One More Week...

Christmas is quickly approaching and I can sense the excitement and anxiety of my students--they are ready to get out for a few weeks, just like I was when I was in high school. I can see the fatigue of my students and can sense their desire to be anywhere but school. I've also had to dig deep and push myself to provide every one of my students with the energy and attention they deserve. The holiday music is playing and "Elf" is running every night on TBS. How am I supposed to focus on school?!

As I mentioned in the last post, I have been teaching every single period during the school day (every teacher gets 1 period off to "plan" and maintain sanity). I took over a geometry class for two weeks and am having a blast. Tenth grades are much different from juniors and seniors. I walk in essentially blind every morning, not knowing what is "planned" for the day. So, I've had a good time learning WITH the students. We have mastered how to find areas and perimeters of complex figures. It also fun to know that you're doing something special for students that you aren't used to seeing. They all exclaim that they want me to stay as their permanent teacher. I may indeed have many of them next semester as I'm teaching a tenth grade test prep class. Overall, it has been a fun experiencing...a nice change of pace.

This week will be rather hectic as there are assemblies and mandated tests. There is also snow in the forecast. Last week D.C. got its first snowfall and everyone in my class stopped taking the exam they were supposed to be doing and ran to the window to check it out...

BUSY BUSY BUSY

I know I haven't written in a while, but the holiday season is fast paced with lots of meetings, events, schedule changes, etc. Although, I can't use that as an excuse!f Over the last few weeks many things have gone on at school that are worth noting.

I officially became the "CHILL" club advisor. I will be taking a few students snowboarding at Liberty Mountain one day a week for six consecutive weeks starting in January. Like I mentioned before, I have never snowboarded in my life. This should be a great opportunity for students to get out and be active during the winter months. I know when I was in school people were much more lethargic and depressed, so this extreme activity should wake some students up. I have posted flyers around the school to spark interest. It is still weird seeing "Mr. Athmer" posted on things.

Maybe the most intense thing I have agreed to do thus far is take over a teacher's geometry class first period (my "planning" period where I don't have a class). The teacher is traveling to a wedding over seas for two weeks and the math department doesn't necessarily want a substitute managing the classroom for two weeks. So, they asked me and I obliged, knowing that the students deserve someone who is going to actually lead them for two weeks. This should be interesting teaching a full day of classes for two straight weeks. We'll find out Monday!

Overall, everything is going well. My students are making progress in class. They are beginning to understand important connections and applications of statistics in real life. My goal is for them to simply think critically about the world around them--to be able to read and appreciate text and ask questions about events. I think they are also starting to really understand that I am not giving up on them, no matter how wild, rowdy, or anxious they are during the holiday season. I expect them to work hard always and they know that I don't let up, or have "free time." I always let them know that I do not want to "short-change their education" whenever they ask for a "free Friday." They are all great young people with all the potential in the world. I get energy from seeing them succeed with the little things like plugging numbers into a formula correctly or achieving a 95 percent on a quiz. They become the happiest people on the planet. I'm grateful for the opportunity to lead my 70 students to success.

Best Week Yet

This past week was my favorite week of teaching. It was very eventful and very exciting. It was spirit week, so all of the students were dressed up each day based on a daily "theme." Monday was pajama day (and the students proceeded to think they could sleep through each class), Tuesday was "twin day" (my co-planner and I wore a white shirt and black tie), Wednesday was "small learning community" color day (my small learning community wore purple, and Friday was sports day. It was fun to see the students out of their typical uniforms and in their street clothes--I got a better sense of their unique personalities.

Wednesday was also the pep rally. All of the high school students filled the gym and participated in chants and games and such. The sports teams' rosters were announced and school spirit was everywhere. It was great to see. At the end of the pep rally, I played in the senior vs. faculty basketball game. It was only 5 minutes, but it was intense! The students really thought they could beat us. They were wrong. We won 7-6. I had 2 points, 2 rebounds, 2 assists, and 10 seconds of dribbling around a student at half court. The place was nuts. They booed us...

Then on Friday was the homecoming dance. I volunteered to chaperon, so I got to monitor the dancing and see all of my students having a good time outside of the classroom. It was fun. I thought I knew what crazy, young dancing was like, but, let me tell you--I don't. Yikes.

In other news, I'm going to be the ski club advisor. One Saturday a month I'll be taking some students skiing. I've been skiing twice...

Hope all is well!

