Navigating New Beginnings: Reflections on Teaching and Personal Growth in Jackson Heights

Discover a teacher's reflections on personal growth and career transitions, inspired by deep connections with students in Jackson Heights.

"A journey of a thousand miles begins with a single step" — Lao Tzu

Jackson Heights in Queens is Aglow with May Flowers

On Leaving

Jason, whom we'll call by that name, arrived in the classroom accompanied by Corey, also a pseudonym. They exclaimed, "Mr. Roselli, are you leaving? You're my favorite teacher!" Indeed, there is a departure, but the term "leaving" should be viewed more as moving forward. The accuracy of being their favorite teacher might be debatable, yet what truly resonated in that moment was their genuine concern. Their warmth and optimistic demeanor were unexpectedly touching, especially since adolescent boys often oscillate between being reserved and taciturn or loud and brash. This encounter was a proud one, as it reflected a significant connection made.

Existential Moment

I find myself in a place in life that I haven't experienced in a long time. I'm just wrapping up eight years of teaching at my current school in the Jackson Heights neighborhood of Queens, where I've had the honor and pleasure of working with a host of wonderful, curious students. I've gotten to know and work with these students over the years. The current seniors I'm teaching this year have been my students since they were in fifth grade. I taught some of them a research class in sixth grade, an ethics class in middle school, and English in 10th grade. Some I also taught as their history and humanities teacher in 11th grade, and now they're seniors. 

I find myself at a precipice because I am leaving my current school to venture out into a different world. Just like the phoenix, I am ready to rise from the ashes in a new place. This transition has prompted me to reflect on who I am and where I am in life. I am very proud of the work I have done, not only in the past eight years at my current job but also over my entire 13-year career teaching secondary education, covering grades 5 through 12. Just last year, I finally received my professional teaching certification in New York State, which is now part of my official records.

From One Place to Another

I find it fascinating to consider what teaching truly involves. We plant our feet in a specific place, within a specific community. And Oh! The places we go. Whether it is the New Orleans where I grew up, or the many visits I have made to the Metropolitan Museum of Art, I am a sojourner. I've had the privilege of traveling to China with students and teachers and visiting other students in Beijing, Suzhou, Shanghai, and Xi'an. This past February, I traveled with 51 students and 10 teachers to London and Paris. And what about the journey of writing, of reading? I sometimes say you really don't need to leave a place to visit the world. Open a book. Think about it. Since 2017, I have created over 270 unique educational resources, sourced from the public domain, the New York Public Library’s digital collections, and various humanities-based topics, ranging from Socrates to Angela Davis. I can't be done yet, no m'am!

Teaching Humanities, adolescents are exposed to different ideas. And that is an exciting space to carve out in a classroom. While I definitely have my own opinions, and beliefs, and I inhabit the world in a certain way, I wonder how distanced from myself I need to be as an educator to allow my students to begin thinking independently and not merely parroting my ideas (or someone else's). Today, someone asked me about the concern that teachers might indoctrinate their students, which made me think about how we barely have time for that in the classroom. I can be completely myself, yet also create a space for dissenting opinions, which I appreciate as long as we adhere to basic human integrity principles and aim to share rather than harm. I always start my humanities classes with this principle: We state our own opinions and ideas; we do not attack others’. For example, instead of saying, "Deborah thinks capital punishment is illegal, and she’s stupid for thinking so," we say, "I believe capital punishment should be legal in the United States." We take ownership of our ideas, and this is how I conduct discussions in my classroom. 

Reflecting on Mid-Life

Approaching middle age-I'll be 45 in December-I feel confident yet exhausted, and curious about what's next. Maybe that curiosity is what's pushing me to explore a new direction. If Dante, in his classic epic, can find himself guided to new places, where he is "mid-life in his journey," then so can I?

Right? Listen! 

