poster reader

Portrait of a GothamSchools reader: Parent Ayanna Behin

Behin and her son, Asher, read together in his classroom at Williamsburg Northside Preschool, where Behin volunteers frequently.

Being an active parent in the New York City public schools is practically a family tradition for GothamSchools reader Ayanna Behin, the winner of our reader survey drawing.

Behin’s grandmother went to Hunter College High School before continuing onto Hunter College, and her grandfather went to Dewitt Clinton High School in the Bronx before attending New York University and Harvard Law School.

“When they were done with high school, they could speak Greek, they could speak Latin,” Behin said. “They had poetry galore memorized, they knew how to think, and they had a core knowledge.”

But because they were West Indian immigrants, her grandparents’ parents had to fight to to keep their children from getting tracked into non-college preparatory classes.

“So even then their parents had to go to school and know people,” she said.

Behin’s daughter Marley represents the fourth generation in her family to attend New York City public schools (fifth if you count Marley’s great-great-grandfather, who went to City College). Marley is a student in the inaugural kindergarten class at Urban Assembly Academy for Arts and Letters in Clinton Hill.

Behin herself went to P.S. 166, P.S. 104, and Brooklyn Technical High School before going to the University of Michigan and Fordham Law School.

Behin became a GothamSchools reader when she was trying to find the best school for Marley. She and her husband explored all of their options, and Marley even got a coveted spot at a charter school. But the Behins ultimately decided upon Arts and Letters because of its convenient location, the student-driven curriculum, and the diversity.

She said she feels Arts and Letters is an example of a shift back toward the model of schools her grandparents benefited from, the great equalizer.

“We made the choice to go public because it’s important,” she said. “There’s something about being in a classroom where some kids live in the projects and some kids are millionaires that means that everyone benefits.”

The location means Behin can help out in her daughter’s school often.  She was recently elected to the post of correspondence secretary for the 2012-2013 school year and co-chair of the subcommittee devoted to obtaining library services for the school, which does not yet have a library.

Behin and her daughter Marley, in front of Marley's kindergarten class at Arts and Letters.

Behin is also a frequent volunteer at Williamsburg Northside Preschool, where her 4-year-old son Asher is a student — for now. Behin said she hopes her son will get a spot in pre-kindergarten at P.S. 20 — which is colocated with Marley’s school — for the fall. She said she would like to serve on both PTAs and help strengthen ties between the two schools.

Behin also has another job — she fulfilled a lifelong dream this year when she started her own literary agency, after being a lawyer for more than 10 years.

But in the moments when she isn’t reading manuscripts or at her children’s schools, she said she’s on our site.

“If I have a break and I’m waiting for something, I’ll just go on,” she said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.