School Climate

The year I taught art in the dysfunctional chaos of an overcrowded urban middle school with weak administrators, practically everyone in the school—both students and teachers—needed a "safe place."

On rainy, dreary days, an announcement breaks into my class around 11 a.m. “Please excuse the interruption. Recess will be held indoors today.”

From around the room, there are scattered cheers. My students are often happy to have indoor recess. I’m happy, too, because I see this as a positive time for my students to build friendships and interact.

It wasn’t always this way.

There is nothing more frightening to a writer than a blank sheet of paper, and as I looked out across the first staff meeting for the school’s literary magazine, I saw 20 blank sheets of paper staring back at me.

We needed a theme. 

Adults often marvel as they watch children frolic on the playground centers. Children’s interactions appear effortless. There seem to be no barriers, no ego or self-doubt. If you want to play with someone, you simply ask him or her. It looks so uncomplicated. If a child is willing and able to partake in the fun, then there are bad guys to vanquish, princesses to be rescued and treasures to be found. A child’s imagination is the only thing placing limits on the exploration. 

At the start of my career as an eighth-grade language arts teacher, it never bothered me when students were described by teachers as “low,” “middle,” or “high” as a way to label their abilities. No disrespect was meant toward our learners; it was just a fast and easy way to describe our kids and get to know them when we had so little time with them.

I remember the times when I gave up and fought
When I succumbed to the jokes and taunts
Reverting to the man I once was, violent and stupid,
But I won’t let these people manipulate me
I will become the man I want to be

One clear advantage of extracurricular activities is that they tend to get students’ undivided attention. Most young people have a real connection to their sports team, choir, theater group or other organization. The coach, director or advisor enjoy unique opportunities to see students really concentrate on a consistent basis. This creates a powerful opportunity for us as educators when it comes to issues of diversity. We can model fairness, equity and inclusion, as well as provide experiences for our students to be exposed to positive diversity messages.

As part of the kick-off to the Southern Poverty Law Center's 40th anniversary festivities, second grade students from Notre Dame Elementary in Portsmouth, Ohio, offered congratulations and insight into just how simple it could be to change our world.

We often talk about the teachers who change our lives. We hold them dear in our hearts, conjuring their images and words of wisdom in our dark hours. They continue to guide us throughout our lives, whether they know it or not. 

What few talk about is the students who change teachers' lives.  Yup. It happens that way, too.

Last week, I had a chance to preview documentary films that showed how a strong arts program—and that could range from mariachi to Shakespeare to poetry slams—could turn struggling schools into powerhouses of energy and promise. Last night, millions of viewers got a chance to see what students from a school [35] that values the arts look like—on the Academy Awards, no less.