Tag: learning

Of Snow Days and Coming Off the Bench

Featured ~ Kristin ~ Leave a comment

I’m sitting in my living room looking out at my snow-covered neighborhood. The temperatures are so low that we’ve only had school twice in the past 10 days, and it seems likely that we won’t have school for the next couple as well. Every educator loves a snow day, but if we’d had this many in my teaching days, I might be getting a little antsy by now. This many days out of school would mean my scope and sequence, my pacing, and my lesson plans would all need adjusting. The plans I wrote for two Thursdays ago would no longer be relevant. The lesson I was going to lead with today would need adjustment before we went back.

However, considering the current circumstances, I am thankful. We’ve missed four days of school out of the last two weeks, and I have been using the time — almost all of that time! — to get caught up and to get ahead.

Why? Because once again I am coming off the bench. The next day we have school, I will be teaching.

Last May I taught what I thought was my last English Language Arts lesson. It probably revolved around revising and proofreading since my seniors were getting ready to submit their final high school paper. My husband, ever thoughtful, sent me flowers to mark the day. He, more than anyone, knew I’d been teaching in one venue or another since the fall of 1988 when I did my student teaching at a high school in Ft. Wayne, Indiana. While not all of those years have been in a classroom –I stepped away once to stay home with my young children then again to recover from a significant health challenge — I have spent almost all of those years teaching, writing, or instructing in one way or another.

When, due to autoimmune disease, I hung up my hat (and gave away all of my teaching gear!) in 2014, I really thought I was finished with the classroom, that I had entered retirement at the age of 48. Last spring, after five years back in the game, I really believed I was moving into the season of instructional coaching and that my days managing a roomful of teens were over. I thought I had secured my spot permanently on the bench.

Both times I was mistaken.

This past fall, I onboarded two certified ELA teachers — exactly what we needed for our small school. One would teach freshmen and seniors, the other would teach sophomores and juniors. I was so excited! Both were experienced; both were people of color! It was like a miracle!

Throughout the fall, since they were on my coaching load, I observed them teaching many times, and met with each one at least weekly. Together we began to build what I hoped would be lasting relationships.

One is getting settled into our culture. One resigned over the holiday.

This is what education looks like right now. We have more classrooms in America than we have teachers, so folks can decide midway through the year to take a different path. It can be liberating for a teacher — to know that if your current setting doesn’t fit, you have options. It can be demoralizing if not devastating for students.

In this case, the sophomores and juniors, who were without a science teacher for most of the fall semester until we found a strong candidate in mid November, are now without an ELA teacher. To complicate matters, the SAT is in less than three months. For the juniors, this the highest-stakes test of their educational career so far, and half of the test focuses on mastery of English Language Arts skills.

How, how I ask you, can we hope to overcome literal centuries of educational inequity for students who routinely experience staffing shortages throughout their educational journey — not to mention inequitable facilities, insufficient supplies, inadequate transportation, poor nutrition, and other realities of institutionalized racism. What can we — those who envision something different for these folks — do?

I came back from the holiday break with a directive (not to mention my own ass-kicking, name-taking internal drive) to support the students through the end of the semester — to make sense of where they are, to grade the work they had completed, to give some kind of a final, and to help as many as possible receive credit for the class. Three weeks and four snow days later — done, done, done, and done.

Somewhere in the course of those weeks, my supervisor communicated that I would be taking over the junior classes in the run-up to the SAT. I was to provide high quality instruction that would prepare these students to do well on that assessment. My internal desire is to also give these students — these kids who have marked time first in their Earth Science class and then in their ELA class — a good experience. I don’t want to merely get them through to the SAT; I want them to fall in love with a book, to learn the power of a growing vocabulary, to see what happens when you write down what you think, to understand the complexity of language and how it can reflect the complexity of our inner lives.

So, when the first snow day happened, I spent the day updating the grade book for these students and unpacking the curriculum I would be teaching. I will admit to a significant case of the grumpies as I began that morning. I might have been muttering under my breath about the audacity of a teacher to leave three weeks before the end of the semester without finalizing grades. I might’ve been clenching my guts in anxiety over how I was going to manage high quality instruction while still being our school’s testing coordinator (managing the SAT, MSTEP, and WIN Work Readiness tests). The neighbors might’ve heard me sputtering for the morning, but when I rounded the corner and moved from cleaning up the mess to planning for instruction, my mood shifted.

I opened up the curriculum for the class, determined I would use the text Their Eyes Were Watching God, purchased the audiobook so my students could hear the rich dialect as they followed along and annotated the text, dug into the unit plan that focuses on “figuring out yourself in a complex society” and I. was. stoked!

The ideas started pouring in. I began to picture the faces of my students engaging with the text, describing for me things that are obscure compared with things that are pervasive. I saw the connections to their lived experience, and I was energized. How would I change the classroom set up, what visual aids would I need? What tools would I use for motivation? How would I begin to build strong relationships? The gears were fully in motion.

And then we had another snow day, so I spent two days of what I thought would be a four-day MLK weekend visiting my mother and then found out that we would have another snow day to make it a five-day weekend! On that day, I prepared a final exam.

When we did have school two days this past week, I spent it giving that final exam, entering grades, and convincing these students who I had not yet taught to turn in one more assignment to get themselves across the finish line.

And then we had another day off for extremely cold temperatures. I used that time, too! Each day I tick a little off my to-do list. I’m not sure how I would’ve gotten all of this done — or how I would’ve mentally made this transition — without the time off from school!

As I finish up this post, snow is falling. Forecasters predict anywhere from 2-7 inches followed by more windchills of -20 degrees. Although no official announcements have been made, I’m going to guess I’ll have the next couple of days at home. I already know how I’m going to use them.

I’m going to audit the grade books of the teachers in our building and close out the semester. Then, I’m going to continue preparing for testing season and getting myself fully prepared for my juniors — they deserve a teacher who has intellectually prepared with them in mind, not someone who has slapped something together on short notice.

I’m thankful for the gift of all this time, and for the years and years of training that have taught me how to use it.

This old girl has still got the moves, kids, so get ready. It’s almost game time!

Before they call I will answer;
    while they are still speaking I will hear. Isaiah 65:24

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Want to help me supply snacks and incentives to my students?

Hold on…

Featured ~ Kristin ~ Leave a comment

I am not sure I made my expectations clear. When I wrote my letter to 2026 last week, I thought I spelled out the fact that I was looking for something different than years past — something better — but perhaps I was not specific enough.

When I asked for no falls, no cancer or chronic illness diagnoses, I guess I should have specified that aging family members experiencing strokes was also off the table. Maybe when I asked for grace for those who are already suffering, I should’ve included a request that they have access to the meds and the care that they need.

Now, I will acknowledge that while I haven’t received the snow (or snow day) that would’ve been not only acceptable but welcome, I was not disappointed in the unseasonably warm temps we experienced this past week.

However, my staffing vacancy has not been resolved unless you count the fact that I am — while also attending to my myriad other responsibilities — cleaning up the former teacher’s grade book, giving assignments, communicating with students, and preparing for the more formal transition when we will indeed have a highly qualified replacement, before the end of January, even. However, I probably should have made it clear that I was thinking that replacement wouldn’t have the exact same name and birthdate as me.

