Here’s a glimpse of the community members that we’re at the South LA Community Coalition event I attended on Sunday. Very powerful indeed. Go South LA! We’re trying to help rebuild you now at Markham!
Archive for April, 2012
I took a break from blogging last week because:
1) I’m sick of writing about my students right now because of the way they’ve been acting and treating me.
2) I had a sub for three weeks. What could I honestly blog about besides complaining about my student’s behavior and how most of them probably only wrote a total of five sentences over the span of three weeks?
3) These past couple of weeks have been the exact same.
I’m thrilled to share that my teacher has returned! I survived! I tried to prep my students for that big ol’ standardized test that’s coming up in two weeks, but I hate to say that I failed because my students refused to do any work (except a select few). Instead of getting frustrated, I’m at ease because I know I tried to teach them while their teacher was gone. When I asked them what they learned this month, they said “nothing”. At least they were honest…
I’ve been delaying working on a project for City Year communications because I got really caught up with Peace Corps stuff. The project is a photo and audio slideshow showcasing South LA: The community we serve. I’m supposed to get interviews with community members, students, teachers, corps members, etc. and take lots of photos that illustrate our community. The theme of the project is to show all the good things about South LA because so many people stereotype it as a “bad” neighborhood and associate it with the LA Riots.
The 20th anniversary of the uprising and the peace treaty between the bloods and the crips was this past week, which motivated me to actually make progress on this project. Yesterday, I went to Watts to take photos for the project. I stumbled upon a community resource fair hosted by the South LA Community Coalition on a lot at 81st Street and Vermont Ave that is still vacant due to the 1992 uprising. The vacant lot is soon to become a park. The Mayor and community organizations and activists spoke.
It was moving to see so many South LA residents working together for a common cause: To rebuild South LA. Ironically, unemployment has risen in South Los Angeles, which was one of the sparks for the 1992 Riots. According to a LA Times article, a post-riots report said the area needed an investment of about $6 billion and the creation of 75,000 to 94,000 jobs.
The federal and state governments spent as much as $768 million, according to a 1994 estimate, but the private sector has not invested much in South Los Angeles, which is where the jobs are. Larger businesses don’t invest in South Los Angeles because of crime and poverty –will people break into my store? Will people have the money to purchase items from my store? Unfortunately, this type of investment is what South Los Angeles needs. Reading up on the LA Riots this weekend reminded me about a couple of interviews I conducted over the summer about the riots. My radio reporting professor, Judy Muller, was my favorite interview. She covered the LA Riots as an ABC correspondent. I found an awesome radio story she reported for KPCC Los Angeles public radio that brings you back to the moment the riots started.
During my last semester at USC, I had to write a paper based on the play Twilight, which is a collection of interviews about the LA Riots. My professor asked me to do a similar style of interview and find those who experienced the riots or focus on race. I compiled a list of interviews I conducted, which make me question so much about society and Los Angeles today.
Like Tiki Torches – Judy Muller, former ABC correspondent who started reporting in Los Angeles in 1990 after moving from the east coast; she is now a professor at the USC Annenberg School of Journalism. Short blonde hair with bangs, wears glasses, slender, dresses stylish. In her late-50s. Eccentric personality, welcoming, very intelligent. Caucasian. We talked over the phone because she is away from Los Angeles at the moment on vacation in Colorado.
ABC News hired me as a TV correspondent and based me in Los Angeles.
My first thought was, ‘oh boy, this is a desert nothing will happen there.’
And then Rodney King got beat up and we were off running.
So I covered both the criminal trial of the cops and then the federal trial for violating Rodney King’s civil rights.
But it was after the first criminal trial, when the cops were acquitted by an all-white jury in Simi Valley.
I will never forget it.
I was in the newsroom; we had just reported the verdict.
And we looked up at the monitors of the news screen and within a couple of hours the city was coming apart.
It was ugly.
Very few of us actually went into the areas where there were rioting.
It would have been just foolish to walk in with $6,000 camera.
A lot of coverage was from the helicopter.
And when things quieted down, we were able to go back into the neighborhoods.
I’ll never forget it.
Never forget palm trees on fire like tiki torches.
Anybody who did go out got a bullet-proof vest.
Our news director said we don’t have enough for everyone.
Some things have not changed.
The high unemployment rate in areas where minorities live, Watts, South Central.
The opportunities for young people aren’t there.
And as long as you have that, you’re going to have a lot of resentment… should there be anything to torch that flame, ignite that problem…
Jobs, jobs, jobs we should be looking at.
The police department is no longer what it is.
It used to be an occupying force, us against them… predominately white, racist.
The face of the police department looks more like the people.
A lot more Hispanic, African American, gay officers.
I was going to say diverse.
But [Los Angeles is] more than that, it’s complicated.
And that’s what I love about it. I keep discovering new things about it.
I feel like I just arrived.
This isn’t just about a bike light – Luis Garcia Rico, a USC student majoring in political science and American studies. Large Hispanic man wearing baggy jeans and a black zip-up with a red shirt and matching red and black baseball cap. He is sitting at a table with other panelists, including an African American USC Department of Public Safety officer, white Los Angeles Police Department officer and a young Hispanic woman and man who are serving as the moderators of the discussion. The blackboard reads, “Bridging the Divide.” Garcia discusses a time when he was pulled over on his bike by LAPD around the USC campus on his way to get dinner at Wing Stop.