Spirit Week

This past week had an interesting assembly in which the seniors went up to the auditorium stage one by one and communicated their plans after high school. It was very intriguing to hear all of the high aspirations many of these seniors have. Several students mentioned their desires to go to Georgetown, George Washington University, Harvard, Penn, and several other high profile universities. I smiled as I heard these plans, but knew that the students that mentioned these plans have a long way to go to get there. Their grades need to improve, their SAT scores need to improve, and their attitudes need to improve. I need to push them harder--now I have something as leverage: "you said you wanted to double major in economics and biochemical engineering...get to work."

This week should be fun. It is spirit week in which the students get to wear pajamas on Monday, wear clashing clothes Tuesday, have a pep rally on Friday (where I will be playing on the faculty team in the basketball showcase), no school of Thursday (Veterans Day), and college day on Friday where they get to wear college gear. I'm looking forward to a different kind of week...

Hope all is well.

Survived One Quarter

I survived one quarter of teaching! This is a great moment to really reflect on what has happened in the past 9 weeks. I cannot believe where I started and where I am currently. I am constantly learning on the job and constantly developing as an educator. I have had lessons that were complete failures and lessons that were absolutely incredible. The roller coaster ride of teaching is something that I am now comfortable with--I embrace the successes and work hard to fix the problems. I am constantly adapting. Here are my top 5 moments of the first quarter:

5. Dominating ping-pong and basketball during lunch. I met many new students and got show them that I was indeed actually human.

4.  First day of school. I was nervous, but excited and really felt for the first time that I was a teacher. I met 64 of my kids for the first time.

3. Hispanic Heritage Month Assembly. This was my first assembly as a teacher. It was weird being the old guy telling people to be quiet and to sit still and be respectful. Just 5 years ago I was the student wanting to talk about things others than the assembly.

2. Senior Class Committee meeting. This was very memorable. My class was full of 50 seniors arguing about where they should have prom. There was anger, hostility, yelling, shouting, laughter, and disagreement. Most of the seniors want prom at a D.C. night club. I had to be a voice of reason. Being the committee advisor will allow me to teach these 18 year olds how to be professional and present requests to administration. I also signed up for the faculty vs. seniors pep rally basketball game. Should be fun.

1. I gave my SAT prep class an end of course survey (the course is only 9 weeks) and they all told me what a great job I did and how I was a great "motivator." Many said that they have never had a teacher like me--caring, demanding, and young. Most said they want me for another class and are sad that they have to leave me. My favorite line: "Mr. Athmer, you cared. Thank you."

Taking on More

Now that I have found a "groove" in my new teaching career, I have agreed to take on more responsibility outside the everyday classroom. I am going to be the SAT afterschool program advisor in which students can come to my room after school and receive tutoring for the SAT reasoning test. I already teach a SAT prep course, so I will be able to use my experience in that class to  provide a helpful informal program after school.

Perhaps the more fun role will be that of Senior Class Committee advisor. I was sort of just the default option, as I have many seniors and a room conveniently on the first floor. The Senior Class Committee is in charge of making decisions about where to hold prom, how to organize pep rallies, and in what way to raise funds to pay for all this stuff. So, I was politely asked by one of the members if they could use my room to hold a meeting and I obviously said yes. What I didn't realize is that about 50 seniors would be arguing about where to hold prom and frustrated with how everyone was interrupting each other (welcome to my life, students!). They didn't accomplish anything productive, so they asked me if I could be an actual facilitator. I am absolutely going to help them out--they need to develop skills in organization, professionalism, and presenting. This is a forum for me to teach them how to act in a professional way when it comes to making decisions and making proposals to the administration. It should be interesting.

So, those are two new roles I will be taking on effective immediately. It should be interesting and fun. I'm also going to play on the faculty team in the November pep rally that pegs us old teachers versus the young, overconfident seniors. I don't think they realize they are like 17...

Hope all is well.

Ping Pong Celebrity

This past week was a rather unconventional week at school. We had Monday off because of Columbus day, Wednesday was PSAT day where students tested the majority of the day, and Friday we had an assembly and many teachers were out for Advanced Placement training. So, the week had a rather relaxed feel to it as all this "stuff" was going on. That means that I did not have to frantically race around the school getting everything ready for every period--my schedule was pretty well set for me.