And, when I asked for sanity in the political realm, perhaps I should have started by defining some terms. By sanity, I mean “reasonable and sensible behavior or thinking.” Since all of the words in that definition are abstract let me provide a concrete example. A reasonable way to arrest an unarmed protestor who is driving a car is perhaps to, I don’t know, aim your gun at their tires to stop them rather than, say, at their head. And perhaps a way to stay out of wars is to speak respectably to the leaders of other nations, inviting them to civil conversations, and not, say, threatening to “do it the hard way.”

I was encouraged by crowds gathering in Minneapolis, Minnesota to mourn the loss of life of a civilian who was committing no crimes and then almost immediately discouraged by a subsequent shooting of similarly innocent civilians in Portland, Oregon.

This violence stems, of course, from racist and xenophobic rhetoric (which I also asked for an end to) that comes straight out of the Oval Office, where the president has, for example, called Somalian immigrants “garbage” and has said that ICE agents, those responsible for these and nine other shootings since September, “acted in self-defense,” which you’d be hard pressed to agree with if you examined the collection of videos that have been compiled.

All of this can be downright discouraging less than two weeks into a year that many of us were hoping would be different — and by that I mean the good kind of different, not the insane kind of different.

Ugh! I can’t stay in this angry space for the whole year! I can’t keep seeing headlines, shaking my head, and sputtering!. Instead, I am going to willfully point out some bright spots from the past seven days so that I can keep myself grounded in hope, in the belief in human decency and resiliency. For that, I have to turn my eyes away from national headlines and take a look at the spaces where I spend most of my time.

I will start by sharing the fact that I work with an amazing staff — there is some kind of magic that brings a team together to work in an under-resourced environment serving students who are significantly below grade level. Every person on the team wants to be there — and, we quickly (as you’ve seen) weed out those who are not on board. Because of that, staff meetings are often enjoyable, even fun — a gathering of like-minded folks who want to be together, who support and celebrate one another.

Next, I must mention our resilient students. All of our 10th and 11th grade students had a substitute science teacher for about eight weeks this fall. This same group — which now has a very capable science teacher who has quickly re-established a culture of learning — this very same group of students just found out that they no longer have an English Language Arts teacher, at least temporarily, and how did they respond? They listened to the administrator who delivered the news, they gathered evidence of assignments they had completed, they cooperated with school staff, and they opted in to the temporary plan, and trusted those who said a permanent plan was on the way.

Some of these same students and others — the athletes in our building — worked with the athletic director this week to hand deliver printed invitations to the Friday night basketball game to school staff members. Not only that — the following day they delivered team jerseys to each staff member, took photos with them, and invited them to wear the jersey to the game.

The hype continued to build throughout the week, and many staff wore the jerseys to school and showed up on a Friday at 5:30, after a very long week, to cheer on their students, first at the ladies’ game and then the men’s game. The AD and students had created a VIP section decorated with photos of every staff member in the building posing with a student. Colleagues chatted and laughed together as they watched the games, cheering loudly for every steal, every change in possession, every landed shot, and especially that one sweet moment when a 6’5″ senior who we’ve all watched grow up from a timid impulsive freshmen to the guy who waited for just the opportunity, saw his moment, and slam-dunked like a pro! The crowed (especially the VIP section) went wild!!

Throughout the evening, students boldly grabbed the mic to shout out their teachers, and then, between the games, the whole group — athletes and staff — took to the floor for a photo op. Smiles everywhere!

It’s still January. Nothing has really changed, but all is not tragic.

In a small building on the border of Detroit and Dearborn is a little community that is somehow choosing to keep going. Communities like this exist everywhere, despite corruption, despite tragedy, despite illness, despite loss. Folks who would have every reason to throw their hands in the air and say, “that’s a wrap” are getting out of bed, combing their hair, and showing up for another day, and sometimes, that day, against all odds, turns into a celebration. Even now. Even in places like Minneapolis and Portland.

No matter how politely we ask, we have little control over what 2026 brings, however, we can choose to search out these spaces and these moments. We must, also, call out corruption, gather to protest, and work for the change we wish to see in the world; in order to do all that, we’ve got to hold on to hope.

I am confident that I will see the goodness of God in the land of the living. Psalm 27:13

Back to School: Before and After

Featured ~ Kristin ~ Leave a comment

I write a post like this almost every year — scroll back, you’ll see! Each fall, I can’t stop myself! I’m still filled with the child-like wonder and excitement of going back to school. I mean, yeah, I had outfits picked out, bought a new pair of school shoes (okay, two pair!) and kept them fresh for day one (and two!). I had my classic teacher terror nightmare — only this year it wasn’t me showing up naked, late, and unprepared, it was my teaching cohort! And I’m here to tell you that the stress was not less!

I get so excited about the return to school because it holds so much possibility — imagine the potential for transformation!! And in any story of transformation you need the “before” pic. Let me see if I can paint it for you.

The students first showed up on the Thursday before Labor Day. I can spot the freshman from a mile away. They shyly and awkwardly accompany their parents and older or younger siblings. They stand quietly as their people sign them in, looking around to see who else is there, who is looking at them, who is judging them, who can see their insecurity.

Sophomores roll up with slightly more confidence, sometimes with a parent tagging along ten paces behind. These students steal glances, seeing what looks familiar — teachers, friends, anything.

Juniors have just a hint of swagger — they know the drill — they know who’s who, what’s what, and where’s where. They quickly run through the requisite stops — schedule pick-up, bus sign up, sports physical — then find their friends to take laps inside the building, check out new students, get into a little harmless mischief, or do a little peacocking.

Seniors? You can’t tell them nothin’. They have their hair done, are wearing a dope ‘fit, and have texted their friends to arrive at the same time. They run this place — they are beaming and bouncing. This is their year and they know it.

And that’s all on the Thursday before school even starts — before the three-day weekend, before reality hits, before they have to arrive on time, sit in an assigned seat, do the coursework, take notes, stand in lines, or listen intently.

But all that has begun now, too. We have finished a week of students being in the building, running to get to class before the bell, asking permission to use the bathroom, looking for a snack, trying to hide their phones, getting caught with their phones, turning over their phones, and waiting to get their phones back at the end of the day.

They came in on Tuesday, and we were ready for them.

Our teachers had on shirts emblazoned with our Activate Excellence motto, arriving early to put finishing touches on their rooms and man their stations in the gym for arrival. We had some teachers collecting phones, some handing out schedules, and some stationed as greeters. There were hugs and fist bumps and hand shakes with our returning students, so it wasn’t difficult to pick out those who are new to our building — freshmen, of course, but also quite a few transfers.

In Detroit, a district with over 50,000 students, most high schools have enrollments of over 700, and some have over 1000. Our charter high school is small — under 300 students — so we often get students who found those larger contexts to be untenable. Maybe they were overwhelmed. Maybe they didn’t find a connection or friend group. Maybe they got into a fight and are now dealing with the aftermath. Whatever the reason, we often end up with a unique collection of students who for whatever reason couldn’t or didn’t want to make it happen somewhere else.

