1. LOCATION
-The greatest thing about this internship is Mississippi itself. Being here made me realize how little culture and history I know about Amherst and even my hometown. I've learned so much about Oxford, the Delta, and the entire state in general. It felt like more of a vacation than a job at many points during the summer because there is so much to experience--the food, the small towns, the historical monuments, the different fun places.
2. STRUCTURE
-Another nice thing about the internship was how it was set up this year. I liked the rotation schedule because it kept things interesting. We were able to learn a lot about the Teacher Corps from the School of Ed, about how to lesson plan with Dave, and about the administration side of a school with Joe. We also got to interact with the kids themselves, which is extremely important, and listen to some incredible speakers. The two months went by extremely fast because of this. The experience was very rich.
3. PROJECT
-Although the project was somewhat difficult to accomplish without a car and with little knowledge of the area or contacts, I truly enjoyed doing it. It allowed us the chance to take something we're interested in, and may possible do theses on, and produce something for others to enjoy and learn from. Plus, it gave us something to do in our downtime at the summer school :)
1. TIME
-Although I loved how dynamic the internship was, the rotation schedule was kind of hard the second month. We had to get up by 6, go to summer school until 3, and then most of the time we had a meeting that would like until 4 or 5. This got extremely tiring and I found myself not wanting to pay attention to speakers, etc. as closely. I'm not sure how this could change--maybe have the interns drive a van down to the school so they can leave before role plays?
2. ONLINE STUFF
-Blogging I understand. There needs to be some sort of evaluation/reflection. However, I would just make up blog topics in the beginning and have the interns choose like 6 or 8 that they want to do by the end. You could say you need to blog by certain dates, but at least everyone could do it on whatever they desire. I would definitely get rid of twitter and del.icio.us though. Maybe introduce them, but don't make the necessary.
3. THE OTHER INTERNS
-JK :0)
As for advice for next years interns, I would say come into the internship with an open mind and be willing to do anything. I think the reason I had such a great time was because I truly got to know the first (and second year) teachers. I made sure to be involved in whatever activities they had planned (volleyball, bbqs, etc.) Everyone has something unique and interesting to offer and they are what made the time here pass by so quickly. The future interns should also make the trip to the Delta and make it a point to see towns other than just Oxford. I'd say, just make the most of your experience.
The topic of our second story circle with Dave Molina was: "In your time here so far, when did you realize that race is still a barrier in the classroom?" I won't share anyone's story, for each person's story is his/her own, but one of the common threads we discussed was relationships. We found that in many of the stories there was a struggle to form relationships, and within those relationships to be accepted, not to stereotype, not to homogenize. We talked about natural relationships that form and why they form that way. One of the main things that was brought up was race and how easy it is to fall into a rhythm with who you surround yourself with.
Toward the end of the story circle Dave asked us all how we could begin to build the bridge toward the future--how to take what we've talked about in our circle and apply to our own lives. There was silence in the beginning, and I thought, how perfect for the situation. See, we are trying to make something natural. It seems a little paradoxical. We want these natural relationships to be formed--relationships where a person doesn't have to explain why although he may appear white, he is actually half latino, or black, in order to relate. However, to get to this point, this point of naturalness, or unconsciousness one might say, we have to be conscious. We have to have discussions like the story circle. We have to bring the problem to the forefront. We have to notice things. We have to be aware.
I find this funny, but I also think it's what makes the change so difficult. We have to stand up and face something that we want to be invisible. We have to acknowledge something that is kind of awkward to acknowledge, because we know it shouldn't need to be acknowledged, if that makes any sense.
ellen meacham: When Mrs. Meacham showed the documentary about Kennedy's trip through the Delta, I noticed that she was very touched. She was almost moved to tears as we watched Kennedy kneel down to each child and ask what s/he had eaten for lunch. Many replied nothing. Kennedy joined Meacham in utter dismay at the sight. As I watched, I wondered if the Delta would bring about the same feelings in me. After all, poverty at that level is an extremely powerful thing. Well, I had my chance to find out exactly how I'd feel, as we traveled to Greenwood, Indianola, and Money on Saturday.
To my surprise, I was not nearly as shocked as I thought I would be after hearing and seeing all that we have in the past month and a half. We took a driving tour through the town, while Ashley explained how each neighborhood was set up, which streets should not be taken at night, the different places where shootings had happened, etc. I sat in the back next to Philip and Tish and stared out the window. I didn't feel much of anything. I wasn't overtaken with sadness when I laid eyes on the decrepit houses and stores. I didn't have the urge to cry. I just watched, quietly, and snapped a few photos. Maybe it didn't seem that unreal because there were people all around. Or maybe because I've seen similar neighborhoods before. I'm not really sure.