It became kind of blatant at that point.
I said, ‘okay, this isn’t just about a bike light.
‘I couldn’t help but think – were they looking for someone?
Did they just want to mess with someone?
It’s kind of hard to trust the judgment that they are doing the right thing.
Police officers are humans, too – Asst. Capt. John Thomas of the USC Department of Public Safety, former lieutenant of the LAPD – Thomas grew up in South Los Angeles and is a graduate of Crenshaw High School and the University of California at Los Angeles. Prior to coming to USC, he served as a lieutenant in the LAPD. He is a short, big-boned African-American male in a beige DPS uniform. He has a black mustache and bald shiny head. Helpful, and has a friendly personality. He is one of the panelists at the same event Garcia spoke at.
The riots were a wake-up call.
You can actually look at the racial percentages in Los Angeles and they will mirror the LAPD.
The officer is thinking, ‘Am I going to stop all these people on their bikes, versus just south or west of campus where people know they are supposed to have lights on their bikes?
[admits that officers may racial profile because they are looking for someone to keep the community safe]
This is why officers are aggressively doing stuff.
There’s an LAPD policy that if a person files a complaint that isn’t frivolous the department will investigate it.
The worst [a victim] can do is ignore your feelings and say nothing happened.
As long as police officers are recruited from the human race these situations will continue.
Police officers are humans too, you’re going to get good and bad.
Our goal is that the community does not think [these incidents encountered], reflect the entire force.
We’re still rappin’ and flappin‘ – Linda Guthrie, A former Los Angeles Unified School District middle school teacher who has also been an officer the United Teachers of Los Angeles (the teacher’s union). She ran for president of UTLA in 2003. Wearing a khaki button-up shirt over a orange t-shirt. Sitting at a table with other panelists. She spoke at an event that discussed the “the myth of a post-racial society” in America – and specifically – Los Angeles after Barack Obama, the first black president, took office. She is an African American woman in her late 50s.
It’s mythology that propels us forward.
It’s the mythology we have to contend with so when we have the myth of a Post-racial society.
You have to approach it in a different way.
Black women and children, they are raised at the bottom of the heap.
Still in L.A. Unified, you can still see that black children are consistently under-performed. Resources aren’t directed toward them.
The suspension rate is 300 times as much as other children.
But we live in a post-racial society where it doesn’t make any difference.
America is a spin over substance.
Post-racial is the latest slogan to find its way into the popular culture.
It’s the gist that racism has occurred in the past.
My feeling is that when I mean, when I heard the term ”post-racial” I wanted to know what they were smoking, and where they live. [Audience laughs]
Every morning when I get up, I’m acutely aware of the fact that I am a black woman in America.
As I told my students in a multicultural class, as a black woman in America, that I am at the bottom of the heap.
When I have students approach me and automatically approach me and act a certain way, when they see the color of my face then I know we don’t live in a post-racial society.
When I turn on the TV and see black women referred to as ‘bitches’ and sexualized in a way that as akin to what happened during slavery.
I cannot say that we live in a post-racial society.
When you ask children what black people are about, we’re still rappin’ and flappin’.
Within our own races. Jessica Wallace, a 28-year-old outspoken African American woman. Big-boned and slightly overweight. She is wearing a black t-shirt and red bandana. Stood up in the audience during the public comment portion of the post-racial society event and spoke loudly with many hand and arm movements. A student at Cal State Los Angeles.
It used to be white people were racist with you every day.
This and that.
And then there were the people racist on the top were also white.
But now we have interracism within our own races.
That’s the colonial racism… that people have.
Maybe Latinos have against black that is your have a darker skin than me so I’m going to be racist against you.
We have, sadly enough, is that you weren’t born here and we were born here.
And that’s how they do it.
So, based on these interviews, the question is, even if the LAPD changed, has much else changed? Do we live in a post-racial society or is that a myth? If we live in a post-racial society, then why are the schools that struggle the most like Markham full of only minority students? Why are minority students getting a second-rate education? Why are we still fighting against different races? Why is unemployment even higher than it was in 1992? Why is violence still prevalent in our communities? I wish I knew. What do you think?
City Year Los Angeles’ deputy director sent all the corps members an email last night about how things have changed since 1992: there is more discussion among people and our civic leaders are diverse, but people still live in poverty and violence that circulate through the schools we serve.
We serve in these neighborhoods that were affected by the riots to help prevent anything like that again. We encourage our students to be leaders and receive a decent education so they can come back later and help their home neighborhoods. We are those who are finding a solution to the problem.
Our deputy director said that after our service year, we have to share the story of these neighborhoods and vote “honor the legacy of those we served.”
I will do so. I will also push to be my best in my last five weeks of service.
Yes, we really have only five weeks left…
I’m moving along with the Peace Corps placement and medical process! I’m not medically cleared yet because I had to get a polio shot and send in proof of it, but the placement specialist that has been in contact with me said both my medical and placement reviews will be happening at the same time. Usually nominees don’t hear from placement until a couple of months after they are medically cleared, but it looks like they’re trying to speed up the process for me so I can leave as soon as possible!