We’re a charter school — so students choose to come to us. Granted, sometimes that choice is because they have run out of other options, but I like to think they choose us because we are a small community. Everyone knows everyone else — no one goes unseen. If you came to school without a jacket, someone saw that. If you look particularly down or quiet on a given day, a person noticed. You’re hungry? You know who to ask for a snack. You don’t have a ride home? Chances are you have a connection with a staff member who will help you figure it out.

Changed your hair? We saw it.

Grew up over the summer? We know.

Your ability to manage conflict is improving? We give you kudos.

Let me give you a glimpse at an “after” pic.

For the past four years, we have had a student in the building who was classified as “homeless” and qualified for resources under the federal McKinney-Vento Act. Last June, this student graduated despite having transportation challenges, learning difficulties, and very little family support. Staff at the school made it possible for him to attend prom and participate in all senior activities, and the young man was repeatedly overwhelmed with gratitude. When he walked into our decision day celebration in early May, he hugged several of us and wiped away tears. When he arrived at prom, he approached staff members, tearfully repeating, “I can’t believe this is actually happening!” and when he showed up for graduation, he could barely find words. He savored every moment, and his classmates and teachers saw it for what it was — the realization of a dream.

On that day, he didn’t know what his summer or future would look like. Because of his situation, he was having difficulty getting access to the documents that would make him work eligible, but late in summer we received word that he had what he needed and had found employment in a hospital. This past week, he reached out to one of our staff members and said he was working a lot of overtime and was looking for an affordable apartment.

The staff member reported this in our group chat, and I must say that in the middle of a school day at the end of the first week of school, when everyone is getting tired and ready to go home for the weekend, that little notification reminded us all what a special place we work in.

Just four years ago, this young man was one of our awkward freshmen — he missed a lot of school days, and we noticed. He often came unprepared to learn, and we said something. He had the support of a friend who got him to the building every day, but he came late and left early. It was frustrating, to be sure, but we found ways to work with him. He had the support of the social worker, the principal, the resource room teacher, and literally every single adult in the building. It was not uncommon to see him checking in with one of our custodians who might as well be everyone’s momma.

And now he’s a high school graduate, he’s got a job, and he’s looking for an apartment. If that’s not a transformation, I don’t know what one is.

I guess that’s why I get excited every September — that’s why I can’t stop writing about it. Every day is a miracle waiting to happen. I can’t believe I get to do this. Just like my student, “I can’t believe this is actually happening.”

[We] will see the goodness of God in the land of the living. Psalm 27:13

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Finding a Footing

Featured ~ Kristin ~ Leave a comment

At the end of the last school year, as I waved goodbye to students and wished my colleagues a safe and restful summer, I was envisioning long days of reading broken up by an hour here or there with my hands in the dirt — weeding our garden, tending to our plants, and bringing in the fruits of our labor. I saw days on the beach of a great lake and others poolside with our granddaughters.

While I did manage to experience all of that, much of my summer was not what I was expecting. At all. Particularly not when, just a month ago, I was searching for an assisted living facility for my stepfather, helping my brothers move him in, being present for his rapid decline, then processing with my mom and siblings through his passing.

The flurry of activity was unanticipated and un-mooring. I’ve felt a little tossed about for several weeks, so the return to the rhythms of back-to-school prep of the past many days has been a welcome and anchoring exercise.

As I’ve been walking the hallways of our school buildings, I’ve been wondering if our students, too, have felt a little at sea. What has their summer been like — have they been working? helping out at home? have they had plenty to eat? time and space to rest? have they experienced loss? or trauma? joy? or celebration? Has their summer been what they were expecting? Are they, too, in need of the rhythms that will bring stability?

Because I’m not teaching this year, but rather supporting our teachers and students from a more global perspective, I’ve been managing tasks all summer like updating scope and sequence documents for various courses, familiarizing myself with the curricula taught in our building, creating Google classrooms for all of our teachers, updating our school’s testing plan, organizing and auditing the curriculum I created, and managing several other tasks. Over the last couple of weeks, I’ve also been preparing presentations and materials for the teacher orientation that begins this week.

As I’ve been checking all these boxes, I’ve needed some support (and grace) from my supervisors to reconnect with the world of school, to remind me what each of the pieces are exactly, to steady me as I find my way back to the vernacular of academics — to norms and standards, to unit plans and instructional strategies, to engagement and discourse.

I’m guessing that our teachers and students are going to need support (and grace), too. Certainly their summers have been far from the academic realm — less structured or predictable. Sure, some of them have punched a clock or had regular eating and sleeping habits, but many will have had no routine at all. Surely few, if any of them, will have sat in a desk, attended to a slide deck, navigated to a Google classroom, or submitted a document for review.

Transitioning away from my erratic summer to more routine work has not been easy nor has my body been quick to adapt. While I’m being quite diligent in getting back to eating three meals a day at the designated times and observing my normal bedtime, my body is still on high alert after weeks of urgent phone calls, last minute trips, and unexpected decisions. My digestive tract is suffering from role confusion, and my sleep patterns remain inconsistent.

Perhaps the bodies of my students and teachers, too, will be a bit out-of-kilter. Perhaps they will find it difficult to endure a seven hour school day, to sit upright for long stretches, to use the restroom at designated passing times, to make it from breakfast to lunch without a snack, to remember to get a drink between classes, or to stay awake for the entire day.

I’m finding a few things helpful in my regulation. First is seeing my people. As I’ve gone into our buildings over the last few weeks, I’ve reconnected with my colleagues, many of whom have offered hugs both of “I’ve missed you” and “I’m sorry for your loss.” We’ve shared stories and laughter as we’ve navigated our tasks.

I’ve found stability in the familiar — the drive, the building, and the faces.

I’ve found comfort in the physical — walking into my office, arranging my supplies, moving books, and touring classrooms.

I’ve found security in doing what I know how to do — creating a document, sending an email, meeting a deadline, planning a presentation.

I’m thinking about how I can use my experience of re-entry, my realization of what I’ve needed to re-acclimate, to support my teachers and students as they move from what also may have been erratic to what is more routine.

We already engineer the first week to be less about curriculum and more about connection. We are a trauma-informed organization, after all, and we know that Maslow comes before Bloom. We have a system of delivering school-wide norms and expectations, and we support teachers in integrating warm-ups, games, and getting-to-know-you activities. The first week is all about learning names and building community. It’s an opportunity for our students to get a literal or metaphorical hug– to reconnect with their teachers and classmates.It’s a time to situate themselves inside of the familiar — not only the building and its classrooms but the bell schedule, the movement patterns, the physicality of being in the space, and the kind of routine assignments that warm up muscles and build confidence.

How can I normalize the weirdness of it all — how our bodies and minds take time to adapt, how we may feel irritated, foggy-headed, tired, and out-of-sorts? The best way I know is to name it — call it out — talk about it.

Our teachers and our students may need the leaders in the building to acknowledge the heavy lift of transition — of moving from the summer-realm to the world of school. These worlds are not the same, and the move can be jarring. For me, back to school has always been a comfort — school is a place where I know how to be, what to do, and how to succeed — but it’s not like that for everyone. For some, school is an increase in stress, a place of conflict, a world of insecurity.