The only thing that evoked any type of emotion was the sight I saw once we crossed over the bridge. Within 2 minutes we were in the company of mansions, beautiful lawns, and nice cars. That, to me, was the unbelievable part. That these two worlds, although very unrelated, could not come together under the one thing they have in common--their town. Ben and Ashley explained that when the two "sides" cross paths, it is as though they don't even see each other. Each is invisible to the other. But how can this be? We saw that nice antique shops and 5-star hotels are located on the south side (the poor side), so we know that the two worlds are interacting, at least on some level. So why have they not opened their eyes? Why have they not, like Kennedy and like us, taken a trip through the Delta, even through the other side of their OWN town? This, is unreal to me. They obviously have the resources to do something. I mean, a new mansion was being built the very day we visited. Maybe someday they will make the trip, and hopefully they will be as shocked about their ignorance as I was.
ashley johnson: Passionate. Inspirational. Sweet. If we could have had any "surprise" speaker Monday (after an already incredibly long day) I'm glad it was Ashley. As if I didn't already want to go to the Delta, now I feel like I need to go. Ashley did an amazing job of mapping out Greenwood--both the good and the bad of it--but hearing is not the same as seeing. Yes, it's unbelievable that some people have shower curtains as front doors, but I can't even imagine what I'd feel the minute I laid my eyes on that sight--especially if little kids were running around the area. Seeing is believing. We plan on making the trip this weekend. I really want to see Mississippi.
Another thing I really enjoyed from Ashley's discussion of Greenwood was her discussion about integration into the community. She seemed to really know the town and the people. She was a part of it all. This past semester I took a class on legal theory and one thing we continually discussed was whether or not it is necessary to be an insider--in other words, does a person need to be a part of the very system they are trying to change or describe? In my opinion, it is extremely important that a person integrates because that is where the big change (or at least ideas about what needs to change) will come from. However, it is also important that a person can stand outside of his/her self and look in on what's going on. You need both perspectives. I think Ashley had that. She was from somewhere else entirely and so could see the larger issues, whereas everyone else didn't know. She kept describing how the students would come to school bright-eyed and bushy-tailed because they just didn't know. As Mr. Barnes said, "they don't know what they don't know". However, she also understood the experiences of her students and made the effort to see the little things--the things people don't notice from the outside. This, I believe, put Ashley on both sides of the desk (Barksdale), and it probably why she was such an effective teacher.
reggie barnes: I think it's safe to say that Mr. Barnes is a people person. I doubt that one person walked out of his talk bored, or uninterested. He has a dynamic personality and a lot to share. Plus he's honest: "I'm making you laugh now, so you won't cry later," he boldly stated to cease the laughter after a funny comment about student/teacher relations. He poked fun of the "bad feeling" he got about Basile when he strutted in and Jason's deep voice. He forced me, who he referred to as Miramichi (a 14-year old student of his), to go to the board to make a "ruler" (I had no idea what he was asking) in front of everyone. But yet, each and every one of us laughed; no one was offended. We couldn't help it--we just had to like him. Something about Mr. Barnes grabbed out attention, and our approval. To describe that "something" simply, I would just say:
I've found this idea to be extremely pertinent to summer school. Just last week Joe consulted us about two situations. The first was a student who had "3 absences" (he actually only had 2, but the number was miscalculated). The student said that his previous absence was due to the fact that the school had sent home a letter for pending payment which stated that if the student had not paid, s/he should not attend school. This was true (and a foolish letter not written by anyone here). The student had not paid, and so followed instruction. He explained that he had paid the day of his absence and thus attended summer school the next day. We debated whether or not to expel this student (who we thought had 3 absences). Someone said we should stick to the rules, since other students had been expelled already under the policy. However, this situation was different. He was simply doing what he was told by the letter. I suggested that we first check to see if the student did actually pay--he had. I then suggested that we consult the teachers on the situation. Luckily, before this point, we realized the student only had 2 absences, so it became a non-issue.
The second situation arose with a young female student who had received her second detention for not sitting down during bus club when asked. Now, staying in the seat had never been a rule before. We had never told the students they needed to keep put, and so, as one might assume, they never really did. However, she was asked to do so, and didn't. This second detention would usually lead to a suspension, but yet again, this situation was different. We first looked at the student's previous detention and found that it was only for two tardies. It seemed a little silly to suspend a student for two tardies and breaking a rule that never existed, so we let her off. I feel good about this decision, even though, by policy, she should have received the suspension.
Maybe my approach to things would get me walked all over if I ever become a teacher, but I strongly believe in this method. I think dealing with every situation in a similar manner is the easy way out, and that's just not fair to the students. It's impossible to think up every single situation that might occur and encompass them all into a set of rules that is fair for every person, every time. Therefore, when something comes up that is different, even if only slightly different, take it as it comes--You'll probably feel a lot better about your decision if you do.