My placement specialist asked me to fill out an English teaching questionnaire that is detailed below. Writing these answers really helped me reflect on my year working at Markham Middle School and how much it has prepared me for the Peace Corps. I’m not sure if I would have been ready to go right after college, but now I know I am!
Part of preparing for Peace Corps service is developing realistic expectations of what life is like as a Volunteer, with specific attention to the common challenges Volunteers are likely to face. From what sources and/or experiences have you learned about the realities of life as a Peace Corps Volunteer (PCV)? If your sources include past or currently serving Peace Corps Volunteers, please indicate so.
After graduating college, I joined City Year, a non-profit AmeriCorps program that places 17-24-year-olds in high need public schools. Corps members serve as tutors and mentors who live on a modest stipend. I made it clear to the City Year staff before we were placed in schools that I wanted a challenge and indeed, I got one. I am currently serving at Markham Middle School in the Watts neighborhood of Los Angeles. I serve in a sixth grade English as a Second Language classroom at Markham Middle School. Markham is one of the hardest and arguably one of the most dangerous schools to work at in the Los Angeles Unified School District. The two miles that span across Watts – a neighborhood that is three quarters Latino and one quarter black – have a high rate of poverty and gang violence. Markham Middle School inherently lacks structure and is underserved. This year is the first time in nine years a principal has returned for a second year; long term substitutes, student violence, and suspensions are a norm; there is a continual lack of resources like paper and ink; teachers are forced to teach to standardized tests; many teachers and administrators reprimand students by screaming at them; and family issues such as incarceration, alcoholism, drug abuse, abuse, and the foster care system are prevalent among our students.
Working in this neighborhood and school has opened my eyes to what it’s like to serve in a low-income area. I see on a daily basis all the problems that can potentially arise from poverty, which has also given me a taste of the reality I might be living in as a Peace Corps Volunteer in a developing country. I have prepared in other ways by reading the work of Peace Corps Volunteers and Returned Peace Corps Volunteers like the Unofficial Peace Corps Volunteer Handbook and following a recent PCV University of Southern California graduate’s blog who is serving in the business sector in Cameroon. Although she is not teaching English, out of all the Peace Corps blogs I could have followed, I decided to follow hers because I love hearing from someone who went to the same college I went to. She also knows other volunteers I had classes with in college who are serving in Cameroon but do not have blogs. I have also connected with a RPCV through City Year who taught secondary English in the Ukraine. I had the chance to get lunch with her and ask her all the questions I had about Peace Corps service. All of these sources have given me different, yet insightful perspectives about serving with the Peace Corps.
What are the key lessons you have learned from these sources that will help you succeed as a PCV?
After almost completing an academic year serving at Markham Middle School in Watts, the best lesson I have learned is to be patient. Instead of questioning a situation and getting frustrated, I strive to find solutions. I understand that I have no influence on any of the decisions the school administration makes, but I do have some control over the students I am directly working with. I may not be able to change what is happening at home – whether they are being put into foster care or are grieving a lost one – but I can at least change the outcome of their day by being an ear to listen and someone to talk to who cares about them.
My students struggle with academics; almost all of them are at a third grade reading level in the sixth grade and have trouble spelling and writing. I cannot bring them up three grade levels in one year, as I am only one person with many students. Moreover, because my students are so behind in school, they often refuse to do any work because they get frustrated with the sixth grade content. Getting my students to do their classwork takes a lot of patience and time.
Changing the world isn’t as easy as it sounds. Through my City Year experience, I have also learned that service-oriented work is a slow process and outcomes aren’t always evident. All the work I have done with my students inside and outside of class may not show until years from now, which I am at ease with because I know I have put all the effort I can into my English classroom this year. These lessons have prepared me to become a PCV because I know that other countries operate differently than America: Governments might make decisions that surprise me, there may be a lack of urgency in the population and students that I will teach, there may be a lack of resources in the school I will teach in, students may be just as behind as my students, and student progress may not show during my service. Regardless of any of these challenges I may face as a PCV, I know how much building relationships with students and community members is important to at least ensure happiness and to show the community the importance of education. All of these challenges I have faced in America seem similar to some I’ve read about in the Cameroon volunteer blog I’ve been following as well as experiences the RPCV TEFL woman I met through City Year had.
I understand that serving as a Peace Corps volunteer will be different because I will actually be immersed in the community instead of only working there, but I believe my City Year experience is like a stepping stone to the larger challenges that await me with the Peace Corps. There are many outside forces in the world that I know I will not be able to control and that may affect my volunteer work, but what matters is that I will look at anything thrown my way as just another swerve in the road to success like I do at Markham Middle School.
Working in Watts as a Caucasian female has also exposed me to what it’s like to work in a culture that’s different from my own. I get stared at frequently, but I have become accustomed to it. I still feel like I am part of the community because I spend around 60 hours a week in Watts. I know that it may be challenging for me as a white American in some countries because people will believe I am a rich American, which is the feeling I get sometimes when I am walking around Watts. The lesson I have learned from this is that I cannot change the perceptions about me from people I don’t know, but I can change such perceptions with people I do know. If I am getting all the work done that needs to be done, I at least know that I am doing the right thing for the community I am serving. Eventually, I believe that my volunteer work will snowball into changing people’s perceptions about me who may not have interacted with me.
