Friday, May 4, 2012

Today's the Day! [Again]

...and to think, we were just in Philly a little over a month ago!

Exciting news! The wonderful 11th graders of John Bartram High School are going to set foot on UMD's campus in under 2 hours! We'll be greeting them alongside such #TeamPhillySwag veterans as:

Graham "Mr. (Hipster) Canada 2012" B.
MaryAnn "Is it Just Me?" M.
Karen "I Feel You Though" G.
John "All Sriracha Everything" F.

...and of course, the Dynamic Duo of Vid and Vanessa! The rest of our dream team will file in behind, so look around for such superstars as:

Jen "JBHS Sweetheart" M.
Brithany "The Mentee Whisperer" B.
"Commander" Xixi Q.
"Iron Chef" Nick K.
Alex "Straight Outta the Ukraine" P.
Ellen "Fast Hands" Z.
Melanie "So Much Team Philly Swag" B. & finally -
Future Teacher and Expert Painter Jen A. (!!!!)

...plus, we've brought along some people from Team Philly 2011! Everyone's getting involved to help welcome these cool kids to campus, and all of us from #TeamApriNaut are super grateful.

Be sure to hollahollaholla if you see us around today during Art Attack so we can talk about how cool college life is! It's gotta be great if it can help us pull off such a great event!

So follow along on Twitter, or come back to the blog in the next few days where we'll be posting photos like this one:


#JB2UMD
#FutureTerps

Tuesday, March 27, 2012

Xixi 3/25/2012


Honestly, I feel nervous writing the "final" blog. It is like a conclusion and I feel I need to write a brilliant blog as our ending story. I am so glad that by the time we left Philly, several of you had not finished your blogs. This gives me extra time to think about it. Thank you for delaying.

March 23th was the deadline for the essay for our ESOL class. In the noisy classroom, a 17-year-old boy was sitting on his chair with his tired face. He was carrying a dark backpack and he had no Macbook on his desk. The most striking feature that distinguished him from other students was his silence. Somehow we looked at each other simultaneously, and he said to me:

"Are you in college?"

I stood up and went to the chair beside him. We exchanged some basic information.

"You look young." He said after learning my age, "You seem like 18 or 19."

"Thank you." I smiled, looking at his sleepy face.

His mother was born in Cambodia. Then she went to Thailand, and finally to America. She gave birth to several children in her long journey, and he was born in America in a spring 17 years ago.

"Do you have siblings?"

"No. In China we have One Child Policy. You cannot have the second child without penalty. You have siblings?"

"Yes. We have the same mom but different dads."

I was shocked. This sentence came out of his mouth so naturally that I could not feel a hint of the fluctuation of his mood. He looked at me with his emotionless eyes, which helped me constrain my emotion in a very effective way.

"Do your parents live together in Beijing?"

"Yes."

"My parents live separately. My mom lives here, and my dad is in Cambodia. He will not come to see us in America."

When I wrote down the paragraph above, I thought that I should have asked him whether he missed his dad. Yet I did not. At that time I felt too sad to think.

"Do you have a kid?"

"No. Do you?" I tried to ask him in a relaxed voice. I found myself beginning to get into his world. I could expect his answer. It was his question rather than his answer that shocked me. He appeared to believe that his life was a normal one.

"I have a kid." He answered in his typical way, "A son. I want a daughter. I like my son. I like my wife. She is from Vietnam."

"Is she in school now?"

"Yes."

"This one?"

"No. She is in a different school."

His essay had barely started by the end of the second period. I urged him to get his Macbook so that I could help him with the essay. He looked away about three times without saying anything. Finally, he stood up and brought his Macbook back.

I checked his topic. It was about cloning.

"Do you know what cloning means?"

He hesitated for a second and said no.

It took me a while to explain the concept to him. Then I found an essay online discussing the pros and cons of cloning. I broke it into several pieces and asked him to read one of them. He used his index finger while he was reading, drawing a fictitious line under the letters.

"Tell me what this paragraph talks about."

He turned to me with his dull eyes. I knew he was not thinking.

"You need to think."

"I'm too tired to think."

I did not know how to encourage him. He was not going to college because he needed money. At last, I said to him:

"At least you need to graduate from high school to get a good job. For your wife and for your son. And you have to think, otherwise you cannot graduate."

He said he knew that.

I was always eager to travel to Cambodia. At the finale of In the Mood for Love, the movie directed by Wong Kar-Wai, Angkor Wat is a mysterious and romantic place to hide the secret of Chow Mo-wan. The boy was also eager to travel to Cambodia, for a much simpler reason. At the end of third period, he repeated:

"You look really young. You are like my age."

"Thank you." I repeated.