Given that I had more time, I decided to play ping pong in the main hallway during the students' lunch periods. The tables are set up so students can remain active and let all that energy out. I hadn't played in a while, so I was rather concerned I would embarrass myself in front of all these 16 years olds. I did not disappoint, though. I played like my old self and all the students surrounded the table and hooted and hollered about how Mr. Athmer was taking everyone down. It was a blast and I had the opportunity to meet more students and forge more relationships. I also went outside and played basketball with some students. They just couldn't believe I would take my lunch time to hang out and play with them. I saw the smiles and I forgot for about an hour that my seniors cannot add fractions. It really makes you put things into perspective. The academic support is the reason I'm teaching, but forging understanding personal relationships with the students show you actually care about them as individuals--something that can maybe make more of a difference.

Little Successes

I have found that I need to take pleasure in the little successes throughout the week. Teaching is a roller coaster ride where I might have 20 great minutes followed by 10 minutes of whining, limited engagement, or complaining about whatever it is they are doing. So, I have gotten better at embracing the little things in those 20 great minutes:

One of my students is close to 20 years old and has failed almost every class he has ever taken at Bell High School. He has three children and has a fourth on the way. He works most nights until his restaurant closes, which is around 2 a.m. He still comes to school, but simply wanders the halls and socializes. He has told me he is "popular and must keep his reputation solid." No teacher really cares whether he comes into his or her class. I do, however, and have kept him after school on several occasions to talk about things. I have grown frustrated because he NEVER turns in his homework or acts like he cares about his education. Yet, I continue to get on him during my class and never give up on him or his ability to complete work IN class. So, I talked with our special education case manager and she says that the student never does anything in any class (refuses to take quizzes, tests, etc.). So, I have taken pride knowing that I have a folder of work that the student has completed IN my class. Every day he does the work IN my class and continues to put it in his "mailbox folder" which is used by me to pass back student work. I just allow him to put his materials in there since he doesn't bring anything to class. I spoke with him in the hallway about this realization--that he never does any work in any other class--and he confirmed it. He said "I like your class."

So, I take joy in the little things. No, he is currently not passing my class; and no, he is not living up to his full potential; and no, I am hardly satisfied. But, I know that if I continue to give him attention and continue to accept no excuses in my classroom, something may click with this 20 year old senior wonder.

Donor's Choose Project Funded

Another quick weekend has passed. It is amazing at how fast time is flying. I am constantly working for my students, so it just seems like there isn't enough time to get what I want to get done, done. I find myself always just trying to stay ahead of where I need to be. It is already October!

In other news, my Donor's Choose project was funded in just a few days. I did not expect it to be funded so quickly. Donor's Choose is a website where teachers can request resources for their classrooms. People are able to go to the website, browse through all of the requests and donate money to help pay for the requested resources. I had overwhelming support from friends, family, and anonymous donors. With their help, I will be getting personal dry erase boards, markers, and erasers for ALL of my students, so they can show me their work quickly and effectively. Too often I am unable to view the progress of all of my students at once. With the white boards, I will be able to give them a problem, have them work it out on their own personal dry erase boards and then have them hold the board high up in the air. I will then be able to see with one sweeping look around the room if the majority of my students "get it" or don't. It is a fun way to do math. So, thank you for all the support.

In classroom news, my students are doing fairly well. There are still too many of them that do not do homework every night. This is a problem in that they are not receiving the easy points, so I have many students with really low grades. They have time to bring it up, and we have more projects and tests to come, but we are already in October--they need to pick it up. That means I need to pick it up with them. I am going to be making phone calls all week to parents updating them on their child's progress. Hopefully that will add some extra gas to the tank.

In life outside of school: nothing much happening. I am still working 70-80 hour weeks and that does not leave much time for play. I am planning a trip to Pittsburgh and Youngstown soon, so that will be a nice break.

Hope all is well.

First Unit Test: The Results!

After a weekend of grading and grading and grading, I have finally completed reviewing the first unit test for my probability and statistics classes. I was so tense during the whole thing because I wanted desperately for my students to do well. I was also tense because it also reflects on how I taught all of the lessons--was I good at teaching the material? Would they respond to my instruction? Our class goal was an 80% class average. This a very demanding goal, as many of the students came into my class well-below grade level proficiency in all their math skills. They couldn't work with fractions, percents, decimals; couldn't calculate the mean, median, and mode of values, etc. So, it was a challenge, but here are the results:

Period 3 class average: 85.3%
Period 4 class average: 62.3%

My third period did amazingly well and my 4th period lacked. I knew the figures would show this, as my 3rd period motors through lessons and is always on task. 4th period, however, is a great challenge. I struggle getting through the material because of the chatter and distractions. I now can show them the data and say, hey, "you just got your clocked cleaned by the other period. What are you going to do about it?" Students love competition and love beating each other in anything. I will use this a a form of motivation.

