The third week has come and gone. The most remarkable part of Institute is, without question, the experience for which we all joined Teach for America: reaching out to, and connecting with our kids in the classroom. My 4th graders are, as expected, incredibly bright and eager to learn, given the right impetus. Yesterday afternoon, as I bowed my head and paid the young minds their due for defeating me in a closely-contested, well-fought "Multiplication Bonanza" (if you take the first part of this sentence to mean that I lost a mathematics competition to a group of youngsters under the age of 13, then you're absolutely correct), I felt closer to, and more correct about my conviction that all children, regardless of background, have an inherent and unending ability to learn than ever before. Indeed, my students will succeed, because they can succeed, because they want to succeed. This is not only our class motto; it is also a reality that will be borne out over time.
On the sanity front, people around here are doing much better! Week 3, while extremely challenging, did not provide as many emotional and physical lows as its predecessor. Perhaps we're moving closer to getting the hang of this crazy experience, or, as is more likely, we're given an extra boost by the strengthened connection many of us are enjoying with our students. I'm particularly inspired by a few of my fellow Corps members who have gone the extra mile in their classrooms. Some are reaching out to parents and students by phone, whereas others are holding Saturday morning tutoring sessions to sharpen the skills of any student willing to come. Many are doing both. To these intrepid educators I tip my cap humbly and say, "good on you; the future belongs to your students." I will strive to match my colleague stride for stride in their relentless pursuit of results (a TFA core value).
I am also enjoying strengthened, indeed ever-strengthening, bonds with fellow Corps members, from New Mexico and beyond. Last night, after school, the Browning Elementary crew took on Action Jackson Elementary and another school in a bout of karaoke at a local restaurant. Not only did I have a blast, but I also happily participated, belting out hit tunes including "I Want it that Way" by the acclaimed, late-nineties teenage heartthrobs, the Backstreet Boys, as well as Gin and Juice by the one and only Snoop Dogg, and, to top it off, a blast from the past in the form of "Don't Stop Believing", from everyone's favorite 80s band, Journey. Great stuff. Good times.
After Karaoke, I went with some friends to the New Mexico Corps social at a classic Houston watering hole, known as the Alabama Ice Shelf. This place was at once classy, raw, and epic. Bikers dominate the scene (and bring their dogs along, as well!). There were some interesting automobiles out front (and when I say this, I have one particular car in mind, or, I should say, boat- a pink Cadillac that must have 30 feet long!) and a basketball half-court in the back. It was nice to converse with NM '07 Corps as well as many already teaching in the region. We got some good advice on how to best prepare for life in the classroom and simply had a great evening, which was capped by some Mexican chow and an horchata just down the road at Rutchie's 24-hour taqueria- vamos!
Today, some fellow NM Corps and I competed in an outdoor, five-on-five bball tournament here at Moody Towers at UH. While we came up short (way short!) to the Memphis team, it was a great time, and I enjoyed hitting the hardtop after a long hiatus therefrom. I didn't put the biscuit in the basket myself, but dished out some assists and pulled down a few boards. It was a great time.
After spending the better part of the afternoon lounging and writing at a great coffeeshop in mid-town with some of my closest friends here at institute (it was great to finally get some bold coffee!), it was off to the Astros game, where we saw Craig Biggio continue his post-3000 hit tear with two singles, even though his Stros dropped the game 3-0. I went over with about fifteen NM Corps and took in the marvel that is Minute Maid Park, definitely one of the nicest, most comfortable ballparks in which I've ever taken a game. It's retractable roof provided us the shade and comfort not so easily found in humid Houston. It was a good way to spend an evening.