The last afternoon was a happy one. The fabulous lunch and the colorful mural made me feel joyful. It was a sunny afternoon. I left the building with three girls. The sunshine projected our shadows in front of us. Behind us was the giant building of JBHS, standing peacefully in the warm sunshine.

That last evening, we drove from JBHS to the church, from the church to #honeyssitandeat, and from #honeyssitandeat to the church. It was an enjoyable evening, with the pleasantly cool breeze and the apricot lights along the river. I was dozing in the back row, feeling exhausted, complete, and empty. On the final day in Philly, I could still feel the cultural differences. I needed explanations of American food, American games, American cities and American urban languages. However, I felt that I was in a car with my old friends. I loved the way that you explained those unfamiliar terms for me, and I loved the way that you said "I understand" when I could not find the appropriate vocabulary. Behind our differences, we shared the same appreciation of dedication and friendship.

Words can be powerful, and words can be powerless. When I sat in my shabby, messy and temporary room in a foreign country, turning my trip into a foreign language, I felt that the blog was more difficult than I had thought. Eventually this vivid experience will become a combination of sentences, and people read numerous sentences every day. It is easy to realize that we should do something, but it is hard to decide that we will definitely do something. I am gratified that at least I did one thing, which makes my blog more than an ordinary blog to me.

Sunday, March 25, 2012

Quick Interlude

Hey there #TeamPhillySwag followers,

Just wanted to let you know that due to the wifi situation (aka.'sit-chi-ation') in the lovely First Presbyterian, we had to put off posting some people's blogs. Some of these posts will be a bit out of order as a result.

Hope this doesn't confuse everyone; if it helps, the TL's Vid and Vanessa are going to pretend this blog is like one of those novels where everything is mixed up and you have to solve the mystery. Like, for example:

1. Who is the ghost of First Presbyterian? (We decided MaryAnn could solve that one)
2. Who REALLY won that game of AB Jeopardy?
3. How many JBHS students could Vid fit in her suitcase?
4. What happened to all the extra sriracha!!!!!!!!!!!!!!!?
5. What happens at the end of TKMock?!?!
6. Can we just go back to FBChurch to get free weekly dance lessons?
7. What did Ellen have to do to get so good at ninja?
8. WE HAVE TO KNOW: Did Honey Sit & Eat remove their windows and repurpose them as unhelpful (at best) bathroom mirrors?
9. How many times did Nick, Ethan and Alex P. sneak out to secretly go out on the town? Did they just record the sound of them playing backetball every night?!?!
...and finally...
10. When can all of us soul twins (if there were a word for 16 soul twins we'd use it) reunite?

...some these mysteries, and more, will be solved through these upcoming posts. Thanks for keeping up with the blog, everyone, we enjoyed meeting some of you yesterday! And for the 80th time...

WE MISSSSSS YOUUUUU #TeamPhillySwag

Ellen 3/21/12


Today was my third day at JBHS. After three days of working with students from five different periods, I feel like I have been able to make a personal connection with one student in particular. This is worth mentioning for two reasons. Firstly, I never imagined that I, personally, would have been able to reach out to a student and build the kind of relationship that I did in such a short period of time. One of my biggest worries coming into this trip was that I wouldn’t be able to relate to the students because we come from different backgrounds and might not share any common interests. I found that having things in common does help but it is not as important as being inquisitive and open to learning about the students and being able to open yourself up to them as well.
Secondly, I still had doubts that being at a high school for just one week would make an impact at all, but talking to this student changed my perspective. She said that high school students from a local state school visited her class last year to talk about their experiences in college. This visit made her feel special because college students were willing to take the time to talk to a high school student like her. She also felt inspired (her word!) because they showed her that if kids so close to home can get into college then she should be able to too. Just her saying this inspired me because it made me feel like my actions have an impact and that my week at JBHS will make a difference, if only on one student. I know this sounds really predictable but after today I really believe it’s true.
One last thought on something I learned today. I was having trouble with my fifth and seventh period classes because the students were completely distracted and just would not stop talking and disrupting class. I was pretty discouraged after half the class period had passed by and I couldn’t get any of them to calm down and do their work. This is when I noticed that I could coax even the most unproductive and stubborn students to do some work by simply putting the worksheet in front of them, giving them encouragement, and little by little guiding them through the worksheet. They were surprisingly compliant and were never disrespectful to us the way they are to their teachers. I thought this was interesting and I tried to put myself in their shoes to figure out why this might be. I concluded that if I were in high school and college students came to be our personal tutors for a week, I would definitely feel intimidated around them. The fact that the students might feel this way never occurred to me. This was eye opening because it made me realize that not only did I feel uncomfortable in a new environment, but these students were also feeling the same way. I learned that if I really want to build a relationship with these students, I can’t just start off by forcing them to do their work because that’s what most teachers do. Even as I become comfortable teaching the material, I need to make sure they’re comfortable with me not only as a tutor but also as a friend and mentor.
I’m sad to say that there are only two more days left before we leave but I’m looking forward to new insights and learning even more about these students.