I saw Jason and Corey again; this time, it was during lunch, where 1 sat with two very quiet, amazing teachers and about thirty loud teenagers. They had some stories to tell me-like, 'Remember that time you taught an entire lesson dressed up as Doctor Who?' or, 'When we were being rowdy, so you climbed on the table in your classroom to get our attention?' Yes, those anecdotes are most likely true. By nature, I am an ephemeral person; not much of what I do is permanent. Often feeling like a visitor in my own life, I am comforted when others can validate my experiences. For sure-my tombstone will not merely read

'Greig—he washed his dishes!'

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Shaping Tomorrow's Citizens: Education, Religion, and Cultural Norms in the Classroom

In this blog post from Stones of Erasmus, I connect philosophical ideas with practical aspects of teaching and societal values. Let's invite reflection on the role of education, the influence of religion, and the importance of cultural norms in shaping the citizens of tomorrow.

The sun may appear small and lightbulb-like to the viewer,
but it's actually a massive fusion-powered
 fireball that sustains life on Earth.

Parity in the Classroom: The Common Gifts of Our Students In every classroom, there lies a hidden world of potential. That gossipy student in the back row? Perhaps a budding playwright, weaving tales for the stage. Our students are not just learners; they are creators, thinkers, and future citizens. The Personal Stance vs. The Professional Stance Education is not just about imparting knowledge; it's a national effort to produce productive citizens. But what does that mean? Producing productive citizens is about nurturing individuals who contribute positively to society and the economy. It's about fostering responsibility, hard work, and a commitment to the common good. It's about developing skills like problem-solving, communication, and teamwork that are vital in today's workforce. The Image of Citizenship: A Reflection of Values What should citizens of a country look like? The nineteenth-century image of the American family was a myth, yet it shaped perceptions. Today, we recognize that there is no one specific way citizens should look. Every individual is unique, bringing their own strengths and perspectives. The goal is to cultivate responsible, engaged members of society who contribute to the common good. Religion and Education: A Complex Relationship "Orderliness is godliness." This saying reflects how we often infuse public education with ideology, including the notion to "pull yourself up by your bootstrap." But do religious influences benefit the school system? The Puritans were able to impose their ideology, but the relationship between religion and education is complex. Some believe that religious values can create moral grounding and community. Others see challenges in separating church and state, ensuring inclusivity for all students. Folkways and Mores: The Fabric of Society Folkways and mores are the threads that weave the social fabric. Folkways are the everyday customs and traditions, while mores are the deeper, moral values that guide a culture. Together, they shape our collective identity. Opinions: The Personal Take on Knowledge An opinion is more than a fleeting thought; it's your unique perspective on what you know. It's a reflection of your understanding, your beliefs, and your individuality.

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How Kahoot! Can Engage Students In The Classroom (Written by a Kahoot! Certified Educator with Examples)

In this post, I write about how teachers, specifically high school English and Humanities teachers, can use the Kahoot! platform to enhance their lessons and engage students.

I use Kahoot! in the high school classroom as a formative assessment. It's a fun way to start a lesson, end a lesson, review for a test, or drum up a bit of healthy competition. Find my Kahoot! profile here! 

What is Kahoot!?

Engaging students in the classroom can be challenging in a world where educational content is increasingly delivered online. Kahoot! is a game-based learning platform that makes it easy to create, play, and share learning games.

Kahoot! is a gamified quiz platform — it can be used for any purpose where there is a question and an answer, making it perfect for teachers and trivia masters at your local pub or family trivia nights.

Who Started Kahoot!

Kahoot! was created by Johan Brand, Jamie Brooker, and Morten Versvik in Oslo, Norway. The quiz is based on research by Professor Alf Inge Wang and his colleagues at the Norwegian University of Science and Technology (NTNU). 

What makes Kahoot! so enticing is that it's fun to use — and people can join Kahoot! with any device connected to the Internet. The platform takes the power of the question and couples it with competition, points, sound effects — and more.

How Van Kahoot! Be Used in the Classroom?

Sample of a Kahoot game in action.

Kahoot! is a great way to engage students in the classroom, especially in the humanities. Games can be played on any topic, and there is a vast library of existing games to choose from. You can also create your own games.

Kahoot! is not just for high school students – it can be used in any classroom or course. It is also a great way to study for exams or to review for a test.

