First Person

What motivated my students to memorize Shakespeare: Another teacher saying it was ‘too hard’

PHOTO: Christina Veiga
Sean Davenport, principal of Thurgood Marshall Academy For Learning And Social Change

When I was in school, I wasn’t the best student. It wasn’t because I was incapable of learning — I just had no interest in school. My parents, my mother especially, always sent me to the school where I was the only black student in class, or maybe there were one or two in the class. I had no relationships there.

I had to grow up trying to navigate a system where I was an outlier. I didn’t belong and that affected me academically because sometimes I didn’t think I was smart. I didn’t like to read, not because I couldn’t read — I could read. The books they were giving me, I had no interest in. I didn’t want to read that stuff. They didn’t care.

But then I got this book — I think I was in fifth grade. It was the biography of Muhammad Ali. A funny thing happened when I read that book: I think I remembered every word on every page.

That experience changed me a little bit. I still wasn’t a great student, but I had someone I could relate to, someone who made sense to me.

Fast-forward: I’m in college — grad school — and I write this paper about my family. It talked about how I had an aunt who would make us go to church on Sunday morning, but she was always cussing us out on the way to church. She called us all a bunch of names to get us out of that house. Then she’d be singing in the choir.

My professor just loved that paper and for some reason, out of the blue, she said, “Sean, you need to be a teacher.” It didn’t make sense — how are you going to read a paper and tell me I need to be a teacher? And she said, “No, there’s just something about you. I think you really need to be a teacher.”

Well, I graduated, and lo and behold, I started teaching 10th grade English and speech at Theodore Roosevelt High School [now closed] in the Bronx. First day on the job, I go in there and I’m excited. The kids take out their books. I was going to have the kids do a little reading aloud.

A couple of kids went first, and I got to this one kid, he said, “Um, I’m not reading.”

I said, “What do you mean, you’re not reading?”

“I’m not reading.”

So I’m confused now, because I went to a school where you couldn’t tell a teacher that. And here’s this young man telling me, “No. I’m not doing it.”

I don’t know what to do. If I back down, the rest of the kids will say, “I’m not reading.” But a young lady saved me and she said, “Don’t worry, I’ll read.” And she read, and someone else read.

One of the things about Theodore Roosevelt, the English department, we had our own little teacher’s lounge, and a lot of ideas were shared in there. So I went back to my colleagues afterwards and I spoke about this instance where the young man said he wasn’t going to read. One of the teachers said, “Well, don’t let that bother you. A lot of times when they say that, they can’t read.”

I’m like, “Well, how am I supposed to know he can’t read? He’s in 10th grade.” Sure enough, you do some research, you do some checking: He couldn’t read.

I started saying, “What kind of system are we in that you get to 10th grade, and you’re sitting in a classroom, and you really can’t read? Is this what I’m really cut out for?”

So I started to find ways of making my class more interesting. Being in the English department, I’d hear the other English teachers recite Shakespeare. So I said, I’m going to make my kids learn Marc Antony’s speech. We were reading “Julius Caesar.”

I thought, “That will give them some confidence.” So I go in and I say, “Friends, Romans, countrymen, lend me your ears.”

The kids are looking at me. And I go on, and I go on. And they’re like, “What the heck is he talking about?” So I’m saying, “You’re going to learn this speech — and not only are you going to learn it, you’re going to memorize it. And you’re going to recite it.”

They gave me a hard time, but I stood fast with it. And one day, a young lady was there to give her speech, and one of the English teachers walked into the room as the one lady was standing up. She struggled through it — got some words, kept trying, and finally, she made it.

And the teacher stopped and said, “Mr. Davenport, you made your kids learn that speech?”

I said, “Yeah. Why?”

And he said, “I think that’s too hard for them.”

He walked out of the room, and the young lady looked at me and said, “What’s he trying to say? Is he trying to say I can’t do this?”

I said, “That’s exactly what he’s trying to say. They don’t think you can do it.”

That was the best teaching tool I ever had. I didn’t have to convince another student in my classroom to learn that speech — because someone who they thought cared about them, who was supposed to care about them, didn’t believe in them.

From then on, I never had another problem with any of my students learning something they were supposed to learn. They might not have all gotten A’s or B’s — but they no longer got D’s and F’s.

So when I come to work every day, and you see my teachers in their classrooms, the one thing I try to instill in them is that these kids matter. They matter to someone.

What I want my kids to get out of school is that they don’t have to be Barack Obama. They just have to be themselves, and if they are the best of who they are, then that’s all right with us.

Sean Davenport is the principal of Thurgood Marshall Academy For Learning And Social Change in Harlem. This is a lightly edited version of a story he shared at a Showcase Schools training event. As a Showcase school, Thurgood Marshall Academy welcomes educators from across the city to observe successful teaching practices.

study says...

Do ‘good’ parents prep their kids for gifted exams? The answer varies by race, study finds

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry, a citywide gifted and talented program, learn how to read a number line in Nov. 2016.

Is getting your child into a gifted-and-talented program a mark of good parenting? How you answer may depend largely on your race or ethnicity, according to new research.

Allison Roda, an assistant professor of education at Molloy College in Long Island, interviewed more than 50 white, black, and Hispanic parents at an unidentified New York City school to learn about their attitudes towards gifted programs. (Her sample did not include any Asian parents.)