Tomorrow, I will go with my wonderful Aunt Loretta to visit my Grandma Mary in Baytown, TX, which is about half-an-hour away from Houston. In the evening, Loretta and I will join her colleague and her mother for dinner. Now, I've never met her colleague, but she and I have been in touch via e-mail for over a year as her parents welcomed me into their home in Lima last summer. This incredible act of kindness still kind of blows me away. Here she was, never having met me, and offering her parents and their incredible hospitality to me on my maiden voyage abroad. I shall never forget the kindness, nor the welcome and much needed care her parents gave me when I arrived late one July night last summer, exhausted from a long day of traveling and countless, often fruitless, attempts at effectively communicating in the Spanish. Tomorrow, I shall meet the mother of my aunt's colleague again, this time in the U.S. I can only hope and pray that I welcome her in a way that bears some resemblance to the kindness she offered me.
Until next week, I leave you with the hope and joy possessed and known only by those who have the untainted hope and joy of young people in their lives. I hope to speak to you in future messages through them and the courage they inspire in me.
Enjoy your week, and thanks for reading.
--D.B.
Saturday, 30 June 2007
Saturday, 23 June 2007
High highs and low lows: Week 2 at Institute
Thrilling. Demanding. Exhausting. Inspiring. All of these words describe my experience over the last seven days.
In the Classroom:
On Monday, TFA '07 Corps members entered the classrooms across the Houston Independent School Disctricy with two chief goals in mind. First and foremost, they were interested in beginning to move their summer classrooms toward the end of achieving the 'big academic gains' for which all TFA members strive. Secondly, we wanted to get a sense of how we behave as teachers. How do we exist within the context of a classroom? Are we comfortable speaking in front of kids? If we were in the students' position, would we buy into, or believe in the words coming from the teacher's mouth? These questions are important, and TFA does well in using Institute as a tool to help Corps identify both their strengths and areas that need improvement within the classroom.
So, I entered Ms. Washington's 4th grade classroom along with my fellow collaborative members curious to see what I was all about as a teacher. Sure, I'd delivered instruction on a tennis court or in mentoring sessions in the past, but something about knowing that my profession over the next two years will be standing in front of children hoping to impart knowledge and inspe big expectations made this experience distinct.
As I took my place at the front of the room and looked out over the class, I immediately noticed two things. First, I felt comfortable and excited in the surroundings. Secondly, I felt a huge sense of responsibility standing before my students. Even though I will only be in Houston with this class for three more weeks, I think that knowing what I know now in terms of the achievement gap in this country's education system added extra urgency to this (and will do the same in future situations) experience, turning it into something in which I felt I must succeed. Every presentation counts- I know that now.
The day went well. My collaborative and I spent an hour 'culture' building, which means we laid out our rules or 'Classroom Code' (soccer theme!) and explained to students the importance of investing in the Code in order to build the best learning environment possible in our classroom. After the first hour, my partners left, and the stage was set for my first, independent teaching venture.
How'd it go? Nice! I loved it! TFA does not make it easy for first-day summer school teachers to gain popularity, as each instructor must administer diagnostics in their classes in the subject they're teaching as a means of gauging student knowledge at the outset so that gains can be explicitly measured at the end of their tenure. With some talking, we moved through the tests. Students were relatively well-behaved, though, as 9-, 10-, and 11-year-olds, students in my class like to chat sometimes! This is natural, of course, but finding the balance between letting youngsters be youngsters and discussion that is counterproductive to learning will be a key challenge for me when I move into my own classroom in August.
As the week moved on, my collaborative members and I crafted and tweeked our classroom management plan, shifting around seating assignments, implementing an external rewards system, and modeling proper Code behavior to our class regularly. The results were positive. It seems that students want a structured environment. They want to know both what is expected of them and what will happen if they do not meet expectations. As some of our sessions have pointed out, many of the children we will be teaching in low-income areas come from backgrounds in which expectations are not clearly laid-out and structure is a non-party. I will work to establish structure, big expectation, and a positive environment in my classroom from the outset.