If you are a teacher, you can use Kahoot! to create engaging educational content for your students. If you are a student, you can use Kahoot! to study for your courses or review exams. Either way, Kahoot! is a great way to learn.

The Benefits of Using Kahoot! in the Classroom

I am teaching my Eighth grade English Language Arts students a unit on Plato's Allegory of the Cave. It's a popular lesson I sell on Teachers Pay Teachers and on Amazon Ignite! I even have a free version. In the lesson, we wonder about Plato's view of reality; the essential question is, what is real? 

What teachers have said about my digital educational resources:

Love this product! Very thought-provoking. I used this distance learning with students in zoom class.

— Aron H. 

Creating a Kahoot! Course for Plato's Allegory of the Cave

Kahoot! Courses are a fantastic way to organize
gamified activities around a singular topic
— here is one I made on Plato's Cave. Check it out. 

I aligned sixteen different Kahoots to our learning objectives. The lesson plan came first — the intellectual work was the most challenging- putting it together. So with Kahoot! I was able to make a course based on all of my hard work. And voilà. It has made the unit so much more engaging for my students! 

How to get started with Kahoot! in the classroom

Kahoot! is free to start — and if you like it and want to create and access more sophisticated content, Kahoot! has several different-priced tiered plans.

Full disclosure — I am a verified creator on the Kahoot! Marketplace.

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Philosophy in the Classroom (Or, the Living Room): Five Resources to Get Young People Thinking About Ethics and Moral Decision Making

As we gear up for Summertime and Summer Reading, I am thinking about FIVE ethically-minded resources to share with young people.

Photo by Aw Creative on Unsplash

1. The Ones Who Walk Away from Omelas — Ursula K. LeGuin's short(ish) story is about a nearly perfect society. But the inhabitants of this supposed utopia have a dark, hidden secret. The story becomes a thought experiment on moral values and what we sacrifice to live better lives for ourselves (at the expense of others).

2. Caught You! The Ring of Gyges from Plato's Republic - Do you only do what is right when others are looking? What if you could do whatever you wanted — would you still be motivated to do the right thing? Get kids thinking about these moral questions with a free "Philosophy in the Classroom" lesson plan I made on fairness and justice. 

3. Plato's Allegory of the Cave in Plain Language - In this classic story from Plato, the Ancient Greek Philosopher imagines a shadow world where one prisoner longs to be free. Find out what the prisoner finds and the consequences of his discovery when he shares it with his friends. 

4. Two Books by C.S. Lewis - This English author is a creative writer who instills imaginative and ethical thinking in children! I loved the Narnia books growing up — but you may not know Lewis wrote a prolific amount of books that do not include Mr. Tumnuis and the Pevensie children. It may be a little advanced for very young kiddos, but he wrote a beautiful book called The Four Loves. It is an extended essay on the different kinds of love. He also wrote a book based on the Greek Myth of Cupid and Psyche entitled Till We Have Faces — an incredible retelling of a classic tale.

5. Charlotte's Web by E.B. White — Don't be fooled by its children's book reputation. E.B. White has crafted a delicate book about growing up, friendship, and love. The first chapter, alone, is a lesson in moral decision-making skills that any kid will relate to and want to discuss in detail.

Sources:

Le, Guin U. K. The Ones Who Walk Away from Omelas. Mankato (Minnesota: Creative Education, 1993. Print.

Lewis, C S. The Four Loves. Orlando, FL: Harcourt, 1991. Print.

Lewis, C S. Till We Have Faces: A Myth Retold. 2017, 1956. Print.

Plato, and Andrea Tschemplik. The Republic: The Comprehensive Student Edition. Lanham, Md: Rowman & Littlefield, 2005. Print.

White, E B, and Garth Williams. Charlotte's Web. New York, NY: Harper, an imprint of HarperCollins Publishers, 1952. Print.