I am heading into my 6th week. I'm tired, but still energized on a daily basis. Looking at what I've done so far is an incredible thing to do. I plan for hours on end, find time to eat, and do grad school assignments--it is a non-stop life. I'm loving it though because of moments like this.

On the back of one of the first unit tests:
"I think I did very well, Mr. Athmer. Thanks for teaching us."

Change?

I am heading into my fifth week of school and I had some time today to reflect on many of those "students." The students that come to mind when I plan or think of school in any capacity. I had fairly good conversations with several of these students on Thursday--about turning in homework, the importance of doing well on the unit test coming up Wednesday, and attendance patterns. I simply told them that I am not giving up on them and that they still have a chance to succeed in my class. We will see if they turn around their behavior tomorrow. I have the high expectation that they will.

This past Wednesday was my first welcome back night. I had a great time mingling with the parents. I had the opportunity to meet with 6 of my students' families. J's (leaving name out) mom was the most rewarding conversation. J is trying very hard in my class. He always participates and has a great demeanor about him--very mature and polite. His mom said, however, that she can't believe how he is talking about his math class. He comes home and talks about statistics (the class material) and how much he is responding to Mr. Athmer. She told me he has ADHD and has always struggled in the classroom. She thanked me for all I am doing. Stories and moments like this cancel out all of the difficulties that come with teaching. I have never worked so hard in my life. ever. I'm starting to believe I may never work this hard again if I leave education. I want to be the best possible teacher for my kids, so it has been a 24/7 job. Two of my "challenging" students came in to make up some quizzes during a lunch period and said that they "weren't use to this." "This" being having a teacher holding high expectations no matter what the circumstance. In addition, another student was due to make up a quiz after school, but said that he had a job interview and couldn't be back until 5 pm. I simply said that I'd be here waiting. He came back at 5 and smiled, saying that he couldn't believe I stayed. I said, "I told you! You need to make up this quiz! That is the most important part of my agenda tonight!" So he took the quiz and and left with a new appreciation for teachers--a step in the right direction.

Hope everyone is happy and healthy.

Honeymoon is Over

I am heading into Week 4 and all of the Teach For America folks claim that the next month and a half is the absolute most challenging portion of the school year. The honeymoon is over and the students are in the grind of classwork, homework, classwork, homework. I can definitely sense this becoming a challenge in my own classroom. I just think back to my high school career and know that I too was part of this grind.

My first two classes, the SAT Prep class and my first period of probability and statistics, are moving magnificently. The students are focused, ready to learn, willing to learn, and doing quite well. My classroom procedures are running smoothly and the students have that structure that they all really want without saying so. They know my expectations and I have a great time interacting with them all. My last period of the day, however, is definitely a challenge. I have six students out of my 26 that are special needs students. They generally shut down during lessons, never turn in homework, and performed horribly on the two quizzes we had. The inclusion model of teaching special needs students is a real challenge--one that I did not anticipate having. The inclusion model is where the special needs students simply are part of your general education class, so they are mixed with "traditional learners." I have been teaching in a style that reflects the way I learned in high school (clear notes, activities at my seat, etc.), but I need to know that not all students learn that way. I need to bring more variety to the classroom and get them active, moving, provide more visuals, and present content in a multitude of ways. This is a challenge when I'm just trying to keep my head above water during my first ever semester of planning. Differentiated learning is a tough thing to address when you have not taught before, or have been trained enough.

While teaching my special needs students is a challenge, several other characters in my 4th period are challenges as well. They consistently come to class late, get other students off task, seek attention, and are just generally the students that cause a disruption. In fact, I talked with W and J (leaving names out), two older seniors, why they are acting like middle schoolers in my class and they responded, "We are the popular kids. We need attention. People think we are cool." I wanted to laugh in their face, but I simply repeated my expectations to them and gave them every assignment they have not turned in. They currently have 0 percents.