So, in my new role, I think one thing I can be is present — observing what is happening for teachers and for students, being willing to acknowledge that what they are experiencing is real. Of course you’re tired! Coming back to school takes a lot of effort! Yes, this is a lot of information to take it all at once, and our summer brains are not used to it.

I can also offer compassion. I get it! My body is still adjusting to the school day, too! I can cover your class while you run to the restroom. How can I support you in getting your documents completed on time? Would you like to tell me about what you are experiencing?

That’s the benefit of my role — I’ve got a head start on my teachers and my students. I have had a preview of what they might experience in the coming weeks. Now that I am feeling a little more stable, I can lend some of that to them as they transition. I can be a reminder that they will soon be settled in as well.

That, and I can make sure that my snack drawer is full, because I can bet that soon I will be hearing both teachers and students say, “Mrs. Rathje, you got anything to eat?”

I’ll be ready for them; I’m getting closer each day.

put on compassion, kindness, humility, gentleness, and patience. Colossians 3:12

**If you’d like to support what we do at Detroit Leadership Academy, here is a current wish list

It all adds up

~ Kristin ~ Leave a comment

In my many years of teaching, I have been “in charge” of delivering all kinds of content, mostly English Language Arts — everything from vocabulary to grammar to composition to poetry, drama, short stories, and novels. I’ve led lessons on irony, literary analysis, metaphor, meter, MLA documentation, and countless other ELA topics.

In some of my positions, particularly during the early years, I also led lessons on science, social studies, religion, sex education, PE, and yes, even math. I wouldn’t say I was amazing in these other content areas (if you are reading this and I was your teacher, please be kind!) but I muddled through. I understand the principles of teaching — the concept that first “I do,” then “we do,” then “you do,” so if I can figure something out, chances are, I can show you how to do it.

And, once upon a time, I could figure out math, but can I still?

In my new role, the plan is that I’ll be coaching eight teachers — two ELA, two social studies, two science, and two math. With each of these teachers, we will begin by looking at the curriculum — what are the broad goals for this year, how are those goals broken into units, how will each unit be assessed, what skills will students need to be successful, and what misconceptions might we be on the lookout for?

As I’m preparing for these discussions with my team, I’m diving into the curricula — this past week I dove into math.

At first glance I was like, how hard can it be — I can probably still do most of Algebra I, I mean 2x +5 = 25? No problem. But then I opened the first geometry lesson and thought, Oh, my, this is a whole different language, isn’t it? The first unit was all about triangles and parallel lines — Cool, cool, I remember this — the three angles of a triangle add up to 180 degrees, and if parallel lines bisect a transverse line, corresponding angles are equivalent – – yup, yup. But then I got to the part where you have to write the “proof” and I was immediately transported back to 1982 and Mr. Cronkright’s room. I was pretty sure my deodorant failed and a zit popped out on my nose. I shook myself — how hard can this be? You’ve got the teacher’s edition and supplemental videos! Walk through it! Figure it out.

And you know what? I did! I remembered all the things — with a little help from Great Minds Digital Learning — and was able to complete the unit assessment with flying colors! Thank you, ladies and gentlemen.

I was feeling pretty good about myself until the next day when I opened the first unit of Algebra II — Probability — this is an entirely different language, once again. I mean, suppose that a book store sells a book in both electronic and print format, and that customers can pay with either a gift card or a credit card. What is the likelihood that a random customer walks in the store and buys an electronic copy with a gift card.

I’m looking at the screen of my computer, scratching my head saying, Who in the world wants to know how to calculate this ? when the power in my house went out. What are the odds?

LOL. See what I did there? I’m telling math jokes.

The power literally did go out, but my computer had plenty of battery and I had plenty of daylight, so I pressed on. Certainly if I trudged through the lessons, even I could learn how to use a two-way frequency table. So trudge I did, and while the literal lights came back on while I was still hunched over my desk, the metaphorical light of understanading didn’t reach full strength. I’m not sure I comprehend enough about probability to pass the assessment — yet! — but I am confident that I can have a conversation about the unit with the instructor, and I am quite sure I will be able to identify some of the struggle areas that might take students [ahem, me] more time to digest.

Did I mention in last week’s post that I would be learning this year, too? I am certain of it.

That’s a large part of what teaching is, friends — it’s admitting that you might not know everything, but committing to getting on the bus anyway, deciding to show up, leaning over content that might be challenging, and using any means necessary to figure it out so that you can model it for your students, do it with your students, then release them to do it on their own.

This past year I had the privilege of watching someone do just that. Last August, when we realized that we would not be able to find an ELA teacher to fill the position I was vacating, I agreed to continue teaching two sections of seniors and to share the classroom with one of our paraprofessionals who would teach three sections of freshmen. Although this individual has been in our building for as long as I have, she is not a certified teacher and has no formal training in English Language Arts. Did that stop her? Not at all. She received coaching, read books, leaned into curricula, and announced to her students, “We’re going to figure this out together.” Day after day she showed up, implemented strategies, and learned lessons so that she could bring her students along with her. She knew she was responsible for what they were learning, and she took her role seriously.

And truly, that is what I plan to do with my team this year. I want to “figure it out together,” leaning over their content with them, modeling for them how to determine the best way to deliver a concept or a skill, partnering with them to try a new instructional strategy, then watching them take it from there.

The money in teaching is when the students [or this year, my teachers] take what we have learned together, personalize it, and go way beyond what the teacher could even conceive of. The student exceeds the teacher. That’s the goal.

What is the probability that it will happen this year? I’d say the odds are good.

“[He}is able to do more than we can ask or imagine.” Ephesians 3:20

P.S. We are still hiring for some of the positions on my team. If you or someone you know is interested, check out the postings here.

Rested and Ready for a new Rhythm

Featured ~ Kristin ~ 1 Comment

I wrapped up school year 2024-2025 –watched another group of seniors cross the stage into adulthood, entered final grades, and cleaned up my classroom.

Next, I joined my husband in clearing the clutter in our home.

Then we left town for two short treks — one to play with our granddaughters in Ohio and another to lie on the beach of Lake Huron. We crossed the miles listening to podcasts and chatting about everything from family to politics to music to our future. With our grand girls we lazed in the pool, played Uno and Skip-Bo, and were entertained by intricately choreographed dances. Near the beach, we ate well, slept long, took leisurely walks, and lost track of time.

They were luxurious and welcome — these two little trips back to back — and now we are re-entering real life. Since we’ve returned home we’ve been in the business of unpacking, doing laundry, tending to yard work, and taking stock of the new rhythms we are noticing since a) my husband transitioned from an almost four-decade-long career in church work to a private counseling practice and as b) I am making the shift from classroom teacher to full-time instructional coordinator. Some of the work each of us does in our new roles is similar to what we have done in the past, however, the routines and workloads are quite different. While he has been adapting to his new rhythm for over eighteen months, my real shift begins this week as I embrace the responsibilities of my new role.

How will it be the same? How will it be different?