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Dinner at Amherst College's Valentine Dining Hall Yields Dogtime - Plus Some Thoughts on the Fourth of July

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A Great Dane lies her weary, hungry head on the dining room table. #dogs #dinnertime #greatdane #dogface #dogportait #amherst

A post shared by Greig Roselli (@greigroselli) on Jul 4, 2019 at 8:17pm PDT

    For July, I will be a student at Amherst College, studying punishment with Professor Austin Sarat. I am here with fifteen or so educators. We live on campus during our time here as National Endowment for the Humanities Summer Scholars. I am living in a dorm on campus — called the Charles Drew House. The house was once the home of a guy named Seelye who was an Amherst Alum. Now it is a themed-house named in honor of the African American surgeon Charles Drew. Today is a National Holiday — the Fourth of July — so there are no classes, and the college is closed; however, the dining hall is open during the holiday, so those of us who have nowhere else to go can eat here! One of the teachers has a service dog — a Great Dane named Daisy. Tonight for dinner, before watching the Fourth of July fireworks at the University of Massachusetts campus, I chomp on edamame and chicken breast. Daisy joins us. So does Mike - a Catholic High School Theology teacher and Aklima - an English teacher in Flushing — and Matt — a Middle School teacher from Philadelphia. Anne - a social studies teacher from Florida — joins us too.
    I am excited to be in a new place. A new environment — even if it is just for a month. After dinner on campus — we pile into a public bus headed for the fireworks display. It is a slab gray bus and the bus driver, sporting a blue tee, flashes a smile, and welcomes us aboard. American fireworks are a display of patriotism - that is for sure — but it is also a day when people do not mind staking out a patch of green, laying out a blanket, and lounging in the dark with a bottle of beer and snacks. I lay on the grass, feeling tired from all of the excitement and take in the show. For such a small town - it feels like everyone is out tonight. The fireworks are colorful and loud — emanating sound and light from the center of the UMASS football field. It transpires in a flash. Lights. Shouts. Ohhhhhs. Ahhhhhs. And darn. The buses are not running to take us home to the Charles Drew dorm. We walk back, up to the hill, past picturesque houses and driveways, to the dorm. I say goodnight to Emily Dickinson. "I dwell in possibility," I say to my pillow. Goodnight.

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Why the National Endowment for the Humanities Seminars and Institutes for Summer Scholars are Amazing for Educators

The National Endowment for the Humanities will help me go back to school tuition-free for the Summer. I was selected as a Summer Scholar - which means I will join a small cohort of educators for a month of study at Amherst College in Massachusetts to study the ethics of punishment and reward. 

NEH Summer Scholars

Every year the National Endowment for the Humanities offers dozens of humanities-based programs for primary and secondary school teachers and higher education professionals. Teachers apply for the programs they want, and if selected from a national pool, are able to participate in an NEH summer seminar, landmark, or institute. The aim of the program is to put educators in an institution with great teachers, colleagues, and set with a topic - so when we return in the Fall we are hopefully enlightened, inspired, and equipped with new ideas, tools and curriculum to share with our home schools. 

"Punishment, Politics, and Culture"

I was selected to participate in a four-week Summer Seminar hosted by Professor Austin Sarat from Amherst College entitled "Punishment, Politics, and Culture". Here is a link to what we will be reading and discussing. I will come away from the seminar enriched because we'll dive into important texts (e.g., Beloved by Toni Morrison and The Book of Job from the Bible) that have shaped culture, history, and literature. The essential question of our seminar is why do we (as a society) punish - or reward - the way that we do and what does this say about our moral values? 

A community of Educators in Queens

I teach at a private, independent school in Queens. We're called Garden School and we've been in the Jackson Heights neighborhood since 1923. A few of my colleagues, James Pigman, Marcia Elkind, and Nancy Massand have participated in NEH Summer programs and they inspired me to apply. The cool thing about the NEH Summer Scholar program is that it creates a mini-community of educators who have done one or two programs and you become committed to sharing what you have learned.

Mr. Jim Pigman, an Emeritus Educator Inspired Me to be of the Hot Sauce Variety at Amherst

Mr. Pigman, who is now retired (but still very active), told me that "I am of the hot sauce variety". That's because I ate a dish of spicy crawfish in Suzhou, China (on a school trip we did together with students and other teachers back in 2017). I think he admired my spunk so I hope to bring that same zest to the Summer I'll be attending at Amherst. All of us in the program are all already linked together on an email chain and participants I will be working with have sent emails discussing what cool things we can do in an around the Amherst and Western Massachusetts region. I am looking forward to seeing the Emily Dickinson Museum.

