Game of Groans

How do we motivate teenagers to read?

When I was a 1st grade teacher, one of the best moments was when the children would sit on the rug while I read "Three Billy Goats Gruff". When I would reach the end of the book, the kids would shout in unison, "Read it again! Read it again!" They wiggled in their uncomfortable criss-cross apple sauce position, as I read the story again for the 3rd time. Reading to kids was great...

until I became a high school English teacher. 

"Do we have to read?" 

"Reading is boring."

"Can't we just watch the movie?"

I felt like a lowly villager taking on fire-breathing dragons in hoodies. What had happened between those years of schooling? How did kids, eager to learn when they were younger, become so disenchanted with school? Had we, teachers and the school system, killed the joy of learning?" As I started researching and reflecting on why students didn't like or know how to read, I came upon this powerful spoken word piece by Lamont Carey titled "I Can't Read." 

When I first started teaching high school, I tried everything in my power to get my students to read. I would bribe them with Movie Fridays or bring them candy. I soon found out those methods were futile and short lives (as well as expensive). Through the years, I learned a few strategies and philosophies that worked. Using research from educational gurus such as Carol Jago, Kate Kinsella, and Kylene Beers, I created a list of strategies for my students. In fact, Jago in her book titled Classics in the Classroom writes, "Most teachers model their practices on what they have observed during their many long years as a student. However much some assign blame to schools of education for their graduates’ failure to raise test scores, the truth is that most of what new teachers know about teaching has come from their own experience of schooling. If we believe that instruction can and should be improved, we are going to have to look more closely at both how teachers learn and how to improve individual lessons"

Which strategieswork best with teenagers? 

1.) Let them choose- yes, this includes anime, magazines, blogs, audio books, and even podcasts.

2.) Hook them in- often, I would pass out just the first page of high-interest books such as Luis Rodriguez's autobiography Always Running, or diary pages from The Freedom Writer's Diary (*note-these books have very graphic scenes-but that's what hooks them in). 

3.) Have them tell their stories- using online tools such as Storybird.com or Adobe Spark, I have students write their own narratives. They then post their stories using Padlet.com for others to view. Here is a picture of my virtual display wall. Kids can read each other's blogs and leave positive comments. 

4. Use music- Who doesn't love to rock out to a good jam? Well, so do students. So instead of putting on my old school hits, I have my students analyze their favorite songs. I begin by playing Pink Floyd's Another Brick in the Wall, oh and I show them the poetic, yet disturbing music video. Then, I have them create a short presentation where they breakdown their songs. 

As Shari Edwards notes in her blog "Using Music to Improve Reading Fluency" 

"Besides giving students time for repeated reading, working with lyrics has other benefits.
Students find rhyming words and word structure by pulling out this already familiar text.
Vocabulary development helps comprehension in other types of reading.
Song lyrics are a natural springboard to studying themes.
Students use close reading strategies to boost comprehension skills."

These are just a few strategies that I have used over the years in my classes. These methods have helped some of my toughest and most reluctant learners. I have found ways to connect with my students and was able to give them the gift of reading. 

1st Day Jitters

How can teachers connect with "at-promise" students? 

1st Day of School- There I was, staring into the faces of 40 half-asleep teenagers. It was a scorching August day in Los Angeles and they were not in the mood to play human bingo or any other silly get-to-know-you games. It was my 1st year teaching high school at my own alma mater and I knew the kids in this neighborhood could see right through me. I took a deep breath and preceded to tell them my story. It went like this:

Good morning and welcome to English 3. My name is Ms. Garcia and I have been a Workman Lobo for over 20 years. Not only am I a teacher at this school, I'm also an alumni. Many, many, many years ago, I too roamed these hallways and sat in these seats. I remember being nervous and wondering if my teachers were going to be nice or mean. I remember walking almost an hour down Echelon Ave. and across the field each morning to get to class. Anyone know where Dubesor st. is at?

A few eyes look up. I keep going. 

I also attended other schools in this district. Did anyone attend Grandview Middle School? 

A few kids excitedly raise their hands and look around with pride. 

Cool, I say. How about Baldwin Elementary? 

A kid in the back yells out, "Heck yeah. Home of the Bulldogs!" 

Yes! That's right! I exclaim. 

Well, no worries if you didn't attend those schools. I have much love for our other district campuses. You see I have 6 kids. 

At this, they all gasp in unison. I chuckle and let them quiet down. 

Well, 3 of them are my stepsons and 3 of them a biological. They laugh. 

My 3 stepsons went to Sierra Vista and later went to Wilson High School. My youngest stepson decided to come to Workman and was a student in my class. Can you imagine having your stepmom as your senior year English teacher?

They nod their heads in a vehement "No way!" "I would die" "I'd transfer out!" 

At this point, they have started to relax. I want to show them that in this class, all students have a voice and that I understand where they are coming from. I continue with my story.

I am the oldest of 3. My parents came to this country many years ago from Mexico to give us a better life. My parents made homemade t-shirts in our garage and sold them at the local swap meet. Who has gone to the Vineland Swap Meet?