She found that the white parents view applying for gifted programs and preparing their children to score well on the admissions test as hallmarks of good parenting.

For the black and Hispanic families, being a good parent had more to do with choosing a diverse classroom for their child and not “gaming” the system by practicing for the gifted test, according to the report, which appeared recently in the peer-reviewed journal Teachers College Record.

The report comes as the education department and elected officials are considering how to enroll more students of color in gifted programs.

In New York City, most gifted programs are housed in separate classrooms within a larger school. Often, the two are divided along racial lines, with white and Asian students far more likely to be admitted to gifted programs. Meanwhile, black and Hispanic students — who represent 70 percent of the city’s public-school population — comprise less than 30 percent of the gifted-and-talented enrollment.

The most common entry point for gifted programs is kindergarten, with admissions based on test results. The white families Roda interviewed said they felt intense social pressure to have their children take those exams.

Many of them said they questioned whether they should subject their children to such high-stakes testing, but they went along because “everyone else is doing it,” the report says. They also saw it as a pathway to competitive schools in later grades — and even college.

“They know it’s not fair,” Roda said. “They feel the need to do it to get their children on the right track.”

While the black and Hispanic parents Roda interviewed had their children tested for gifted, none reported paying for tutors or otherwise preparing children for the test. For them, having to practice for the test meant your child wasn’t really gifted.

“They know that all of the students who are in those programs were prepped,” Roda said. “So that takes away from the legitimacy of the label and the program they were placed in, and they don’t believe in that.”

Once their children started school, parents of color saw that their kids would be an extreme minority in gifted classes. They also reported that the gifted programs weren’t all that different from the education their children were receiving in general education classes. For those reasons, many opted not to retest their child if he or she initially missed the cut-off score for admission — as opposed to white parents, who repeatedly signed up their children for retakes.

“They just equate it to a way to segregate children whose parents prep them for the test,” Roda said.

Despite the time and resources white families said they poured into preparing for the gifted test, they didn’t think it was an accurate measure of giftedness. On that point, families of color agreed. Black, white and Hispanic families also agreed that school diversity was important.

Understanding those similarities and differences could be important for efforts to better integrate gifted classes and the school system more widely. While some elected officials have called for expanding access to test prep and testing all pre-K students for giftedness as a way to increase black and Hispanic student enrollment, Roda’s research suggests that may not work since parents of color told Roda they were opposed to test prep.

Instead, Roda suggests, the city should begin to spread the practices used in gifted classrooms to entire schools.

“Be more inclusive and enrich the curriculum that way,” Roda said. “And don’t be so focused on the test.”

drinks and debate

What would an equitable high school choice process look like? Chalkbeat readers weigh in.

PHOTO: Stanley Collado
Chalkbeat hosted an event to debate how the high school admissions process could be more fair.

New York City’s choice system is supposed to give every student a shot at attending a top high school. But in reality, low-income students of color are often stuck in low-performing schools.

Last week, Chalkbeat invited a parent and student, a researcher and an admissions advocate, and two education department officials to take part in a public discussion. We wanted to know: When it comes to the high school choice process, what are the barriers separating some students from high-achieving schools — and how can those obstacles be removed?

We want you to join the discussion. Click here or keep reading to learn how.

Two competing schools of thought emerged during the talk, which about 120 people came to watch. On one side, some said the problems revolve around some families’ limited information about how to navigate the time-intensive application process, and solutions should be geared towards improving communication and guidance for families and students.

But others said the problems go much deeper: Students who attend high-needs schools often aren’t prepared to compete for seats in the most exclusive high schools, even as their families often lack the time and resources to help them find other strong alternatives.

“The whole system is flawed and it’s geared to have certain students fail,” said Tanesha Grant, a parent from Washington Heights whose daughter attends Urban Assembly School for the Performing Arts. “Every child is equal. We make them unequal with the process.’”

After the discussion, audience members — who included people who work in schools and education-oriented nonprofits, along with parents — voted on ways to make the admissions process more fair.

The solution that earned the most votes was reducing or eliminating screened schools, which admit students based on their test scores, interviews and report card grades, among other criteria.

The second most popular solution was providing better information to students and families, perhaps by improving the high school directory or adding more guidance counselors in middle schools who can help guide students through the process.

Many other attendees came up with their own solutions.

Those included: expanding the role of parent coordinators, who are already stationed in schools, to help families understand the process; changing the algorithm that matches students to schools so that diversity is weighed in admissions decisions; and hiring more black and Hispanic teachers who can serve as a welcoming presence when students of color are picking schools. You can find more in the photos.

PHOTO: Patrick Wall

The audience also submitted dozens of written questions about how the process is working (or not). They wanted to know how much leeway schools get to choose their students, what is being done to help immigrant families understand the process, and how the city can create more high-quality high schools in neighborhoods that lack them.

Now, we want to you to weigh in.

We distilled the audience queries into a handful of questions based on common themes that emerged. We’re hoping to follow up on some of them — but first we want to know which ones are shared by the most readers.

We’d love it if you’d use the form below to vote on which question is also puzzling you — or if there’s another you’d like us to pursue.

Thanks for joining the discussion!