My 4th period is a challenge, but I wouldn't ask for another class. This is why I am teaching--to empower students that are never given a shot and always expect the worst from their teachers. I am not going to give up on the students with 0 percents, I am not going to provide a poor education for those that bring excuses, I am simply going to push on. T (another student) has responded extremely well to my relentlessness and has performed better in every other class to date. I have seen results. I just need to keep pushing.

As for my other life, I don't have one. I am working from 7 am to 9 pm every night. Planning, reading up on content, and going to graduate school. It is definitely a grind, but already mid September. The year is going to fly by and I will not know what happened....hopefully no 0 percents.

First Day of School

I just finished my first day of school! It was quite an experience, but nothing too unexpected happened. In the morning my room was randomly assigned to be a holding ground for all of the students with a last name of S, so I was the coordinator that needed to get them the appropriate schedule, etc. They were in my room for a full 45 minutes. It was exciting to be part of the "buzz" that is the first day of school. All of the students were seeing their friends for the first time in months perhaps, anxious to get their new agenda books, and eagerly anticipating the first football game Friday. It was fun to be part of it all. This time, however, I was the man shouting to get to class.

Each period I taught ran really smoothly. My teacher voice helps that I think. I had 30 students in my first period, an SAT prep class. All the students have aspirations to go to college, so they were all invested in what I was saying. I then  had a nice long planning period because we are on block schedules. Then my 3rd period class only had 12 students they were all great. My 4th period class had some characters--they were quite chatty, but I managed to lead them through our agenda.

Overall it was a tremendous first day. The students are all great and brilliant in their own ways. It should be an exciting year...

I'll post more specifics once I get to know the students better. I will leave everyone with this line that Briana spoke at the end of class:

"Mr. Athmer, most teachers just come in and get a paycheck. We will give you all we have if you care. If you care to make the class fun and exciting and not just normal."

That is my intention.

Columbia Heights Educational Campus, Washington, D.C.

After Fels High School, I know that the work I am about to start is going to be incredibly hard, frustrating, rewarding, and fun. I am excited to be teaching probability/statistics and SAT prep at Bell High School, which is part of the Columbia Heights Educational Campus (Bell High School and Lincoln Middle School) in DCPS. I start Monday with planning and professional development to get ready for the upcoming school year, which begins August 23. I am excited beyond belief. After seeing what my students achieved in 4 weeks in Philly, I can only imagine what a whole year of instruction will do.

I am fully dedicated to the students that I will meet in a few short weeks. My life is going to be all about them. I am going to push, motivate, push, motivate, and demand greatness from each and every student. The need is so great and the time is so short. I was blessed with the opportunity, which I took for granted, to attend college and have countless professional opportunities and successes. I want to give back to the students that are not given the chance to go to college or get a job that they are passionate about. My goal is for them to realize that they are worth something and can absolutely do whatever it is they set their mind to. It doesn't matter how many people tell them they can't. It doesn't matter how many people disregard them because of race or socioeconomic background. I saw first hand this summer that if you tell people they can, they will.

Our nation's greatest social injustice is that our nation's youth growing up in impoverished neighborhoods are given essentially zero chance of getting out of that perpetual cycle of poverty--they are given no such opportunities because the schools can't provide it for them. I want to provide it. That is what I am in D.C. trying to do. I understand that 100 percent of my students will not become the next president, or even go to college, but what I do understand is that 100 percent can begin to think about their situation differently and take ownership of their education and life. They just need someone to tell them that they can.

Samuel Fels High School, Philadelphia, PA

One of the biggest criticisms of TFA is that its corps members are not prepared to enter the classroom and actually teach. Most of us are not from education backgrounds, so the criticism is completely fair. But, TFA tries to get us as ready as we can by hosting an "Institute" where we teach summer school and learn about education practice in Philadelphia, PA. It was a 5 week program where I woke up at 5:20 every morning, went to the Temple University dining hall to eat breakfast (horrible food), took a school bus to Fels High School, taught one hour of Algebra II to 13 juniors and seniors, and then sat in on "sessions" for the remaining part of the day--learning about education theory, classroom management plans, personal investment plans, and the best ways to lead our students to academic success. The days were long, but I learned an incredible amount of knowledge and am comfortable heading into the real school year.

Fels High School is located in North Philly. It is the worst performing school in the School District of Philadelphia. With that said, I had the pleasure of teaching 13 students Algebra II for 4 weeks. Every student had failed this course the previous year, so I came in thinking that leading them to academic success in such as short period of time would be an almost impossible endeavor. I was positive and expected great things, yet still had in the back of my mind that success might not come in the form of actual academic achievement. I was wrong.