Moreover, as a City Year corps member, we are not only required to create academic lesson plans for our students, but also school-wide events and activities for our after-school, morning and lunch programs. We spend a lot of time working on these activities and have learned the art of multitasking and teamwork. These skills I have honed from City Year will help me succeed as a PCV because I have experience juggling many things as a team player. I will know how to prioritize and use time management toward my teaching and secondary volunteer project to ensure that I will complete both volunteer positions to the best of my ability. Because of the environment I’ve been in for the past year, I’ve grown a lot and have been prepared for the Peace Corps in a way others may have not.
Since you first told your friends and family of your plans to apply for Peace Corps, has their level of support for your decision changed? As the time for a possible departure gets closer, how are they feeling about it? How have you helped them better prepare for the prospect of you going away to Peace Corps?
My friends and family are very supportive of the decision and proud of me. I have wanted to join the Peace Corps since my junior year in college, so my family has had time to adapt to the idea. As time has gone by and I could be potentially leaving soon, they are getting even more excited for me and are spending time with me while they can. I do not worry about such relationships being strained for two years because they are strong and I will always have my family and my childhood friends no matter what.
I have helped my family prepare by showing them the Peace Corps Website to familiarize them with the geographic regions the Peace Corps serve in as well as the FAQs section. We have also connected with people who have traveled throughout places like Africa, the Middle East and Europe to learn about traveling in such regions. I have prepared my friends by making a blog that they can follow if I have access to the Internet. If not, they understand that I may only have access to the Internet once in a while, so they are aware that they won’t be able to talk to me that often.
What are your strengths as an educator?
My strengths as an educator involve seeing my students as people rather than just students there to absorb information, my cheerful and fun personality and my creativity with lesson plans and activities for my students. From tutoring ESL students with City Year for nearly an academic year, I have learned the tricks about working with middle school aged students who speak English as a second language. The students are still at a time in their lives where they are figuring out who they are and still need to be assured their teacher cares about them as young adults and students.
My current sixth grade students know that they can come to me anything. I will always be there to help them and will not give up until I find a solution because I know I am their advocate in a low-performing school like Markham Middle School. I make a point to learn details about my students — their home lives, their friends and their hobbies so I can connect with them. Learning about my students shows them that I really am investing my time in them, so they respect me and are willing to work with me and learn from me. Likewise, I enjoy tailoring lectures and activities to subjects my students are interested in so learning is more fun for them. An example of this would be when I made a memory card game with phonetics and a game where students had to throw a paper airplane and estimate how far it would go then multiply the number by what I told them.
Working in a classroom everyday has shown me how hard it is to implement an effective classroom management system and have the students still respect you as an authority figure. I currently work for two drastically different teachers – one with a very laid-back behavior management plan and one with a strict behavior management plan. I have seen how being nice all the time may not ensure a productive classroom environment because students may take advantage of it. However, the teacher I work for who has a strict behavior management is very effective with her students because she balances strictness with fun and laughter in the classroom. After reprimanding a disrespectful student, she bounces back by making the students laugh through her sense of humor. She demonstrates through her actions that she cares about the students and their education, and in turn they recognize that she is only being strict because she wants them to do well in school. I plan to use my experience as a shadow in her classroom to help me create my classroom management plan and also build the trust of my students. From what I’ve experienced this year, I know students enjoy being around me because I always have a smile on my face, which I plan to continue when I am teaching.
I am also an experienced public speaker and can pronounce my words loudly, effectively and in different tones while teaching. My students do not get bored when I tutor them because I actively engage them in the material by asking questions during lectures or while reading literature and giving them real life examples that relate to what subject they’re studying.
List the top 3 challenges that you expect to encounter as a PCV and discuss how you plan to deal with each.
1. Working in an underserved school.
I understand that working as a TEFL Volunteer may require me to work in a school with inadequate resources – whether that means the school doesn’t have enough classrooms, desks, textbooks or other school supplies. Although one may think that a decent education requires a sustainable and abundance of materials, I can get around not having everything I need by using my creativity. At City Year and Markham Middle School, I was given few resources for tutoring ESL students because City Year trains corps members for regular middle school English classes. Thus, I had to come up with ways to teach phonetics, reading comprehension and spelling to students with a lack of materials. I have created fun games for my students as well as worksheets that addressed what they were having trouble with. If during Peace Corps service I am faced with a similar challenge, I will find a way to teach my students through interactive activities and games, which will get their minds running. If my school needs resources, I will also create a donation project that will hopefully bring extra funding to the school. PCVs are placed in underserved schools for a reason: Because they are passionate and will do what it takes so their students receive a decent education. I will find solutions to the problems I face at my school instead of worry about the problems like I already have done at Markham.
2. Not having access to electronic communication.
I strongly believe in the power of storytelling and take pride in sharing what I’ve seen through my service work with others. As a former journalism student, I value social media and use it everyday; I have a blog that I update weekly on my experience working with City Year and plan to keep updating it during my service with the Peace Corps. However, I know that I may not have access to the Internet – let alone electricity – and have already thought of alternative ways to deal with such a situation. I will write down daily interactions, experiences and stories about people I meet in a notebook that I will keep writing in until I can publish the stories online. If I cannot publish during my service, I plan to write a memoir about my years of service. I also communicate with friends and family daily on social media and get updates on their lives even if I am not always in contact with them. I know it is highly unlikely I will be able to keep this going during my service, so my friends and I are both aware that I may only get to read e-mails every once in a while when I’m either at the main Peace Corps office in my country of service or if I travel to an area with Internet cafes. As a young adult who is so connected to technology like much of my generation, I am actually very excited to experience what it’s like to not have Internet and cell phone service my fingertips because I believe it’s something many of my peers and I take for granted.