Fun Facts:
The National Endowment for the Humanities provides opportunities like the one I am attending this Summer every year. Educators can apply for next year's programs in the Fall. Stipends of $1,200-$3,300 help cover expenses for the one- to four-week programs. I am staying on campus at Amherst. The stipend will help cover my dorm and meal expenses while I am at the college. I am grateful for this opportunity and I cannot wait to dive into the texts and meet our 2019 cohort.
What Do You Think?
Have you ever done an NEH Summer Landmark, Seminar, or Institue? I'd love to hear about your experience. Let me know in the comments.

Visit my online teacher store on TpT for original resources
I created for the Humanities and English classroom

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Technology in the Classroom: How to Create a Digital Editable Document with Google Docs for You and Your Students

I made this Greek Mythology resource shareable and editable!

I like to share with my students and I recently noticed that my digital file type of choice are PDFs and I most-often work with Google Docs when creating. However:

1. PDFs are static and it is hard to edit them
2. A Google Doc is editable; but, how can I share what I have created but still keep the integrity of my originals?

Here's what I have done (by following a simple Google hack)

Found Object: Ancient Set of Crayons Found at Garden School

I found this ancient set of crayons 🖍 in the faculty room at work. I work as an English and Ethics teacher at a Pre-K through Twelfth-grade independent school in the Jackson Heights neighborhood of Queens. The school is old and worn, and I sometimes find artifacts in drawers or closets. Hence, this find. Notice the font for “orange” on the right hand of the crayon in the bottom right hand of this photograph. #coloringtime #prangcrayons

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Public Libraries Still Matter in the Age of Amazon

Poets House in Battery Park City (Manhattan)
is a good model for how libraries should look and feel.

News flash: libraries have been offering e-books for free long before Amazon started doling out an e-book subscription service. With Amazon’s recent Kindle Unlimited service, readers can access thousands of books for free. The catch? It’s ten dollars a month. But libraries have been offering a similar service for free to patrons for years. Why not more press on libraries? To answer some questions about libraries, free books, and bridging the digital divide, I teamed up with New York University Reference Librarian Ray Pun to discuss how libraries are helping to mind the digital gap. The result is this commentary.

Use It Or Lose It

There's a saying that goes "use it or lose it." It’s an apt reason to keep your brain active, because, you know, you’ll lose it. The analogy applies to why we use libraries and how they’re helping to not only bridge the digital divide but adding more fodder to the trough. If you don’t use books — well — I don’t even want to think about what it would be like to lose it.

Libraries Matter

I have a hunch that people think that since there’s the Internet then libraries don’t matter. It’s just a hunch, but it’s hidden in the comments I get on being a librarian: “You need a degree to do that?” Yes, librarians need a degree to do “that.” Putting aside my rancor for such questions, I think it tells us a little bit about the current cultural zeitgeist and where we’re going.

There's a misconception that if I can Google it then it must be free. While the open Internet is indeed a treasure trove of knowledge, it's also a depository of useless junk. Librarians keep the door open between the open Internet and its mass chaos of information and the stuff that’s behind closed doors.

To give an idea of what I am talking about, take a look at the Internet Public Library. It’s a deceptively simple website, but it does something different that Google does not do. Behind the HTML code and links are a team of librarians who are constantly updating links to provide access to good information. So, if you need to get reputable and accurate sources you could Google it, but knowing that a team of information specialists curate and cull the “good stuff” makes the Internet Public Library, a unique place.

Knowledge Deserves To Be Free

We tend to think of libraries as brick and mortar buildings that house books, and while this is true, the concept of “the library” is less about locking knowledge up in a safe deposit box, and more about the free dissemination of ideas. The word free is cheap, and I do not mean to suggest that “free” equates with “worthless.”