What won’t change is my morning commute — I will still drive 30 minutes east from Ypsilanti to the edge of Detroit. I will park my car in the same spot, work with many of the same colleagues and students, and follow the same daily bell schedule and school year calendar. I will also continue to serve on our school’s leadership team, meeting at least weekly to plan initiatives and events, troubleshoot current issues, and collaborate toward best practices for our building.

However, many things will change — I will no longer have my own classroom. I will no longer have my own students or a grade book or lesson plans or the responsibility for all that happens inside a teacher’s classroom through the course of the day — behavior management, attendance, organizing materials, and managing the constant flow of information.

I will have plenty of new responsibilities on my plate. In addition to coaching the instructional moves of a handful of teachers like I did last year, I will also be partnering with those teachers to unpack curriculum, analyze assessments, and plan instruction. Further, I will be our building’s testing coordinator, responsible for all things PSAT/SAT, ACT Workkeys, and MSTEP.

All of this, of course, is in the interest of our students. I came to this position because I recognize the systemic inequities in American education that have benefitted some students (mostly white and affluent) and have disadvantaged others (mostly low-income and/or students of color). I wanted to lend my years of experience and expertise in service of closing the gap that continues to widen; I wanted to provide a high level of instruction and rigor for students who have, through no fault of their own, fallen multiple grade levels behind their peers who live sometimes just a few miles away.Over the past five years, I feel I have had limited success. I have, within my classroom, provided glimpses of rigor, moments of engagement, and small gains for individual students.

However, individual teachers in isolation cannot overcome centuries — literal centuries! — of harm. They do make a difference, of course, but for the sweeping change that is needed, we need a broader — a more systemic — solution.

I joined the team at my school in August of 2020. Covid had sent all of our students home the previous March, and because of the disproportionate impact on low income communities of color, particularly Detroit, our district provided instruction virtually for the entire 2020-2021 school year. The administrative team was making it up as they went along, and I — a teacher returning to the high school classroom after a six year hiatus — was enthusiastic about giving it my best. I popped into Zoom rooms, chatting with any students who would talk to me, leading lessons, and providing office hours every afternoon. We didn’t close any systemic gaps that year; we merely did what we could to slow the ever-widening distance between our students’ academic progress and that of those in neighboring districts.

The following year (2021-2022) , fully masked, we returned to in-person learning, bouncing back to virtual instruction several times throughout the year. It actually took us that year and the next (2022-2023) to re-establish routines within the building. We were on pretty solid footing as we started school year 2023-2024, but some mid-year leadership changes kept us from moving too far forward.

The standardized test scores told the story — about a tenth of our students were proficient in English Language Arts and none — 0% — were proficient in math. Our staff took in those realities as our newly appointed principal delivered them before the return of students in the fall of 2024. She gave us the hard truth and then cast a vision for us — we, the staff and our students, would activate excellence. We could no longer allow this to be the reality for the students in our building — things were going to change.

And, over the year I did see evidence of shift — in attitude, in practice, in thinking. However in order to overcome systemic inequities of the proportions that I have witnessed, we need a reimagining of what school likes like in our context. The principal sets the tone, and she has. The leadership team has come alongside our principal, supporting her vision, agreeing with the need, and implementing strategies. Staff members have also caught the vision, to a degree, but the kind of transformation that is needed is going to take the whole team — every teacher, every paraprofessional, every custodian, every social worker — to activate excellence, consistently and continuously, day in and day out.

Certainly in my own classroom, I have strived to provide excellent instruction, to have high expectations, and to inspire my students toward greatness, but I will admit that my efforts have sometimes been inconsistent. I have grown tired, and I have from time to time been merely mediocre. However, as I step into this role, I have been given an opportunity to activate excellence beyond my classroom — taking care to do my very best with the responsibilities I have been given, and to bring other staff members along with me.

I will push my team of teachers — some of whom are experienced, some who are brand new — toward excellence. Together, we will grow this year, beginning by building relationships, but then quickly moving into strategies, into accountability, into doing whatever it takes to activate excellence for our students — to give them the tools they need to move forward into their futures.

It’s a big job, but I’m rested, I have the vision, and I’ve been equipped. May God grant me the strength to persevere, the compassion to both see and inspire my team, and the heart to sustain my insufferable belief in restoration.

He is faithful, and He will do it. I Thessalonians 5:24

Educational Break

Featured ~ Kristin ~ Leave a comment

On Thursday afternoon, I tidied my classroom, finalized some grades, and walked away from school and toward my Spring Break. The mere thought of not having to set an alarm for 10 days would’ve put a pep in my step if I’d had any pep left at all, but I did not.

All teachers are exhausted by this time in the year. Even though we had Christmas break, even though we might’ve had a long weekend or even a full week off in February, we’ve been, since September, coordinating learning for our students, planning multiple presentations each day, keeping records, reporting to our supervisors, and (and this is the most draining part) making countless in-the-moment decisions:

What is the first thing I need to do when I walk in the door?

Do I have an extra stapler, know where more chart paper is, and can I laminate another hall pass for Room 117?

No, you can’t go to my classroom unattended; yes, I can get you a bandaid; no I don’t know where Mr. Smith is,

You can’t go to the bathroom right now, but ask me again in 10 minutes.

Yes, you can take that pencil, borrow that book, eat that snack.

You sit over here; you stay there.

Yes, your topic sentence is solid, but no, that is not an adequate example.

You’ve used AI here, and you must re-do the assignment.

You’ve used AI here, and you cannot re-do the assignment.

Yes, you can turn it in late. No, the deadline has passed.

Yes, you can work with a partner. No, you can’t get the answers from a peer.

This is non-stop all day long, but teachers, while keeping this decision-making machine running, must also, intervene in interpersonal conflicts, address misbehavior, meet demands for mandatory documentation, and, oh yeah, provide high quality instruction.

And most of us are happy to do all of this. We see each piece as necessary for supporting human development, for preparing the next generation of humans for meaningful life in our society. We’re teaching our students to co-exist with one another, to manage themselves, to hold themselves accountable, to read, to write, to identify a career, and to begin to take steps toward attaining that career. We’re in this work because we like kids but also because we believe in the power of education to create possibility for students of all backgrounds and abilities and to create a better future for all of us.

In the school where I work — a small charter school on the edge of Detroit, where 99% of my students are Black, where 100% of the students qualify for free breakfast and lunch, where almost all of the students are below the national average in reading and math scores by no fault of their own but because of centuries-long inequity in education–the teachers, like me, believe in the transformative power of education. We see it as an opportunity to not only change lives but to save lives.

In addition to the exhausting work that teaching is in any context, teachers in buildings like mine have the added weight of wondering if our kids have enough to eat, if they have a home to sleep in, if their home is safe, if they will have what they need for the next 10 days, or if they will be alone, hungry, cold, or in danger. Our students have the same needs as any students in the country, but they have additional needs as a result of poverty that stems from systemic inequities that go back through the history of our nation — school segregation, red-lining in real estate, unconscious bias in hiring practices, and other elements of historical and current systemic racism.

So, you might imagine how I am feeling, heading into a much-needed break while simultaneously worrying about my students’ welfare, to learn that the president of this country has ordered the Director of the Department of Education to dismantle it.

You may say, “Settle down, Kristin, most funding for education comes from the state.”