3. Assimilating into a different culture and community.
Although I am very easily adaptable to new places and people, I know that is not the same feeling for everyone, especially residents of the community I will serve in. I am open to accepting the different ideas, people and cultures around me, but it may take a while for community members to trust me. I serve with a hard head and soft heart, so after interacting with me and getting used to me I think community members will see this in me and understand that I am there to really help make a difference in the community and care about its members. I believe the success of a PCV requires support from the community, which stems first from building trust. It may be a rough start until I build this trust and support, so I plan to showcase my personality for those around me — kind, caring, passionate, creative and thoughtful — through my daily interactions and actions to allow the community to warm up to me. I have read that PCVs at the beginning of their service may feel isolated for this very reason. However, I think logically about every situation I am in and if I feel this way I will understand that it just takes time and that I am there for a reason. Also, as I’ve mentioned earlier, many countries run a lot differently than America. In America, there’s always a sense of urgency and time sensitivity is a large part of our culture. From reading various PCV blogs, I see that it can be very laid back in other countries and the infrastructure to getting things done varies — the bus won’t leave until it fills up, appointment times aren’t upheld, students do their homework and class work when they get around to it, etc. To deal with any cultural norms about time, I will just have to be patient because if I am not, I will not fit into the community. I have learned a lot about patience through City Year and the Peace Corps application process and now see things in a different light: If it doesn’t happen quickly, it will happen eventually and I just have to keep calm and never doubt it.
What do you contemplate about Peace Corps service? What are you most looking to the most?
City Year requires all of its corps members to write a leadership statement and mine reads: “As a leader, I will learn something new from every single person I meet, tell their stories and experience a culture different from my own. I will use these experiences and my creativity to do something meaningful in the future.” Thus, I am most looking forward to meeting people from another culture and experiencing their lives. I honestly want to learn something from everyone I meet during my Peace Corps service – even if it’s just a simple virtue like being kind.
Hearing about people’s life stories and cultures makes me so happy; I have a passion to tell their stories. I believe every person on this planet has a life story worth hearing and sharing, so I cannot wait to share my experiences and about the people I meet to people back in America. I am also looking forward to teaching English because it is a career choice I have been contemplating for some time.
My students at Markham Middle School are people I will never forget; I cannot wait to meet a new class of students that I know will have the same immense impact on me that my Markham students have had. I anticipate that my experience at Markham and my experience teaching abroad with the Peace Corps will give me enough ideas for a quality secondary volunteer project and service projects after I complete service with the Peace Corps. I am anxiously awaiting the time when I can put together all these puzzle pieces from my service years and use the experiences to somehow address social issues in America and/or abroad through more service projects or working for a non-profit.
In other words, I’m ready to go!!!
I did leave out one thing in the answer to the family and friend’s question…
I decided to keep track of how long it took for one of the murals City Year painted at Markham over spring break to be defaced. Although I’m about a week late posting a picture of the scene of the crime, it took about a week and a half.
But hey! Someone tried to spray paint over what someone else tagged. I’m not sure if this was an act of kindness to clean the mural up, or another gang wanted to over up the tag. I would hope the former.
Why can’t this be OUR hood – students, teachers, corps members, non-gang community members and gang members – together? If only…
Oh, it’s just another day at Markham Middle School.
As I was casually making dinner, I received an email from a Peace Corps placement specialist. I saw “Peace Corps” in the subject headline on my BlackBerry and jumped up and down. I’ve been waiting to hear something from headquarters — something, just anything! My application status online still says that the Office of Medical Services received my medical paperwork, but the status hasn’t changed to say that my medical documents are “currently being reviewed.” Usually, a nominee hears from placement after they have been medically cleared.
The placement specialist wanted to know if I could change my availability date from July 2012 to the end of June:
My reply? Of course!!! We graduate from City Year on June 8th. I said the earliest I could leave was June 15th to at least have a week to prepare. I’m in disbelief that I might only have a week to say goodbyes, pack and move out of my house in Los Angeles (the pure art of being flexible!)
As a former journalist, I know some good Internet stalking techniques. A lot of Peace Corps applicants, nominees and volunteers use the Peace Corps Wiki Website to post about anything and everything Peace Corps. The Website has a list of previous invitation departure dates and 2012 departure dates that nominees have already been invited to.
The only two at the end of June I qualify for as a secondary English teacher are in West Africa: The Gambia and Benin. I’ll be honest, I know next to nothing about these countries, but The Gambia is close to Senegal. I wrote one of my Peace Corps application essays on a family from Senegal I reported and wrote about during college; it was one of my favorite college journalism stories I reported! One of the programs leaves on my 23rd birthday, June 26th, and the other one leaves the day after. Fate? Maybe so, because it seems like this whole process has been fate!
Disclaimer: I still have to get medically cleared before I move onto this placement process. I know nothing is wrong with me medically, but there’s a chance I could have made a mistake when filling out the documents (although I looked over it at least 10 times before sending it).