I have mixed feelings about this book. I think the intent behind the book is good--it's teaching the reader to think in different/creative ways. Steven Levitt combines two seemingly unrelated things in most chapters and tries to make sense of it through statistics and numbers. The arguments are coherent and logical and fairly grabbing at first. It seems that Steven has unearthed some amazing connections, but despite what he says, numbers can lie. True, numbers are numbers--they are objective. However, they can be manipulated. Statistics can be made to show anything, really. Steven also claims that we cannot trust experts, but he is an expert himself. How do we know that he doesn't have some selfish intention behind writing the book or making connections, such as these? After all, he does seem to enjoy the glory--he has quotes about his "god" status at the beginning of every section. I'm not completely against the book--I feel that if people read it in the right way, and question Levitt, just as he questions other's judgments and thoughts, a person can get a lot from the book. However, if a person reads it and just takes Levitt's words as complete truth, there's a problem. I certainly appreciate the book--I enjoyed reading it for the sheer fact that I like being critical and asking questions and I see Steven Levitt as a person doing this exact same thing in writing the book. I just hope that's its popularity is for similar reasons, and not because people believe exactly what Levitt says.
The one thing I hear from just about every first-year, every second-year, and every staff member is "are you going to do the program?" In the beginning, it was an easy answer: "I'm not sure yet, that's why I'm interning here. Ask me again at the end." Of course, they've held me to that response. After about a month of being here, the question resurfaces, "so do you think you are going to do the program now?" My first response is always: "I'm definitely going to apply. Am I going to do it? I'm not sure yet. A lot can change in 2 years." If they pry further, which most do, I explain my one major concern--the distance. Now, I'm not talking just about the physical distance. I would happily move to LA or France. It's more than that. I just feel like my experiences would be so different from my friends. I understand that change is not necessarily a bad thing--it's sometimes best to branch out. It's just that, I'm afraid I won't be able to relate to anyone from home anymore. Some things here are just so different, it's hard for me to even explain them, let alone understand. See, for me, my escape (other than hour long runs when I'm frustrated) is my friends and family. They know exactly what to do and say to take my mind off things. In a job like this, I know that I'm going to come home almost everyday needing to escape; needing someone outside of this place to calm me down. Sure, the teachers have each other, but talking to someone who is dealing with the same issues is not the biggest help. Molly mentioned that she sometimes has a drink with the workers at the hardware store underneath her apartment :0) That's better, but still....they aren't family. They aren't close friends. They aren't outside of this place. I've been carefully considering my answer to that golden question and dwelling on this thought for awhile, but the other day I realized something. I'm not really as "far" from home as I initially perceived myself to be. There are always images, landscapes, people, and moments that can take you back. Let me show you what I mean:
Right: Sunset, Lake Sardis, Mississippi
Right: X-Country Track at OleMiss (by Whirlpool Factory), Mississippi
Right: The Grove, OleMiss
Right: Rocky Coast, Lake Sardis, Mississippi
Two Photos on the Right: Basile vs. Anna, Jeffs vs. Ephs (Track and Field)
marian barksdale: One thing Mrs. Barksdale discussed really hit home for me. At the end of her talk about the School Board she mentioned "B" (for the sake of privacy), her "tutee", as she calls him. It seems that she has formed a very special relationship with this boy, traveling to the 7 different places he has moved to in the short 5 years she has known him in order to continue mentoring. This might seem crazy to some people, but when you have a bond with someone and care deeply about him/her, you want to help in any way possible. Traveling a little extra distance to do something you already committed to is not a huge chip off the shoulder. Mrs. Barksdale also mentioned that she has, in the past, paid the family's electric bill, and on the very day of her talk would be paying the family's motel bill. She stated that she worried about making these payments a little, but only 2 requests in 5 years really isn't that bad. I agree. If you can afford it and it's not consistent, I say go for it.
But then Marian mentioned that B needed to attend summer school for 9th grade English. She had given him a number to call for financial aid and then she left town. Upon arrival back home she learned that B had not enrolled in summer school due to a lack of funds. She defined this as a personal failure. She plain and simply "wasn't there"--but she was there. She was there to guide him in the direction of summer school, to help him find a way to get funds. She just wasn't physically there. It wasn't her fault that her trip happened to coincide with summer school registration. It wasn't her fault that the number she gave him had already given out all of its money by the time B called. Everything was out of her power, but yet, in her mind, she failed.