That is true, most money for education comes from the state — but do you know what does come from the federal government? Funds that make a difference for students like mine. For example, Title I, which provides $18 million to low-income districts. It’s not enough to make up for the economic disparity between neighboring districts, but it’s a start. The Department of Education also provides IDEA (Individuals with Disabilities Education Act) funds to the tune of $15 billion to help districts provide additional resources to students with learning disabilities, cognitive impairments, and other diagnoses such as autism. Source.

Furthermore, the US Department of Education manages Federal Student Aid for post-secondary education, providing over $120 billion annually in grants, loans, and work study that allows students like mine to dream of a career. And not just students like mine — I myself relied on federal money to get my degrees, didn’t you? Source

Can you imagine what might happen in communities across the country if high school seniors no longer have access to the FAFSA? if they can no longer apply for federal dollars to fund their education through grants and/or loans? Tuition alone for Michigan State University is over $16,000 a year. Add in room and board and your talking about $35,000+. Most students need at least four years to get a basic degree. Who among us can fund $140k without the aid of at least a student loan?

Now, the State of Michigan is prepared to fund up to two years of community college and up to $5,500 per year at state universities, but states rely on the federal mechanism of the FAFSA to distribute those funds. If the DOE is dismantled, how long will it take for states to pivot to their own systems to ensure that students who need these funds get them? And, where will students borrow the balance that is not covered by state funds if they don’t have access to federal student loans?

How many students will take post-secondary education right off the table — including trade school programs that prepare our electricians, plumbers, welders, builders, and the like?

As I consider the potential outcomes of such action, the faces of my seniors are appearing in my mind — J. who wants to be a programmer, who has already completed several summers developing coding skills, L. who plans to be a nurse, K. who wants to be a truck driver, and S. who plans to become a police officer. None of these students can take one more step without the FAFSA and right this minute the Secretary of Education (who has zero experience with issues that impact schools) is busy laying off DOE employees under a directive from the president.

I am exhausted, and it’s my Spring Break, but I can’t just sit by and watch this happen.

So, I’m doing two things: First, I’m writing this post, and second I’m committing to use the app “Five Calls” to involve myself in the American process.

Here is how it works. Download the app, select the issue you are concerned about, and enter your zipcode. You will see a timeline of updates on that issue and a list of representatives from your district. One click later, you will see a page like this:

You click on the number, wait for an answer, read the script, and and click a blue button to register whether you left a voicemail or made contact, and the app sends you to the next number.

In just a few moments this morning I made three calls.

This may seem like something small — just like my boycotting may seem small and ineffectual to some –but if we truly believe that our government is of, by, and for the people, then we, the people, need to get involved. We need to do something when we see that our government is not representing all of the people — particularly when they are taking steps to further disenfranchise the most marginalized among us.

Look, you’re probably exhausted and overworked, too. You might feel like this is not worth your time, but perhaps you can take a journey back to your high school self, remember what it feels like to have a dream in front of you — of a career, a family, a whole adult life. Remember what that feels like? Don’t we want to make sure that every kid in America has an opportunity to pursue their dreams?

If you believe in the transformative power of education like I do, I urge you to make 5 calls — today, tomorrow, and until our voices are heard.

It’s a small decision you and I can make that could make a monumental difference for our kids, our country, our future.

Speak up … defend the rights of the poor and the needy. Proverbs 31:9

Facing Change

~ Kristin ~ 1 Comment

I don’t want to brag or make it seem like I’m an expert on change, but here are the facts:

Before I graduated high school, I had lived in six homes (ok, I only remember four of them). During and after college, I lived in nine locations (counting separate dorms). Since we’ve been married, we’ve had eleven homes. You might call me a moving expert, because I was Marie Kondo-ing way before Marie Kondo was a thing.

I’ve gone to two elementary schools, one middle school, one high school, two colleges for undergrad (transferring after freshman year), and have taken graduate courses at three universities.

Not counting babysitting, I’ve held at least 25, yes twenty-five, jobs in my life, and I’m sure I’m overlooking some gig-work like that one summer that my stepfather got me an “opportunity” handing out samples in the deli of the grocery store that he managed.

I’ve walked into plenty of new situations, and I’ve learned a few things along the way.

First, I always come with the gusto: This is gonna be great! Imagine all the possibilities! Won’t it be fun? I am at that point a glass-hall-full-and-expecting-more kind of girl. I come on full speed and give it my all. (Exhibit A: I’ve already organized and alphabetized my newly-forming classroom library, and I’m not even in my classroom yet.)

Because I come in with so much enthusiasm, I have been known to overlook critical details, such as, I don’t know, the fact that the people in my life are also feeling the shift of change and they might not be as enthusiastic as I am. My daughter recently reminded me that when we uprooted our family and moved to St. Louis, my husband and I full of gusto and optimism, our children were reeling with grief, anger, and fear. They were not thrilled to be clinging tightly to the flying capes of their superhero parents. They just wanted us to stop and hold them, which I will graciously remind myself that we did from time to time, but we were, I’m afraid, quick to resume our flight — to conquer our mission and save the day.

Another thing I’ve noticed is that I quickly adapt to culture and expectations. In a new setting, I will likely watch quietly for a few days or weeks, until I see how “we do things around here,” but once I have the lay of the land, I bring myself to that situation in the truest way that I can. I remember the faculty retreat where I met my coworkers at Lutheran North. We were at a camp about an hour away from the school, all in shorts and tennis shoes. We gathered for the morning in a conference room to “talk business,” but after lunch we made our way to a challenge course complete with a zip line. Since it was my first day or two with this community, I was in that ‘quietly watching’ phase of entry, so when my team (people I’d never met before!) needed to lift me over a chest-high obstacle, I let them, and when they asked me if I would like to climb a rock wall and do the zip line, activities which I would under normal circumstances politely (or not so politely) decline, I said ok, I would do it. I was trying to go with the flow and figure out the culture, so I went out of my comfort zone and wouldn’t you know, I climbed that wall and zipped that line, and I felt great! These early successes, and others like them, gave me confidence to take some other chances with that group that would soon become family. I thrived at Lutheran North, where I became a leader, and my team embraced me in my truest form which is always honest (sometimes to a fault), often loud, and frequently emotional.

I came into my experience at Lindamood-Bell much more quietly. Illness had sucked the confidence out of me, and the intentionally positive and congratulatory environment of the company culture seemed, although very welcoming, quite foreign. The first two weeks I sat in a room with a coworker (who was my first on-the-job bonus kid) learning the programs, quietly taking notes, and reluctantly participating in role plays. The job was very scripted to start, and I was thankful! Because I was still visibly struggling with autoimmune disease, my gusto was suppressed; I was happy to have clear expectations and structure. I wouldn’t have to lead in this position, well, not at first…not until I was much stronger.

Yes, I come in with gusto, I quietly learn the culture, and then I am who I am.