Soooo… Will West Africa be my new home? Maybe, maybe not. The information I found online about programs departing in late June doesn’t mean those are the only programs that I could be considered for.
I cannot wait to find out where I will be! I hope the end is near!
-Ms. Warden, the soon to be secondary English teacher
I came back to school after spring break to find out that my teacher would be out until the end of April. In other words, I have a sub for three weeks.
I got lucky and my students have the same sub for two weeks. She has subbed for my teacher when she was on maternity leave in the past, so she has a good relationship with her and has the class under control compared to other subs I’ve had in the past.
Here’s a glimpse into the life of a corps member in a sub classroom:
“STOP throwing food, it’s disgusting and you’re acting like first graders,” I yelled.
“IT WASN’T ME!” said my student.
Throws food again.
“I just saw you do that. Get up right now and sweep the floor.”
“It wasn’t me, you need glasses or something?!”
“Actually, I have perfect vision. Get up right now and sweep,” I said, completely frustrated and annoyed.
“Whatever, it wasn’t me,” as he mumbles things (about me probably).
It’s hard to not yell at my students because they can be so rude when we have a sub. They think they can get away with anything. I try hard to be patient and to pick my battles, but sub days bring the worst out in me. I sit at a desk in front of the classroom, so every single thing my kids do — like rip up paper and throw it at each other, whisper and and cuss each other out, pass notes, not listen to a word the sub is saying, interrupt and talk back the sub, run around the classroom, chase each other with the classroom broom, throw chairs, spit water at each other, walk on top of tables, physically hit each other, and so the stressful list goes on and on.
Having patience with sixth graders isn’t as easy as I thought it would be. Before I started working at Markham, I thought sixth graders would still be innocent and cute elementary kids. Of course some students act like how I expected them to, but after being in a middle school environment like Markham for almost a year, they know just exactly how to get under mine or a sub’s skin.
Case in point: The other day a kid pretended he had a nose bleed to get out of class. Was it actually blood? Yeah right, it was kool-aid.
However, sometimes when I call students out, I am in the wrong. I apologized after yelling at one of my trouble students, but still told him that even if he wasn’t throwing food, his track record when a sub is here gives me a reason to think he’s acting up.
I plan to survive the end of week 30 and week 31 by taking students out of class every period and working with them in the library. Well, more like the students who actually want to do work. I experimented yesterday and took table by table out each period to play a memory game with sixth grade English CST vocabulary. I was lenient and let them listen to music, which wasn’t helpful because they weren’t invested in the game. Right now, they have no authority back in the classroom telling them they need to work with me and respect me, except the students that ask me, “Can we go to the City Year room today?!”
I think a perfect comparison for weeks like this would be that the classroom is like a zoo.
“Hey girl, how you doin today?” said my student after I gave him the “are you serious right now” scowl after he yelled at one of his classmates.
Think I’m going to respond to that? Nope. PICK YOUR BATTLES.
Please, oh please Peace Corps, assign me to be a high school (and not middle school) teacher!
Yours in service,
Stressed and Aggravated Ms. Liz
The scene of the crime: All the trash my students threw at each other and the brooms they enjoy hitting each other with on sub days
Spring break is usually associated with lavish parties and vacations. Here at City Year, we have to do what we call “ball on a budget” (I only get paid $990 a month…minus rent, that’s not a lot!)
Last week was LAUSD spring break; all of our kids got a nice, relaxing break before coming back to school and cram for the CST. We still had service and training-related work, but all together it was a perfect week. My roommates and I enjoyed the sun with some BBQing, laying in our front lawn, beaching it up and hiking. The sun has finally come out in Los Angeles and the weather has been in the low 70s, which is beautiful beach and tanning weather because it’s not too hot. This week has reminded me how much I love Los Angeles and how hard it is going to be leave this summer. I really consider this city my home. After this summer, where’s my home going be? I don’t have an answer to that, except to that it’s time to find my next home…
Aside from my house’s spring break festivities, all of City Year Los Angeles participated in two service days. One was at the school I serve at, Markham Middle School, and another one was at Ford Blvd. Elementary School in the East Los Angeles neighborhood of Boyle Heights. CYLA does not serve at this school. However, service days like this are ways we reach students that we can’t directly work with, but can still impact.
My ear of corn. I swear, that corn took me at least four hours to paint…
Other than painting murals, we also had tutoring training. A bunch of City Year corps members who are a part of the Service Action Model Committee presented different tutoring games and techniques to us (shout out to my teammates and roommates who were facilities, good job!) We had training sessions for math, English and English as a second language. Our fellow corps members gave us tangible games and activities we can take back to school and use with our students to prepare for the CST. My favorite activity that I plan to use was a memory-style vocabulary game. The point of the game is to play memory, but with CST vocabulary like plot, sequence, simile, metaphor, etc. I think my kids will have a lot of fun with this, so hopefully it motivates them to study for the CST.
The sessions were helpful, but I wish I had the ESL training in the beginning of the year because it has been such a struggle. I think I was placed in an ESL class because I was a journalism major and have a lot of experience with grammar, spelling, writing and punctuation (I had to take a grammar, spelling and punctuation exam my sophomore and if I didn’t pass I was kicked out of the major…journalism schools don’t screw around about that). Although I have this experience, it doesn’t necessarily mean I’ll be an effective ESL tutor, especially when I only speak next-to-nothing Spanish. Oh well, there’s not much I can do about it except keep trying to help my students.