A few thoughts about lesson plans, specifically, and teacher preparation, more generally, are in order here. To the teachers reading this blog, I want to tip my cap of humility to you. For years and years, I made my way through classrooms in which things were well-run, lessons clearly- and effectively-delivered, and an environment conducive to the process of learning well-established. After one week in the classroom, I now possess some semblance of an understanding of all the work, stress, and creativity that goes into the planning of one (just one!) lesson plan. There are so many things to consider when planning a lesson (objective, opening, introduction to new material, guided practice, independent practice, and closing) that I'd never considered until now. I think that finishing the first lesson plan of which I was truly proud was on-par with the feeling I got as a student wrapping up a quality paper, except that now the results are more important. In college, a quality paper results in a solid mark- in the classroom, a quality, well-delivered lesson plan results in a significant amount of knowledge being imparted to the minds of 20+ youngsters- cool, right? But bigger pressure- interesting experience getting to know this pressure.
The Rigor:
This is hard- really hard. There were a lot of tears shed this week- amongst my friends, amongst my collaborative members (one of whom made the decision that TFA and Institute just is not for her right now- it was Beth, the 51-year-old woman and inspiration story of our summit who decided to go). We are pulling 20 hour days...sometimes more- really. Sleep is a luxury (sanity even more so). Moreover, the amount of information we are being introduced to is unbelievable. I want to commission a study to analyze the amount of paper TFA uses during Institutes and, more importantly, take a look at the extent to which they have chosen to go about doing it in the most feasible way in terms of environmetal friendliness and sustainability. Our sessions are interesting, demanding, and, well, let's just say that we sit in the seats of five-year-olds, so there's some physical challenge even there.
I've worked hard before. In college, I took on as much as I could, and the hours were long. However, there is something fundamentally different about taking on responsibility when the sole benefactor (or non-benefactor) is yourself. Now, I am responsible for preparing myself to effectively teach a group of young people to whom I owe a great deal. In this regard, I am reveling in the experience of Institute. It has been an opportunity to get close to people (my fellow NM Corps members, especially, and Corps members in Houston, more generally) in a way, the intimacy of which I've never known. This is great- can't say enough.
So, friends, at the end of week 2, I actually find myself in Atlanta, Georgia in the midst of another wonderful, electric environment, this time in the form of the People for the American Way's Front-Line Leaders Academy Conference, session one. Here, I've gathered with 19 other young progressive and future political hopefuls to harness our skills in the hopes of running successful campaigns that start to move politics back into the hands of the people in this country. It is, as I said, electric to be amongst such energy, such hope, such possibility. The leaders of the conference express an amazing investment in us, tell us we are the mode and brand of change that will change this country into the place we want it so badly to be. I say to some extent they are right, but with this caveat. Young leaders, such as those gathered here in Atlanta, are but instruments, the wheels of change. The real progress and the real reform that will put this world on a track to becoming a place in which all people, regardless of race, class, gender, or creed, can reach their full potential will be spawned from the millions and billions of everyday people who every day get up, go to work, and live humbly in hopes of providing a safe and secure life for their families. The wisdom is in the crowds, my friends, and should I be so fortunate as to have the opportunity to let this wisdom shine through, then I will have done my part. Thanks.
--DB
In the Classroom:
On Monday, TFA '07 Corps members entered the classrooms across the Houston Independent School Disctricy with two chief goals in mind. First and foremost, they were interested in beginning to move their summer classrooms toward the end of achieving the 'big academic gains' for which all TFA members strive. Secondly, we wanted to get a sense of how we behave as teachers. How do we exist within the context of a classroom? Are we comfortable speaking in front of kids? If we were in the students' position, would we buy into, or believe in the words coming from the teacher's mouth? These questions are important, and TFA does well in using Institute as a tool to help Corps identify both their strengths and areas that need improvement within the classroom.
So, I entered Ms. Washington's 4th grade classroom along with my fellow collaborative members curious to see what I was all about as a teacher. Sure, I'd delivered instruction on a tennis court or in mentoring sessions in the past, but something about knowing that my profession over the next two years will be standing in front of children hoping to impart knowledge and inspe big expectations made this experience distinct.