Libraries are free in the sense that they keep us as a community free from all the nasty stuff that comes from not being free. What would it look like to live in the tyranny of a library-less world? I’d say it would be rather gloomy. And not too pretty.

We might think, “I already own an iPad, and my house has enough books, so why should I bother about using the library?” The logic that stipulates freedom with “I already have that” is the logic that one day could threaten the very concept libraries embody — equal access to knowledge. I use knowledge in the broadest sense of the term. Knowledge cannot be confined by a book, iPad, or even Google’s vast search engine. Yet -- not everyone owns an iPad. And while according to an April 2014 Pew Research study, 87% of adults have access to the Internet, it isn’t 100%. Some libraries have started to mend the gap by lending out tablets such as iPads to people, library users, and complete strangers with library cards! Other institutions such as the New York Public Library are experimenting with a new service: lending portable MiFi Hotspot devices to underserved youth and communities by allowing them to have Internet access outside of the library hours.

Knowledge is bound up with community. Knowledge is supposed to be shareable, and the access we enjoy through our libraries is only as free as we struggle for its freedom. That’s why libraries, even though they are strapped with mounting operational costs and the threat of being cut off from state, local, and federal funding, continue to innovate, to continue to bridge the digital divide. For example, the simple innovation of providing MiFi devices to users who cannot access library services during opening hours closes the gap a little bit. Or loaning out iPads and laptops to users who otherwise cannot afford these gateways to knowledge.

Support Libraries

Support your public library, starting today and in numerous ways: whether it is with monetary or book donations, paying off your library fines or writing to your state and local assembly person about why your library is important to you and your community. You need to stand up for your library because you are standing up for your community. When you keep visiting your libraries, it brings up their “public services metrics” or in layman’s terms, the “headcount” reader goes up, which translates into more resources libraries can roll out for public use. Keeping the building filled with people who use it is good for the library. They can then report to their constituents about the increases of public users in their libraries on a quarterly basis.

I'll End With A Story

It reminds me of a story a friend of mine told me that I thought reflects what libraries do. When he was a teenager, he lived in a small town in South Louisiana with a local municipal public library. He went to the library in the Summer to find a book he wanted to read. He told me, “I don’t remember who told me about the book, but it was called Birdy by William Wharton.” The library did not have it nor did any of the local branches, so the librarian looked at him with a smile on her face and said, “Let’s do an interlibrary loan.” He told me that he didn’t know what an interlibrary loan was, but it sounded neat. “She had me fill out a form — and mind you; this was before the Internet was all the rage,” he said. “In a few weeks, the book arrived from the State Library, and I was able to read the book. I had no idea such a small miracle was possible.” For him, it was like Christmas in July; he’s now a writer and teaches philosophy. Now that ninety percent of all libraries in the U.S. loan out e-books, interlibrary loan looks like an antiquated version of lending, but most libraries still have it and it’s the most thanked-for feature of public libraries by patrons.

Librarians intrinsically know the value of libraries. We just don’t talk about it enough. Let’s spread the word. A call to action: use it and don’t lose it — for the present and future lovers of knowledge out there. Including me. And you. All of us. You can still subscribe to Kindle Unlimited if you want, but check out the library too.

By Greig Roselli (with Ray Pun)

N.B.: The above article is a reprint from the same LinkedIn Pulse article.

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Image Source: Poets House

"Back to School": When You’ve Been Out Of School (For Awhile)

Talking to an adult learner on the N train today, she told me she likes to see the young kids squirm in their seats when she gets to interpret Shakespearean sonnets. "I have a whole different outlook on love than them. It's not the same." My N train companion is not alone being older than her colleagues. One out of three students in this year’s Freshman class will most likely be over twenty-five years of age.

Image Courtesy: The New York Public Library

1. Diving in 

More adult learners are going back to school. What’s the number one motivation? Desire to learn. As the baby boomers retire, more are fueled with renewed cognitive interest or are tired of doing the same thing time again. It's like Camus imagining Sisyphus pushing that damn rock: you got to think of something new for the descent. 