I feel rejuvenated and ready to head back to school. I’m going to stop taking excuses from my students; I only have eight weeks left with them! Crazy. I don’t even want to think about that right now.
This week, my students will be forced to do one-on-one and small group work with me, regardless of how much they complain, which will focus on math and English sixth grade standards. For example, I plan to go back to the beginning if the year and work on fractions, proportions and the elements of a fiction story. How proficient!
I have a lot to look forward to for the end of the year: a trip to Vegas with the whole Markham team, beach camping with my roommates and possibly a trip to Washington D.C. to visit my best friend. All of these exciting events will help me get through any hard times to come within the next two months.
I refuse to realize that this year is ending quickly…
By the way, still no news on the Peace Corps front. As I’ve said before, the Peace Corps Office of Medical Services reviews nominee’s medical packets if they are scheduled to leave within the next four months. It’s been a month since the Peace Corps received my medical forms. My nomination is for an anticipated departure date of this July-September. July is four months from April, so I’m assuming my files will be looked at soon. If not, then I guess it’s safe to say that I will probably be leaving in August or September. It’s so soon, yet so far away!
My roommate Lauren and I catching some rays on our lawn. Long live spring break 2012
P.s. I’ve reached 4,000+ views on my blog. Thanks to all that have been reading/following an alternative voice in education!
Back to the grind,
Few Markham students take pride in their campus. From my observations, students throw trash on the ground like their school is a dump (but with so much trash in the community, it doesn’t take brain science to figure out where they get that tendency from). Tagging is another issue at our school; you can always tell when a wall was tagged because it will be painted over in a color that’s not the same color as the wall.
But that’s not for long!
Today, City Year Los Angeles corps members from other schools showed that Markham Pride and made their mark on Markham. We transformed the school from having blank and brick walls to having colorful, abstract and inspirational murals. I remember at the beginning of the year my roommate/teammate Daniel repeated numerous times that our school needed murals. He never gave up on that vision of his. For months, he’s been working hard to make today happen. That’s what’s up.
I have never been as happy at Markham as I was today. That’s not saying I’m never happy there — I’m happy there everyday (ok, maybe that’s a slight exaggeration). It was just another kind of happiness; it was such an amazing feeling to see most of the corps and some Markham students working together to change this school, especially nine of my 13 roommates.
My favorite mural we painted today was Tupac’s face with a quote from one of his raps, “Keep Ya Head Up.” Tupac not only has inspirational lyrics in his raps, but his raps really resonate with our students. Our students, regardless of what they go through, always gotta keep their heads up.
We gotta make a change…
It’s time for us as a people to start makin’ some changes.
Let’s change the way we eat, let’s change the way we live
and let’s change the way we treat each other.
You see the old way wasn’t working so it’s on us to do
what we gotta do, to survive.
Today, we made a change at Markham that will always be remembered. Well, that is until someone paints over it.
Here’s an audio/photo sideshow showcase of all the projects we completed today!
Stay tuned for a post about the student reaction’s to the murals.
Yours in service, as always,
March 22, 2012
I sit here in the English class that I serve in while they take their third periodic assessment test, a test that is scored on a Los Angeles Unified School District. My students are gazing off into space, some diligently working and others struggling to write. I make eye-contact with one of the troublemakers of the class. He shows me his well-written five paragraph essay. I smile and give him a thumbs-up. This kid is very smart when he applies himself. I wish he applied himself all the time, but as a child of the projects and someone I’ve heard call his school a “prison” countless times, his environment doesn’t reinforce his intelligence.
All the scores from this test will be recorded downtown at 333 South Beaudry, the infamous address of Los Angeles Unified School District headquarters.
I sit here holding back tears, not only because I’m worn out, but because I’m starting to lose hope.
My English teacher explains the test questions to students who ask her for help. She’s an amazing (and every other synonym for amazing) teacher. She’s taught here for nearly 15 years because she knows where’s she’s needed in Los Angeles. However, being an unforgettable teacher can’t solve every problem. As much as we hate to admit it, money goes hand-in-hand with a quality education.
I just got a glimpse of the proposed budget for next year at Markham Middle School. Our Title I funding, which is extra federal funding a school receives based on how many students are “economically disadvantaged,” has been cut drastically for next year. And to top that off, the school lost thousands of dollars due to absences. During the common assessment test, one student sits at his desk with barely anything on his paper; he has been absent for nearly three weeks because he “couldn’t wake up in time for school.”
What will happen next year if my teacher can’t make copies for her students? What if she doesn’t have the classroom materials she needs to foster a challenging learning environment for her students?
Still, she knows where her skills are needed: here at Markham in Watts. She’ll make it work, somehow, someway.
This month, according to a Los Angeles Times article, LAUSD sent about 11,700 layoff notices to teachers and other staff. The district has laid off more than 8,000 employees over the last four years but eventually hired many back.
Likewise, since 2007-08, the number of full-time teachers has declined by 32,000, or 11 percent, in California.