As I took my place at the front of the room and looked out over the class, I immediately noticed two things. First, I felt comfortable and excited in the surroundings. Secondly, I felt a huge sense of responsibility standing before my students. Even though I will only be in Houston with this class for three more weeks, I think that knowing what I know now in terms of the achievement gap in this country's education system added extra urgency to this (and will do the same in future situations) experience, turning it into something in which I felt I must succeed. Every presentation counts- I know that now.
The day went well. My collaborative and I spent an hour 'culture' building, which means we laid out our rules or 'Classroom Code' (soccer theme!) and explained to students the importance of investing in the Code in order to build the best learning environment possible in our classroom. After the first hour, my partners left, and the stage was set for my first, independent teaching venture.
How'd it go? Nice! I loved it! TFA does not make it easy for first-day summer school teachers to gain popularity, as each instructor must administer diagnostics in their classes in the subject they're teaching as a means of gauging student knowledge at the outset so that gains can be explicitly measured at the end of their tenure. With some talking, we moved through the tests. Students were relatively well-behaved, though, as 9-, 10-, and 11-year-olds, students in my class like to chat sometimes! This is natural, of course, but finding the balance between letting youngsters be youngsters and discussion that is counterproductive to learning will be a key challenge for me when I move into my own classroom in August.
As the week moved on, my collaborative members and I crafted and tweeked our classroom management plan, shifting around seating assignments, implementing an external rewards system, and modeling proper Code behavior to our class regularly. The results were positive. It seems that students want a structured environment. They want to know both what is expected of them and what will happen if they do not meet expectations. As some of our sessions have pointed out, many of the children we will be teaching in low-income areas come from backgrounds in which expectations are not clearly laid-out and structure is a non-party. I will work to establish structure, big expectation, and a positive environment in my classroom from the outset.
A few thoughts about lesson plans, specifically, and teacher preparation, more generally, are in order here. To the teachers reading this blog, I want to tip my cap of humility to you. For years and years, I made my way through classrooms in which things were well-run, lessons clearly- and effectively-delivered, and an environment conducive to the process of learning well-established. After one week in the classroom, I now possess some semblance of an understanding of all the work, stress, and creativity that goes into the planning of one (just one!) lesson plan. There are so many things to consider when planning a lesson (objective, opening, introduction to new material, guided practice, independent practice, and closing) that I'd never considered until now. I think that finishing the first lesson plan of which I was truly proud was on-par with the feeling I got as a student wrapping up a quality paper, except that now the results are more important. In college, a quality paper results in a solid mark- in the classroom, a quality, well-delivered lesson plan results in a significant amount of knowledge being imparted to the minds of 20+ youngsters- cool, right? But bigger pressure- interesting experience getting to know this pressure.
The Rigor:
This is hard- really hard. There were a lot of tears shed this week- amongst my friends, amongst my collaborative members (one of whom made the decision that TFA and Institute just is not for her right now- it was Beth, the 51-year-old woman and inspiration story of our summit who decided to go). We are pulling 20 hour days...sometimes more- really. Sleep is a luxury (sanity even more so). Moreover, the amount of information we are being introduced to is unbelievable. I want to commission a study to analyze the amount of paper TFA uses during Institutes and, more importantly, take a look at the extent to which they have chosen to go about doing it in the most feasible way in terms of environmetal friendliness and sustainability. Our sessions are interesting, demanding, and, well, let's just say that we sit in the seats of five-year-olds, so there's some physical challenge even there.
I've worked hard before. In college, I took on as much as I could, and the hours were long. However, there is something fundamentally different about taking on responsibility when the sole benefactor (or non-benefactor) is yourself. Now, I am responsible for preparing myself to effectively teach a group of young people to whom I owe a great deal. In this regard, I am reveling in the experience of Institute. It has been an opportunity to get close to people (my fellow NM Corps members, especially, and Corps members in Houston, more generally) in a way, the intimacy of which I've never known. This is great- can't say enough.