2. Fitting in

Part of going back to school is a brain thing. Older students report feeling out of place among younger students and find it hard to adjust to new educational attitudes that may differ from what they remember from previous schools. It’ll be different for sure, but fitting in is part of the cognitive process of starting something new.

Rodney Dangerfield in his first economics class.
Video Courtesy: ZaTbone

There are challenges to returning to the classroom, but if Rodney Dangerfield could do it, so can you. 

3. Finding your way
Anyone can go to university if they have a passion. In fact, having a passion makes more sense for those who have already straddled careers and family, because they have had more time to think about what they want. One indicator of success is just that: focus and knowing what you want, having goals, joined with life experience.

4. Revitalizing options

Who says you can have only one career? Billie Letts, of Where The Heart Is fame, wrote her first novel when she was in her 50s. Older and older, it doesn’t mean sapping innovation and creativity. Older people are seeking a second, third, and even fourth career choices. It’s a glimpse into the future. It’s where we’re going, so don’t let ageism creep into the hallowed halls. The younger set now vie for the honor roll with a silver-haired genius. 

5. Being an outlier

We’re living longer. The adult brain is still spry. Voices from across the age spectrum offer different takes on life. You might be older than your professor, and your age has made you an outlier. But outlier status means you give a fresh perspective in the classroom. You’re changing the bell curve. Like Shakespeare meditating on love (or the lady on the N train), learning something new at the apex of life is not letting go of that “ever-fixed mark” that "looks on tempests and is never shaken."

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Teaching: On Whether It Matters If Students Care

Teachers do care about whether or not their students care.

I hear teachers say: "My students just don't care. They come to class late. They text in class. They just don't care."

While I certainly agree that some students chronically show up late, text, yawn, seem detached, and so on -- I don't think these facts alone demonstrate a lack of caring.

I teach at a community college in New York City. My students juggle family obligations, multiple jobs, and for some of them, court appearances and meetings with a probation officer. Most of them are looking for a second chance. In their late 20s to early 40s, they turn to community college to help them gain an "edge." It's a mixture of chance and hard work that will determine their success.

We live in a society that deems college is for the few. Community colleges want their cake and eat it too. Is it possible to offer everyone a college chance?

The problem is the concept of community college has been a conflation of "trade school" and "associate college." At one time in America, the two were distinct entities. One went to a trade school if you wanted a certificate in air conditioning repair or a plumbing license. The term is seldom used. The elevator I take every morning reveals a vestige of this past. Engraved on an inconspicuous plaque one can see the school I teach used to be a trade school. The moniker has now been mostly eradicated. We say "college" now but we remain ambiguous about what such a "college" should provide.

I teach Introduction to Philosophy. It's better suited to an associate or bachelor undergraduate program. But at my school, it's offered as an elective. The students in my classroom want to be police officers, medical assistants, pharmacist aids, or paralegals. The majority of them do not see the value of philosophy.

Does this mean they don't care?

A teacher who teaches College Algebra also complains her students don't care. "They come in late." I ask her if they see Math as important. "Nothing is important to them," she says.

I too am irked by the tardiness, the texting, the seeming lack of care. But is it lack of care or confusion about what a community college should be.

I'm not sure if you will ever need philosophy to be an effective medical assistant.

Nor will you need "system of equations" or "slope-intercept form" to be a successful police officer.

The confusion lies in what it means to be college-educated.

I'm not saying throw out Introduction to Philosophy or College Math from the community college curriculum.

But we should as teachers address the issue of "care" head-on.

I'm suspicious of teachers who claim students don't care. It's not a matter of students not caring, but more precisely it's a matter of students not knowing HOW to care.

If students don't seem to care then it suggests they were never instructed how to care.

How to teach students to care? Show you care.

Even this alone will win over a few.

The sad reality is that all our students care (this fact alone does not determine their success). They care very much (or they would have never enrolled in the first place). But care is not enough. Other things take hold of our students. Things we can't control.

So all we can do is hope. Hold fast to our expectations. Start class on time (even when only two students out of twenty are on time). Hope.

If we say, "our students don't care" then what we are saying is "I don't care either."

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