Thursday, March 22, 2012

Graham 3/22/12


It is Thursday night, and we just finished up a reflection.  We were lucky enough to be joined by Ms. Adam, our host teacher for the week, and with her fiancé, Michael.  After talking with them, I have been reminded of a couple of things that I think are really important for us to keep in mind as we finish our service this week, and as we continue on, beyond our stay here in Philadelphia. 
            As we have discovered through our service and our reflection this week, dealing with urban education means confronting many complex issues.  Facing up to the reality of these issues is often not something we enjoy doing, so it is easy to walk away from these service experiences feeling deflated or discouraged.
            However, I believe that while it is vital for us to keep in mind all that we have seen and experienced here, that does not mean that we must focus on the discouraging aspects of our service in order to feel that we have learned from this trip.  When you are working with a class of 20 students and you feel like you only have enough time to work successfully with 4 of them, it can be tough to feel like you are making a difference.  But the fact remains that we are here and we are making a difference. 
            In order for us to feel like we have made a difference or changed a life we do not need to have worked with these students for years.  Even the week that we have known these students has (hopefully) provided them with an opportunity to make the kinds of connections between their schoolwork and what can follow high school.  Ms. Adam was an amazing resource all week, and she continued to provide perspective and insight tonight when she pointed out that calling a former student to check up on them every couple of months is STILL making a difference, even if you wish sometimes that you could be there with them, helping them study for each and every test.
            Right now I feel like I have felt so often this week during reflection, meaning that what I am trying to express through words is making a lot more sense in my head, and getting a little twisted on the way out.  However, I think that what I have taken away from this experience goes beyond a weeklong immersion into urban education.  I have been reminded that making a difference comes in many shapes and sizes, and that being a mentor for a week and helping a kid succeed on a test can be just as significant as shooting them a “How is your day going?” when they walk into class. I’m pretty big into making sure that I get a perspective/reality check every once in a while.  I think that this trip offered me an amazing perspective check in the form of reminding me of the ways in which you can affect other people. I could not have asked for a better learning experience.

Wednesday, March 21, 2012

Jen A 3/19/12


My first day at John Bartram High School was not what I expected. I had learned about schools like John Bartram through my education classes and through readings and discussions for the trip, however, I don’t think I processed the information until I began to experience it first-hand at John Bartram High School. I was shocked by the number of students on their cell phones during class, walking into class late, leaving class early, and speaking disrespectfully to their teachers.  I was also surprised to find how frustrated and apathetic some of the teachers had become. I was amazed to find out that most students have jobs in addition to school.
One question I am interested in exploring this week is why the students are not performing well and sometimes appear or act unmotivated. I think it is easy to immediately blame teachers and call the students lazy and unmotivated as explanations for the failing scores of many students and the high dropout rate. However, I am learning that so many other factors contribute to my students’ inability to learn including the racial discrimination they may face, the poverty in which many of them live, their parents who are not encouraging, and their need to work to help their family financially.
 It makes me sad to see students with so much potential and who are incredibly intelligent and do not have the economic means to go to college. Schools were created to educate students and provide everyone with an equal opportunity in life; however, schools are only perpetuating the inequalities and failing to provide for the students needs.
I hope we are able to impact these students throughout the week and encourage them to continue trying hard and striving for a better life because they definitely deserve better than what they have right now. 

Melanie 3/20/12


The importance of personal attention

Is it possible to be an effective teacher to a group of 20 or more people?

After helping students prepare for an upcoming test in Ms. Adam’s English class, I’m beginning to think it’s highly ineffective.

I had difficulty getting three students to not only do their assignments, but to understand what they were reading. Some students were tired or stressed. Some were coming back from extended absences, and some just didn’t care.

How can one person address all these issues for one student, let alone 20?  It can’t be possible.

There are about seven AB members helping out in Ms. Adam’s English class, and it’s still a struggle to get students to do their work properly.  Considering that this is a lower-level English class, this is a huge problem.

As an America Reads mentor, I’m used to working one-on-one with students. Not only am I able to address their academic needs, I’m also able to make personal connections with the students. If I had to oversee 20 students, I know for a fact that not everybody would get the ideal amount of attention.

I feel frustrated and discouraged that after we leave, these students will most likely revert back to poor work habits. I can think of a few solutions to this lack of attention, but realistically, there’s no money to create a program that partners students with mentors who care.

And just how I felt on the first day at JBHS, I feel completely useless.