked under such conditions or witnessed them first hand — in Detroit, in St. Louis, and in cities across the country. Such “circumstances” have become so normalized, that the students who attend these schools [and many of the teachers who serve there] can not even imagine any alternative circumstances.
And what does that do to you? What does it do to your sense of safety, security, and self-worth, to day after day, walk into an aging building in disrepair? Do you feel valued, encouraged, celebrated? In that building can you be inspired to learn, to achieve, to hope?
Now, let me tell you, that our building leadership was well aware of the issues of this problem building that we lease from a major religious body in Detroit. They had been asking for roof repair, window repair, etc., etc. I am not privy to the full story, but I do know that we are under contract with a long-term lease and that the people on the other side of that lease required legal pressure to finally agree to get the roof repaired.
I watched the contractors, a whole team of middle aged white men (I am just reporting the facts; I am not making them up) came, climbed up on the roof, measuring tapes in hand, laughing and joking in the middle of our school day. Then, a couple weeks later, we were informed that the lessor of this building had scheduled the roof repair — which from my understanding was like a whole new roof — for Spring Break and the week after. That would be the last week of March and the first week of April.
I don’t know if you’ve been to Michigan, but March and April are very unpredictable when it comes to weather. In those two weeks, we might’ve had rain, snow, sleet, hail, or sunny days in the 70s. It was a coin toss heavily weighted toward inclement weather.
And I bet you can imagine which way that coin landed. It landed the way my students often experience it to land — in a way that would further disadvantage them.
The rain and the snow came and came, and the roofing project stretched out. The students could not be in the building during the project — obviously — so for an entire month they were at home, in their beds, or at their jobs, or caring for their siblings, or fully and completely checked out of the educational process.
And can we blame them?
What would your children do under these circumstances? Would they muscle through? Would they take one for the team? Would they “do what had to be done” because “it is what it is”?
Please do not answer that question unless your child has, since his earliest days, experienced school in a setting like the one I’ve described, where even before Covid, he likely didn’t have a fully-staffed school, or after school programming, or sports, or arts, or any of the things that we (middle class white folk) count on to inspire our kids to love learning, and achievement, and excellence.
We. do. not. know. what this experience is like. We have not lived it.
But I am bearing witness to it — again — and I am angry.
Because the last month of virtual learning pushed many of my seniors over the edge. They are beyond caring. They may not have all the credits they need to graduate in just five weeks.
Take that in.
Yes, some hung in there. They came to the zoom room. They showed up. They opted in.They worked hard. They finished strong. And their grades show it.
But many didn’t, wouldn’t, or just couldn’t. They might’ve gone to work to earn some money during this time — like one of my students who got a job as a nurse’s aide and did her 40-hour in-person training last week. They might’ve been needed for their families’ needs — like one of my students who cares for her disabled mother and uncle whenever she is at home. They might’ve stayed high the whole.damn.month — like a few of my students have said that they do whenever we go virtual.
I have not one ounce of judgment for them. Instead I am disgusted that we allow this system to continue. That we do not pour resources into our communities of color to show these students — these kids who are created and loved by God — that we, also, love them. That we want to see them learn, thrive, and grow. We want them to have a hope and a future. I want them to see that we are willing to say hard things, to put our money where it matters, and to hold people accountable so that all students — these students — my students — our students — all of our freaking students — can walk into a building in the morning where they feel comfortable, safe, secure, welcome, supported, and encouraged.
That is not too much to ask.
If your children do not, or have not had to learn under the circumstances I’ve described, I am happy for them. No child should have to.
Do you hear me? No child should have to. What, my friends, are you willing to do to make sure that not one more child has to go to school under these circumstances?
For my part, and the part of the dedicated professionals I work with, we will show up tomorrow morning before our kids do. We will stand at the thresholds of our doors. We will welcome the students into our rooms, calling them by name, and not giving them any amount of crap for whatever they chose to do over the last month.
We will re-set expectations, examine the reality of each of their situations, and do whatever we can to encourage, support, guide, and even carry our students across the finish line.
Why? Because we do believe that each of these kids matter, regardless of their zip code, skin color, family income, or educational history. We believe they have a hope and a future.
We cannot continue to do this alone. Teachers are leaving the profession in droves because the system is broken and it won’t continue to be tenable under these circumstances.
Defend the weak and the fatherless; uphold the cause of the poor and the oppressed.Psalm 82:3
*I encourage you to look in your community for ways that you can let every child know that he or she matters.
**As always, if you want to help support, guide, and carry our students across the finish line, please email me firstname.lastname@example.org for my current wish list.
4 thoughts on “Under these Circumstances”
This truly is awful, and you’re right, unless we have lived it, we don’t understand. It is hard to know what we are able to do about it. My sister lives in a community with the schools are also like that. She has fought over the past two years through two elections to get on the public school board, running as a conservative. Her biggest priority is making sure the schools are safe and that resources are being properly used to benefit the schools. She has lost both times, and has also been maliciously attacked throughout the process. (She is not normally involved in politics, just a woman who wanted to get involved locally). When two board positions opened up last year, and the board had the chance to appoint two members, two of the candidates who had been in tue previous board race showed up to petition for the job, including my sister. Neither was chosen. I guess my point is that its frustrating when you want to get involved and help, yet are prevented from doing so. There are just so many layers to this.
So true. So many layers. There is not an easy fix, but seeing the problem is job one. Speaking about it is job two.
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This isn’t just a problem in poor inner city schools. It’s also a problem in rural areas.
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I’m sure! I don’t have first-hand experience with that, but I know you sure do!