So, friends, at the end of week 2, I actually find myself in Atlanta, Georgia in the midst of another wonderful, electric environment, this time in the form of the People for the American Way's Front-Line Leaders Academy Conference, session one. Here, I've gathered with 19 other young progressive and future political hopefuls to harness our skills in the hopes of running successful campaigns that start to move politics back into the hands of the people in this country. It is, as I said, electric to be amongst such energy, such hope, such possibility. The leaders of the conference express an amazing investment in us, tell us we are the mode and brand of change that will change this country into the place we want it so badly to be. I say to some extent they are right, but with this caveat. Young leaders, such as those gathered here in Atlanta, are but instruments, the wheels of change. The real progress and the real reform that will put this world on a track to becoming a place in which all people, regardless of race, class, gender, or creed, can reach their full potential will be spawned from the millions and billions of everyday people who every day get up, go to work, and live humbly in hopes of providing a safe and secure life for their families. The wisdom is in the crowds, my friends, and should I be so fortunate as to have the opportunity to let this wisdom shine through, then I will have done my part. Thanks.
--DB
Saturday, 16 June 2007
From Daniel to Mr.: Week 1 at Institute
After completing one of the most rigorous, time-consuming week's of my young life, I can conclude a few things. First, I have chosen the right profession at this time in my life. Second, teachers work much harder than I ever imagined. Three, I will meet some of the best friends of my life while working for Teach for America. Fourth, and most importantly, one week of studying and discussing the statistical inequity so brutally present in the U.S. educational system has led me to believe that TFA's mission to create a country in which all children have an opportunity to receive a quality education represents an objective of unparalleled importance today. This week has been chalk-full of, well, many things. To keep this message ordered, I will attempt to break it down into three categories: the agenda; the people; and the experience. Here goes!
The Agenda:
Days at Institute start early- really early. Even for me, an early riser to the extreme, beginning the day at 4:15 represents a significant challenge. My typical day this week consisted of waking up at the time, jogging in our dorm's (Moody Towers) fitness center, showering, being down to breakfast by 5:50 and out the front door by 6:35. After breakfast, all Corps members ship off to seperate schools to attend informational sessions (much like college lectures) on important issues facing new educators, including but not limited to how to develop lesson plans, how to be assertive in the classroom, how to invest students, parents/guardians, and communities in the learning process, and, very importantly, how to show respect and humility when entering new communities, particularly those with cultural, ethnic, or racial majorities different from your own (this last session sparked a great discussion amongst my group yesterday, and I can't wait until next Friday's). Corps members are in their school from 7:00 a.m.-4:00 p.m. We have five, 90 minute sessions, a working lunch for 20 minutes at the middle of the day, and different, ad-hoc activities spread throughout the day. Our sessions are split between curriculum and literacy specialists, with the former covering a plethora of issues related to teaching and the latter focusing on reading, writing, and word analysis.
My school is Browning Elementary. My Corps Member Advisor's (more on this position later) name is Alice Chen, and I am in the group with around 12 other kids from throughout the country. In addition to the CMA group, I am in a three-person collaborative with two other individuals, one of whom is a 51-year-old woman named Beth Raines whose journey to this point in her life is nothing short of inspirational. Her passion for teaching and righting some of the wrongs of inequality and inequitable opportunity have led her not only to brave the trying terrain of Institute but relive some of the insanity of a college dorm-like setting. With Beth and my other collaborative partner, Morgan, beginning on Monday, I will take the helm of a fourth grade summer school class and, for the first time, serve as an elementary school teacher!