At Lutheran North, my students called me Momma Ratch. Two of my own children were students at the school, and though while they were in my class, they were students first and treated as such, they were also my children, who rode in my vehicle, dropped by my classroom for a snack, needed to be driven home when they were ill or forgot their running shoes, and invited their classmates to our home. My students who were not my children, saw me in my role as teacher and my role as mother. They came to understand that I was imperfect in both roles, but that I continued to show up and try. They could come to my room with difficulty or to share celebration. They could borrow a few dollars or raid my stash of feminine supplies without asking. I had a stockpile of notebooks, folders, pens, and books in my room that I collected each year when students cleaned out their lockers. Anyone in the school knew they could come get what they needed no questions asked. I had firm and high academic and behavioral expectations, but I also learned what I could let go, what I could negotiate, and what really didn’t matter much at all.

At Lindamood-Bell, my coworkers called me Momma K. This probably started because I am the age of the mothers of all of my coworkers. They are almost all in their twenties (the age of my children), and though I didn’t always feel like it, particularly in the beginning, I think they have valued my experience, my perspective, my age. Often, it was me who was asking them for support, for encouragement, for understanding, as I navigated some of the most difficult years of my life. They were mostly oblivious to the grief that I was carrying, but it seeped out in moments of unprofessionalism. I would snap in a moment of frustration or glare at a coworker who told me something I didn’t want to hear. Yet, they, too, accepted me for who I am, and even celebrated me. In fact, the culture of Lindamood-Bell, the clapping, the parties, the dancing and balloons, reminded me of the importance of celebration, of noticing small victories and big ones even (and especially) in the midst of grief and transition. My coworkers dress up in wigs and hot dog costumes on a Wednesday just to make learning more fun. They hide pictures of Guy Fieri inside a closet to surprise you and make you laugh. They help kids set a trap of plastic spiders to scare you when you walk into a room. They cry because you are leaving, but send you off with books for your new classroom, a gluten-free cookie for the road, and a bottle of Malbec for your next celebration.

As I’m gathering my gusto to walk into Detroit Leadership Academy I want to be mindful of those around me who in the midst of Covid-19 and all its uncertainties might not be feeling as enthusiastic as I am; I want to be sure I stop and attend to the needs of others instead of just powering through. I know I’ll take the confidence and flexibility I found at Lutheran North and the kindness and celebration I learned at Lindamood-Bell. I’ll walk in quietly, even though I’ve already stocked my closet with teacher wear and powerful shoes. This is a brand new culture, and I want to see how “we do things around here” before I find the expression of myself that will work best for these kids, these coworkers, this school, this season.

As in every other change I’ve navigated over my fifty-plus years, I know I am going to learn at DLA — I don’t know what yet, but if the lessons I learn are even half as impactful as the lessons I’ve learned at Lutheran North and Lindamood-Bell, I know I’ll be changed forever.

Have I not commanded you? Be strong and courageous. Do not be frightened, and do not be dismayed, for the Lord your God is with you wherever you go.

Joshua 1:9

Note: If you are in or near Ann Arbor and have surplus school supplies: notebooks, pens, folders, index cards, feminine supplies, etc. I would be happy to take them off your hands and put them in my new classroom so that students can come and take what they need no questions asked.

From the Vault: We are all Learning, a re-visit

~ Kristin ~ 1 Comment

I wrote this in October of 2019, in the before time —before 2020 and its pandemic, its racial unrest, its political polarization. If this is not a wilderness, I’m not sure there is one. I wonder if you agree that this is one more opportunity for our us to grow, to be shaped by the One who loves us, and to turn from our wandering back to Him.

It was an extraordinary day that I’ve been thinking about for a week.

It started when my child called at 7 am to admit a failure at work. Some words had been spouted toward a coworker — the kind that aren’t easily called back. Supervisors had gotten involved and, rather than meting out punishment, had normalized the situation saying something like, “We are all learning. We want to support you as you grow through this.”

As I hung up that phone call, a nurse arrived at my door. I’ve agreed to be part of a study in which I set some goals to improve my health or quality of life, I track my progress, and this nurse follows my path, provides coaching and encouragement, and we see what happens.

Perfectionist that I tend to be — I immediately confessed a few habits that I am ashamed of and stated my intention of eliminating them. The nurse, fellow human that she is, reminded me that we are just setting goals — some days we will meet them, some days we won’t. That’s how life is.

We are all learning. Not one of us has it all together. .

When the nurse left, I started listening to a sermon I’d missed a few days prior. We’ve been in a series on Exodus for several weeks, hearing about the Israelites’ journey through slavery, the plagues God used against Pharoah, and — this week — the miraculous rescue of the Israelites.

They’d been suffering in slavery for four hundred years and just like that, h=He swoops in with shock and awe and delivers them out of slavery.

You have to ask yourself why? Why did He wait so long?

And then, once he had parted the Red Sea and delivered them from the Egyptians, why did He allow them to wander in the wilderness for an additional 40 years? Couldn’t He have spared them so much pain? Didn’t He see their difficulty? Couldn’t He tell they were lost?

And questions like that lead me to ask “why did you let me continue in my soldiering for so. damn. long. Why didn’t you send a messenger much earlier? Wouldn’t you have spared us all so much pain? Didn’t you see the difficulty? Didn’t you see the looming consequences? Couldn’t you tell we were lost?”

And I hear our pastor say, “In the difficulty of the wilderness, God shapes His people…God will place us in difficult circumstances, in challenging situations, in order to shape and form our character…and to strengthen our faith.”

We are all learning. None of us has it all figured out, and God wants to support us as we grow through our wildnerness.

I can see it. I can. I can see how through difficulty my character has been formed. The most desperate of situations have pressed me to make new choices, live differently, and see clearly. They have, indeed, strengthened my faith.

I was lying on the table of my physical therapist the other morning, chatting about some recent developments in the long journey we are on, when she said, “When the student is ready, the teacher appears.”

I’m ready.

As the Israelites stood next to the not-yet-parted Red Sea, the Egyptian army bearing down upon them, Moses said, “Fear not. Stand firm. And see the salvation of the Lord which He will work for you today. The Lord will fight for you; you have only to be silent.”

I have only to be silent.

I was sitting in an instructional meeting at work — me, an educator for the last thirty years — and I found myself being challenged to consider how my tone, my energy, and my language can motivate or demotivate my students. How the nuance of my voice, its inflection, and my message can make or break a lesson. The presenter said that we should use language that is calm, neutral, and assertive to direct our students toward their tasks. We should use messages like, “Read this paragraph, starting here,” in a calm tone, as we point to the page and then wait expectantly. When we give a clear direction and the space to respond, we provide safety — a secure spot for our students to step into.

Safety is everything!

Knowing I am safe, emboldens me to take a chance — to try reading the words or to even make a mistake. If I feel safe, I can try, because I don’t fear judgment or punishment or embarrassment. When I’m given direction from a calm, neutral, assertive voice, I don’t feel bribed, used, or threatened. I feel free.

The nurse from the study did that. She spoke in a calm, neutral voice, offering reassurance as we wrote out my goals. She showed me how to record my progress and scheduled our visits over the next eight weeks during which she will check in and offer support.

I breathe easily; I know I’ll be ok whether I meet my goals or not — whether I walk more, watch less television, or sit on the couch all day.

Moses (perhaps in a calm, neutral voice) said, “Fear not. Stand firm. And see the salvation of the Lord which He will work for you today. The Lord will fight for you; you have only to be silent.” The Israelites bravely stood there; the Red Sea was parted, and they walked through on dry ground to safety. When their pursuers followed, the sea un-parted and swallowed them up.