Luckily, City Year wasn’t affected by any of these budget cuts at Markham because the money the school has to pay for us to be there falls under a federal school improvement grant. This is amazing news that my team recently heard not only because our students will have a City Year next year, but also because City Year returning to Markham is not at the expense of any staff positions that will probably be laid off next year (I’m talking staff positions people have held for 30 or more years at Markham).
If Markham wants to generate more federal funding, students need to bring up their standardized test scores. The higher API score (Academic Performance Index) a school has, the more funding it will receive based on the No Child Left Behind Act. There’s no doubt that the school and my team have been frantically trying to prepare students for the California Standardized Test (CST) they’ll take in mid-May.
The common assessment test my students were taking on March 22nd is based on 6th grade English California state standards. How my students score on this test is likely how they’ll score on the real CST.
Students have merely become scores — far below basic, below basic, basic, proficient and advanced — leading up to this test. “Make your mark at Markham!” is the school’s advertising campaign to push students to jump a performance level.
I face a challenging reality because I do not believe in standardized tests and feel guilty that I’m robbing students of an interesting education and instead just teaching to a test (and hey, only seven percent of teachers believe in standardized testing!)
But, I have to get over that and get over it quickly because public eduction policy isn’t changing anytime soon. I have to reassure myself and my students that the CST still makes sense. I justify any CST prep by telling my students that the more funding the school gets, the more sports equipment they’ll get and fun activities they’ll get to do, including more elective classes.
I remember taking these standardized tests from elementary school to high school when I was a California public school student. I dreaded it. I questioned how it measured my intelligence. I complained every year that it gave me no room to express my creativity.
Part of my hatred toward this test when I was a student is that I never scored well on it. I was like my students – “below basic or basic.” I even bombed the SATs in high school (1510 out of 2400) and probably had one of the lowest scores in my college graduating class. However, I still made it to USC – a top university – and graduated with honors (however, the road to get there was much more challenging than it was for others who performed well on the SAT). I believe I am living proof that these tests don’t mean much.
I recently finished reading book called “That Used to Be Us” by Thomas Friedman and Michael Mandelbaum about America’s decline. The authors identify public education as an economic issue rather than a social issue.
Because of the merger of the IT revolution and globalization, raising math, science, reading and creativity levels in American schools is the key determinant of economic growth, and economic growth is key to national power and influence as well as an individual well-being. -Friedman and Mandelbaum
Likewise, the authors call for American students to play with their creativity to find new ways to do routine jobs or expand technology.
Another fascinating article I’ve read recently by Thomas Friedman is “Pass the Books. Hold the Oil” in the New York Times. Friedman discussed the Organization for Economic Cooperation and Development’s latest study that maps the correlation between a country’s natural resources GDP and scores from the Program for International Student Exam (PISA), which is a worldwide exam that tests reading, math and science.
In short, how well do your high school kids do on math compared with how much oil you pump or how many diamonds you dig?-Friedman
Students in countries with minimal natural resources like Singapore and Japan scored higher, as opposed to counties like Kazakhstan and the US that have plenty of natural resources.
Countries that value education teach their students to be creative, which correlates to the country’s economic growth because people in these countries are finding new and interesting things to do for work and to make money unlike countries that export natural resources to make money. In a way, it’s kind of like a game of survival of the fittest. What countries are more fit to think creatively and take advantage of having an educated population? Definitely not America because education is seen as a social issue and not an economic issue here. Other countries understand that they have to focus on the masses instead of resources.
Point blank, I agree with Thomas Friedman that education is an economic issue and will determine America’s place in the world sooner than later. How do lawmakers not see this? Why aren’t we investing more in education? WHY are we teaching kids how to take a standardized test instead of making school creative and fun? I made it without doing well on those tests, can’t we find another way to educate students and fund public education? If we keep ignoring it, not only will other countries become more innovative, but it’ll also affect our national security (whoah there, right? Who’s going to make our military weapons? Military power is tied to economic power, and so the reasons go on. See, education really does affect everything).
To me, Markham is just a snapshot of every other LAUSD school and other schools in low income areas throughout the country. The issues schools like Markham face with funding and layoffs is surreal, especially because education is valued so much more in other countries.
April 2, 2011
Exactly a year ago, I was a USC Annenberg student journalist working on an investigative story about some of the schools City Year works in – including Markham – and didn’t get why it should even be a story because it was so intense and in my own words “messed up.”
April 2, 2012
Exactly a year later, I STILL don’t get it. But now it’s a little different. I’m no longer the removed journalist secretly rallying for social justice (yeah, the stereotypes are true. Most of us are opinionated and liberal, duh). Now I see them struggles of the public education system on a daily basis and people who are close to me are directly affected by it. Now I personally know sixth grade students who the public education system has failed to raise.
I don’t think I’ll ever get why education isn’t a priority here in America. I hope it is in whatever country I end up serving and teaching in with the Peace Corps. After this year of AmeriCorps service, I vow to bring back with me whatever I learn from teaching in a foreign country to the US to do something about the public education crisis. I mean, hey, a psychic once told me I’d live abroad for a couple of years (which is happening!) and that my career would be something “creative” that I will come up with to help others. That sounds about right.
March has been by far the hardest month of service and as the end gets closer it’s going to get harder. Although this year of service is almost over, I need to look at it positively: it’s not the end; it’s only the beginning.