After returning to the University of Houston after a long day at Browning, we typically have "down time", which consists of very little actual 'down' and a great deal of rushing around tying up odds and ends (faxes, mail run, workout, dinner, etc.) before proceeding to evening activities, which usually commence at 6, 6:30, or 7. We are generally fnished with these activities by 9, at which point Corps Members set to work on their various assigments, including readings for sessions (by and large extremely interesting), developing lesson plans (awake until 2:30 Wednesday night doing this!), and other paperwork or logistical assignments for the next day. Oh yes, if possible, this is the time when Corps members check e-mail, call family and friends, do laundry, or just sit and try to make sense of the chaos! So, for all of you who I've heard from but not been able to respond to yet, I'm SO sorry- I was working, I promise!
The People:
I've met amazing people here at Institute. My New Mexico Corps Team, 48 strong is great. We are very tight-knit. The guys are all on one floor and the girls just one below. We spend a lot of time together here at the dorms, shaing meals in the glorious RFOC Dining Hall, preparing assignments, talking, and just supporting one another as we go through this crazy period- my friends in the New Mexico group and the strength they've given me over this week are a big reason why I was able to make it through successfully. Sharing a bond of this nature and knowing the particular challenge that awaits us in the Land of Enchantment leaves us excited, driven, passionate- unified.
I'd like to introduce you to some specific individuals who've been particularly special or helpful to me during these first few days at Institute.
Jon Driskoll:
Jon is my roommate. He is 26-years-old and from Memphis, Tennessee (graduated from the University of Memphis). Jon was a sociology major and spent the last few tears running a bike maintenance center. He has an easy, kind manner about him and is incredibly caring to and engaged with everyone with whom he speaks. We've had some great discussions in the dorm, and I find myself liking him more and more all the time. He's also at Browning and his being there makes completing the busy day at school all the more workable.
Alice Chen:
Alice Chen is my Corps Member Advisor. She heads up my activities at Browning, issues assignments, offers support, and ensures that I stay on task. Alice's story is a remarkable one. She was born in Hawaii, lived in Connecticut, modeled in NYC, rowed briefly with the U.S. women's crew team, traveled the world, and then landed a position as a 4th grade instructor in Hawaii. Her support, too, has made this an extremely rewarding week.
Erika Lewis:
Erykah is a graduate of Carleton College and was raised in Utah. A fellow NM Corps Member. she will teach at 5th grade at Navajo Elementary in the fall. Erika majored in English and took a year off before commencing her TFA service. During that year she was a coucelor at a creative writing camp at the University of Virginia. She also did a 'Sea Semester', which took her to a number of different locations in the Americas, both North and South. She's extremely kind, values good friends and discussion, and also is very down to earth. Erika is in my small group at Browning with Alice. We've jointly overcome some of the early obstacles here at Institute by confiding in one another (though, I've got to say that her journey through the week was far more difficult than mine as she got into a slight car accident on Wednesday night! She's o.k.).
Megan Gibas/Theresa Likarish/Will Krebs:
Megan, Theres, Will, and I shared a magical, yes, magical, car ride from Gallup through Las Cruces and all the way on into Houston. Megan and I went to school together at GW and even lived together on the same floor. Throughout our time knowing one another, Megan has constantly amazed me with her compassion, intrepid spirit (she went sky diving in New Zealand- amazing!), love of the outdoors (she will summit at the Grand Tetons), and sincere devotion to bettering the world.
Theresa, also passionate and sincere, shows a desire to know more about and get closer to her friends than almost anyone I've ever known. A great discussant, she guided many of our discussions on the road trip, which helped me to see just the type of intellectually- and spiritually-enriching environment I'll be spending the coming years.
Super Will! From rural Kansas, Will Krebs graduated with a class smaller than some of the individual classes in which many of us will find ourselves in the fall. Deeply intelligent and possessing a kindness, nobility, and genuine happiness reflecting the best values and customs of a young adult raised in the Great Plains, Will is going to teach math and coach high school football this fall. Here, he spends his time, like us, doing what he can to stay on top of assignments, but, unlike many of us, when the question is posed of what we will do later, Will happily looks forward to reading up on all the math material he can get his hands on. This stuff is great, he tells us! If more teachers were like Will Krebs, our world would be in much better shape.