Hands shoot up as they look at each other and laugh. 

Yeah! That's where I used to get all the best deals. No malls for me. 

They laugh again in agreement. 

Then, my voice gets lower and I look around slowly. 

Well, when I was about 8 years old, my dad was diagnosed with a brain tumor. We no longer were able to run around the house laughing and screaming. As the oldest daughter, I helped my parents translating medical documents or helping at the swap meet. I witnessed my dad slowly deteriorate because of his brain cancer, and yet, he kept working up until the last day. By the end, he had lost his vision in one eye and had excruciating headaches. Then, one day, my dad called us all into the room- my two brothers and I stood by. He held me in his lap and told us he had to go away for a while. "Quiero que le hagan caso a su mama y que se porten bien". I started to sob. I knew he was saying his goodbyes. He was going in for a third surgery, but he knew the tumor was malignant. I held on tight but knew I had to let him go. At that moment, I made a promise to my dad that I would always take care of my family. He died the day after Father's Day. I was 10 years old. My brothers were 9 and 4. My mom didn't speak English, didn't know how to drive, and was now left alone with a mortgage, unsurmountable medical bills, and three kids. I knew the only way to help my family was to get a good education. 

I look around the room. Some kids wipe away their tears. Some nod their heads knowing exactly the pain I described. 

And, so, here I am. Years later, I have a degree from UC San Diego. I am the chair of the English department at my own alma mater, I serve as instructional consultant for a few universities, and I have been able to support my mother so that she no longer has to work. 

They start to smile at me. 

So why am I telling you this story? I ask them. 

They sit quietly. Waiting. 

Because I want you to know that if a little Mexican girl from La Puente, with parents who did not speak English, who came from a poverty-stricken home, and who sold t-shirts at the swap meet was able to make it, then so can you. 

All I am asking you is why are you here? Who are you here for? Think about all the people that have helped you get where you are at. Don't just do it for yourself. Do it for those who are no longer here with you. I want you to tell your story because I know each one of you has a great story to tell. 

At this point, depending on the time remaining, I have them write a short journal- Who motivates you to succeed? Why are you here? And how do you plan to succeed? 

"Bye, Ms. G." "See you tomorrow Ms. G" 

One kid lingers behind. "Thank you for sharing your story with us. I can relate." His eyes are glossy. 

Well, I guess there's a reason you are in my class. See you tomorrow. 

Why should teachers share their personal stories?

It is important that students see you, and I mean the real you. Kids, especially those from challenging home situations are skeptical of who to trust. In order to build rapport, teachers need to know their audience. “Studies on thousands of students show that learners who are better socially connected to their teachers and classmates are significantly more engaged and achieve better than their less well-connected peers,” notes Hunter Gehlbach, an associate professor of education. I'm not saying you should pour out your entire life story on day one...well, like I did. What I am saying is that you need to know and respect the community you are working with. You need to know the name of the streets, the local hangouts, and the things they are into. You need to truly care about who they are as humans not just names on a roster. As Beth Pandolpho (2018) states in her article "The Power of Sharing Your story with Students, "There’s a chance for teachers to bridge the divide between the adults who seem to have all the answers and the students who are still figuring things out. When my students feel like they know me, they’re more actively engaged, seek my help outside of class, and are more receptive to my suggestions and ideas." Because of the increase in mental health needs for students, there have been a slew of programs and strategies aimed to assuage this crisis. One such program is Capturing Kids' Hearts created by a psychotherapist Flip Flippen. His philosophy is "if you have a child's heart, you have his mind." This is especially true with our "at-promise" student population. After teaching for 22 years, I have discovered that it is the personal connections that make for successful classroom environments. 

Dedicated to my hero- My Dad:

About Me

My name is Ms. Garcia and I am high school English teacher. I've been in the classroom now for 22 years! Yikes! When did this happen? I actually started off as an elementary school teacher in East Los Angeles. I taught 1st and 4th grade before I realized I wanted to teach Shakespeare to young adults. As much as I loved getting colored pages of butterflies and trees from my 1st graders, I knew my heart was in literature. Eventually I moved to teaching high school at my own alma mater. As a child, I attended the local middle school and elementary school in this school district. I have been a long time resident of La Puente and love my community dearly. I often joke with my students that I will have a parent conference down the bread isle of Northgate Market if I ever bump into their parents. They kinda sorta laugh. I received my B.A. in English Literature from U.C. San Diego, my teaching degree from Cal State Los Angeles, and my M.A. in Curriculum and Instruction with an emphasis in Design-Based Learning from Cal Poly Pomona. I have served as ELA department chair for 13 years and have also taught teacher training courses at Claremont Graduate School of Education and  Pasadena Art Center. I currently serve as a teacher consultant and facilitator for UCLA's Center X Design-Based Learning program. Besides having over 100 kids a year in my classroom, I also have 3 kids and 1 furry child at home. I love what I do and I hope to share some of the joys and struggles of teaching in a high poverty, working class community.