Each student takes a diagnostic test the first day that contains all the information they should know. The average score on the test was a 23 percent. I was shocked. Several students got less than 10 percent of the problems correct. I proceeded to teach every day for the next 4 weeks in an attempt to raise their scores on the same test that would be given at the end of the summer term. After two weeks I gave them a midterm with half of the material they saw on the diagnostic. The average score was an 84 percent. Wow. Then we went through all the material and I gave them a final exam with all the material they should know. The average was a 70 percent (8 of 13 scored above an 80 percent). The growth was tremendous. I pushed those kids like they have never been pushed before; I expected greatness out of each and every one of them; I held each student accountable for their academic achievement; I communicated the importance of actually doing well at something; I accepted no excuses despite what was going on in their lives; I told them "you can" when they are pounded with "you can't."

I know what I just wrote might sound idealistic, ignorant, and unconventional, but I am a firm believer that every student is capable of achieving results. Great results. When you hold people to high expectations, they respond. It doesn't matter who you are dealing with.

I'll leave you with a few highlights from my last assignment I gave my students. I asked them write what their future goals were, how they were going to reach those goals, and what they learned in the class that will help them:

"I plan on attending Virginia Tech and my future career path is to become a pediatrician, which means I am striving to get my doctoral degree. The one skill I learned in this class that will help me achieve my goals is to believe in myself."

"I plan on going to college out of state because I want to have more opportunities."

"I want to go to college and have a job. I want my diploma and I want to go to a very good college. I learned a lot of Algebra 2 in a month. Because I was in school for 1 year and I didn't learn nothing."

"My goals are to graduate high school and attend college and get my professional degree."

"I know I can do anything I put my mind to and make my dreams a reality. I won't stop until I see myself improving and that's what I learned during this month."

"After I graduate high school, I plan on going to a 4 week nursing programing to earn a certificate. Then in August of 2011, after nursing school, my goal is to go to Morgan State and major in Nursing. I am striving for a doctoral degree after that."

"I'm going to strive for a 4.0 from here on out."

"This class taught me never to give up on myself. I can do it."

Most of my students won't graduate high school.  

My Teach For America Experience

This post will explain how I became involved with Teach For America and also a little bit about what the program actually does.

How did I get involved?

Teach for America is a nonprofit organization that places recent graduates in struggling school districts across the country. I applied in August of 2009, was accepted into the program, and was placed to teach secondary math in the low-performing D.C. Public Schools system (DCPS) for the 2010-2011 school year. The application process was grueling and extensive, but my experience with students from low-income backgrounds in Kettering proved to TFA that I could potentially succeed in the classroom.

Why did I want to do this?

My experience as a site coordinator with the City of Kettering is the sole reason I want to continue the work of leading students. I was blessed with the opportunity to work with 25 young Kettering students for 3 summers. I created a relationship with every student, was able to forge a relationship each family, and provided a summer shelter where they could grow personally, and intellectually, in a safe environment. Every student lived in Kettering's Section 8 housing facility and had more personal tensions, community distractions, and broken family situations than most of us could ever fathom. Given the difficult lives of most of my students, it was incredibly gratifying work--learning about every student's life, leading the group to new experiences, providing an amazing safe haven for these kids--so I applied to Teach For America to lead students from similar backgrounds in D.C.

 

What is Teach For America?

Teach For America's mission is that "one day all students will obtain an excellent education." TFA puts its "corps members" in the most struggling, underachieving districts in the country. The school districts are bad. In D.C., only 1 out of 10 high school graduates attend college and the on-time graduation rate is below 50 percent. These are mind-blowing statistics. This link summarizes TFA's reasons why they place where they do: http://teachforamerica.org/what-we-do/the-challenge/

This was just an introductory post, so new posts will go more in depth with, what I believe, is our nation's biggest social injustice.

 

Welcome

I thought I would start a blog about my experiences in Washington, D.C. with the Teach For America program. I was hesitant at first, but now am certain that this is the best thing for me to do. I want to advocate on behalf my my students and push people to think critically about the public education movement that is becoming a major issue across the country in both urban and rural school districts. Welcome, and I hope that these posts will help you follow what I am doing here in D.C. and also make the education movement relevant to you.