I understand her sense of guilt. Believe me, I've felt it a thousand times, but that's exactly what worries me. At Amherst, I tutor for an organization called ABC (A Better Chance). The program moves talented, minority boys from inner-cities into places like Amherst with good school systems. In Amherst, there are 7 high school boys who all live together in a house. I tutor one junior in particular, Randy. He's just about the only boy who will flat-out admit he needs help. He always works the entire time (with occasional breaks to talk) and for some reason he took a liking to me from the beginning. He'd teach me Spanish, so I could in turn teach him Spanish (although I think he knew more than he led on and just enjoyed hearing my French accent struggle over vocabulary). He'd work diligently on Math problems, but at the same time milk his broken arm so he didn't have to write out 100 flashcards. Now, don't get me wrong, Randy would continually test me--ask me why I did this, how much I was getting paid, etc. I think deep down he knew though, I do it because I enjoy it, because I always walk away with a smile, because every single day I gain something new (like the Spanish phrase yo te quiero dedicar une elephante--sp?) Randy would always only take it so far, but then quickly back down and focus if he noticed I was even the least bit frustrated. It was almost as though he was slightly afraid I would hand in the towel and give up on him. I wouldn't. We had a great relationship. I even took him to get his haircut at one point so he wouldn't have to wait around for an untimely bus. On the way home he criticized my style, saying I needed to invest in a pair of sweet sneakers (He owns over 50 pairs). He suggested Pumas.
Then one day he mentioned that he could get extra credit in Spanish for attending a play the next day at a nearby college, but he didn't have a ride. I was free, so I offered to bring him. I explained that he would need to get directions and call me with the details. The play ended up being rescheduled (he didn't give me the new date), but then a few days later called and told me the play was on that night. I really wanted to bring him, but it was such short notice and I had a study session for an exam. Still, I felt obligated to Randy. I didn't want to let him down, but I just couldn't miss this review session. I searched frantically for a solution for about an hour and luckily one of my friends offered to take him. It was a relief, a huge relief. Still, I felt guilty for not being able to do it and obligated to find another way for him. I felt the same guilt when a lecture or exam would come up and I couldn't make tutoring. It was extremely stressful for me and would weigh down on my conscience. The sad part is, at least five other people are supposed to tutor on the same night as me. I had only seen two ever-->both showed up at the first, and maybe second, session.
This guilt, this "failure" attitude Marian mentioned, is the worst. Especially when you know things are out of your control and there are a ton of people out there who just don't care. I often worry that it would be too emotionally draining to see all of these students, with so many needs, and know that I can't help them all. As hard as I could try, it would never be enough. I can't win and I might lose, over and over again. That fact just kills me. But the truth of it all is, I can at least play a damn good game.
Truthfully, I don't like the idea of this post. We're supposed to write about something someone (an MTCer, Dave, etc) said that we disagree with. So, if I was a teacher, and this was an assignment, what objective would I want the student to get from it?
TSW form a persuasive argument critiquing something someone said
So, what student would I expect to write the best response? I would expect it to come from the student who wrote on a subject they were truly passionate about. The problem with our assignment? We only have a few days to figure that something out. What if no one has said anything truly controversial yet? I think it would be much better to have this blog topic, but with no assigned date. Or, think up a list of blog assignments from the very beginning, send them out, and have people choose when they want to do each (as long as they do everyone by the end).
On a different note, I will answer the assignment, because I can make reference to something. On Wednesday, Tish, Christine, Ben and I went out to lunch at Maries. Toward the end of our meals we started talking about how to find the best applicants--the ones who will stick it out at least both years, if not continue to teach afterward. Ben mentioned that when he does a phone interview, unless someone gives an outlandish answer, the tone, confidence, etc. in the voice is the most important thing, the answer doesn't even really matter. I completely understand this rationale. As a teacher, one must be poised and assertive, especially in a classroom filled with rowdy students. However, I don't know if this is the best method for the kind of program MTC is. This week, I've been conducting interviews with last year's principals in order to survey the 2nd year teacher's abilities, skills, and overall performance. While every principal has something different to say (some are extremely pleased, others see some work that needs to be done), there was one reoccurring comment. Every principal mentioned the dedication the teachers show toward their crafts. Every teacher truly wants to be there, wants to make a difference. It doesn't matter that they may not have incredible class management skills because they come back every single day. Some even stay after when they don't need to. Every teacher perseveres. I think this comes from one common tie--every teacher that makes it wants to teach, is passionate about teaching, desires to dedicate his/her life to teaching. While this may come across in the tone and confidence of the speaker on the other line of that phone during the 15 minute interview, it will without a doubt come across in his/her answers. One's voice may quiver, s/he might speak softly, but I'm positive if that person truly wants to be a part of the program, you will hear it in the answer. If they want it, they will tell you that they are in it for the kids, that they want to impact change, that they are determined to make a difference. So my suggestion is listen to what the candidates actually say because confidence can be broken, but passion cannot.
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lrwilson said:
[this is good]quality over quantity, or lack thereof: substance over superficial statements. read more
on i beg to disagree.
New boyfriend!! read more
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