Now, long story short, the Israelites didn’t immediately apply all the lessons they’d learned from their time in slavery or from this amazing rescue, so they ended up wandering around in the wilderness for an additional 40 years, so that God could continue to shape them and turn their hearts back to Him.

And, coincidentally, after my rescue from the soldiering years, I did not immediately apply all the lessons I learned. Instead I ended up walking through some additional challenges through which God has continued to shape me and turn my heart back to Him.

Just yesterday, our pastor delivered the truth that I’ve been clinging to — the words that let me know I’m safe and that I can step into this learning day after day: “God in His sovereignty is in control of whatever situation I am in.” He, the one who has been with me through the soldiering, through every difficulty, through every rescue, through every lesson, is in control.

He keeps showing up because He wants me to know that He is the Lord my God. He knows I’m just learning, and He wants to support me as I grow through this.

He brought me out into a spacious place; he rescued me because he delighted in me.

2 Sam 22:20

Language Learning

~ Kristin ~ 1 Comment

On Saturday, I worked with two students online. The first is a high school junior who I’ve worked with since she was in eighth grade. The second is an eighth grader who I met when he was in sixth grade. Both students are bi-lingual. Both students are high-achieving. Both students are expected by their parents to work hard.

“Gina” and I worked on SAT prep. She had taken a practice test and wanted to review the items she had missed. We analyzed her mistakes and discovered that almost all were related to vocabulary. Over the years, Gina and I have talked about the strength she has in knowing two languages. She can communicate with people in both Chinese and English. In fact, while she takes AP English Language and tutors Chinese students online to help them improve their English skills, she also studies AP Chinese! She has traveled to Taiwan many times with family and can spend weeks speaking nothing but Chinese. Then, she can come back to Michigan, slide back into her public school classroom, and navigate the language needed in all of her rigorous classes. This is a huge strength! However, since she holds in one hand all kinds of Chinese vocabulary and in the other hand all kinds of English vocabulary, neither hand has room for quite as many words as they could hold if they were cupped together holding words from just one language.

cupped hands

For example, although she holds the word ‘vague’, she may not also have obscure, dubious, ambiguous, and nebulous. Her hand simply doesn’t have the room. ‘Vague’ can usually do the job, except on the SAT, which may require Gina to know that obscure, vague, and ambiguous are all synonyms, and explicit is their antonym. The distinctions are challenging. So, we often spend our time working on vocabulary and helping Gina build images for new words so that she can put them on index cards and practice them when she’s not studying Chinese or psychology or one of the many other classes she is taking. She also has an English vocabulary app on her phone and plays freerice.com. She’s always trying to find ways to fit more words into her hands.

And then there’s “Kyle”. Kyle is fascinating to me. Although he is fluent in both Korean and English, although he speaks only Korean at home, although he is only in eighth grade, this kid has so. many. words. He did even when he was in sixth grade. I popped into our online room and asked him, “So what’s up? Your mom says you need some help with writing.”

“Well, my teacher says that I write too much. She says I need to be more concise.”

I’m chuckling to myself right now because in eighth grade, my teachers way back in the 70s didn’t expect me to write paragraphs and essays. I certainly hadn’t been given any feedback on my writing because I hadn’t produced any, but if I had, I am quite sure my teachers would have said I needed to be more concise.

“So what kind of writing are we talking about here — in class writing? or more formal writing?”

“Both.” Kyle is a striking young man — crisp haircut, sharp glasses, angular features. And he’s almost always deadpan. He cracks me up.

“Ok, so give me a typical in-class prompt.”

“Is The Giver a dystopian or a utopian novel?”

Again, I’m laughing inside. I don’t think I knew what ‘dystopian’ was until I taught Brave New World, but I digress.

So, together we built a very structured response to that prompt — topic sentence, three supporting points, and two pieces of evidence for each point. When we were finished, I looked at his face, read it, and said, “Pretty boring, huh?” He cracked a slight smile. “Well, tell me how you might’ve answered that question.” He admitted that he would’ve rambled and that his points would’ve been all over the place. “Ok! And that is what your teacher is asking you to work on! So, although it might be boring, I want you to practice this format for a while. Once you have the format, you can begin to experiment a little.”

He then shared a current assignment he is working on — a story told in two voices from two points of view. He chose to write about a hunter and a deer — one page for each character to tell the story of one day in the woods where they have an encounter. It’s vivid, and the language is clean.

“Kyle! This is beautiful. Your words are making me picture this snow-covered woods — I can even hear the hunter’s boots crunching in the snow! I can see him lift his bow, reach for an arrow, and take aim. This is fabulous!”

“She says we need to have sensory language, two adjective clauses, two adverb clauses, and ….” He’s reading from a list, discounting my praise.

We walked through his essay, which truly was well-written, particularly for a rough draft, and especially for an eighth grade bi-lingual student. We found his sensory language. I showed him how to combine his sentences by way of adjective and adverb clauses, and I pointed out how he had included the stylistic elements that his teacher was looking for. And then I said what I often tell writers who have too many words.

“I want to challenge you to make this even more concise. Right now this essay has 1000 words. I want you to cut that count by 10%. You have written a great essay, but play my game with me. See if you can cut 10% of the words, and then notice what impact that has on your story.

“Also, for your in-class writing, I want you to practice that format for a while. Learn the discipline, then you can experiment more.”

“So in other words, follow the rules and forget my voice,” he said pointedly.

“Well, no! Your voice is fantastic and natural. I don’t want you to lose your voice. And you won’t. As a matter of fact, when you practice this discipline, I think you will find more room for your voice.”

And he gave me that deadpan look again.

“Try it,” I smiled.

Gina is trying to expand her vocabulary, Kyle is trying to rein his in. Both are going to take work — practice, discipline, and courage. It takes real guts to admit that you don’t know everything — that you could learn something.

But when we do — when we admit that we have more to learn, when we listen to the voice of our mentors, and when we utilize that expert advice — we are transformed.

When I met Gina in the summer of 2015, she was timid. She gave me one word answers and was struggling to do schoolwork because each sentence was labored. Yesterday, when I asked what she’s been doing, she said, “During first semester we worked mostly on rhetorical analysis, but since Christmas we have started writing — what do you call them — oh, yeah, arguments.” She, an adolescent, has been leaning into her language process for three and a half years, and she is seeing the pay-off.

When I first met Kyle, he reminded me of my young self. He had a quick answer to almost everything. When he didn’t know the answer, he had several strategies for faking his way through. Now, at the ripe old age of 13, he is beginning to acknowledge that he has room to grow. He articulated the areas that had been identified by his teacher, and he at least considered the strategies that I offered him.

What a delight I have to witness their transformational journeys. And no, the metaphor isn’t lost on me. I, too, have admitted that I don’t know everything, that I have much, much more to learn. It’s taken practice, dedication, and courage, but I’m already beginning to see glimpses of transformation.

And yes, I did try to cut 10% of my words.

let the wise listen and add to their learning,
    and let the discerning get guidance—

Proverbs 1:5