There are far too many people to mention and describe individually. Just know for now that the NM Corps, all of them, is making a profound difference in my life. I miss my friends from college, high school, and those scattered across the country. The crew here from NM and many others I'm meeting from across the land, have endowed me a sense of friendship and camraderie that leaves each day's challenge something I know I can overcome with strength and dignity. I look forward to developing these valuable ties in the weeks, months, and years to come.
The Experience:
To put it simply: this is one of the most difficult things I've ever done. Many, if not most, Corps members reached tears over the past week. Some say that the point of military bootcamps is to break down one's mind and build it back up into the mind of a soldier. There is a similar framework at play here, I feel, with TFA staff pushing and pushing us to our physicial, intellectual, and emotional limits. It would be easy to sulk, to question why we are here, to begin questioning some of the motives that drove us to devote two years, in the prime of our lives, to educating children in some of the country's most direly-situated schools.
However, when you see on a screen in Ms. Bitsie's session at Institute that 96% of Native Americans in the state of New Mexico are below passing state standards in mathematics, the picture becomes clearer. When you see that poor children are more than 70% less likely to attend and complete college than their wealthier counterparts, it grows clearer still. And when you begin to think about a system that continually leaves those brought into this world disadvantaged by a factor beyond their own control, whether it poverty, inadequate access to health care, racial, ethnic, or cultural persecution, you begin to become angry...and when you get angry, you want to make a change...and when you want to make a change, you're often willing to put yourself through what you thought were unimaginable conditions for that change. I may not be training for the military here at Institute, but with 750 other dedicated foot soldiers currently residing within the humble confines of the University of Houston's Moody Towers, we are assembling ourselves into an unbreakable unit that will beat back the tyranny of inequity that unduly and unacceptably constrains the hopes of millions of children across this country.
Yes, this is the path I have chosen. I, alone, cannot succeed. However, across the country, there are thousands of other young, passionate souls training to do their part to phase in a new era of progress in this world. And it's not only educators who lead this crucial charge, but Peace Corps volunteers, development studies scholars, doctors, leaders in business with an eye on boosting the economic capacity of the poor, policy makers, writers, nurses, nannies, new mothers and fathers. Yes, this is the generation that begins to say- no to poverty, no to inequity, no to prosecutorial discrimination, and NO NO NO to undermining the hopes of any child who dares to dream big. Yes, the vanguard has arrived- watch us make our way!
--Daniel
P.S. My address here in Houston is:
Daniel Balke/Corps Member
C/O TFAUniversity of HoustonMoody Towers
4401 Wheeler St.
Houston, Texas 77004
The Agenda:
Days at Institute start early- really early. Even for me, an early riser to the extreme, beginning the day at 4:15 represents a significant challenge. My typical day this week consisted of waking up at the time, jogging in our dorm's (Moody Towers) fitness center, showering, being down to breakfast by 5:50 and out the front door by 6:35. After breakfast, all Corps members ship off to seperate schools to attend informational sessions (much like college lectures) on important issues facing new educators, including but not limited to how to develop lesson plans, how to be assertive in the classroom, how to invest students, parents/guardians, and communities in the learning process, and, very importantly, how to show respect and humility when entering new communities, particularly those with cultural, ethnic, or racial majorities different from your own (this last session sparked a great discussion amongst my group yesterday, and I can't wait until next Friday's). Corps members are in their school from 7:00 a.m.-4:00 p.m. We have five, 90 minute sessions, a working lunch for 20 minutes at the middle of the day, and different, ad-hoc activities spread throughout the day. Our sessions are split between curriculum and literacy specialists, with the former covering a plethora of issues related to teaching and the latter focusing on reading, writing, and word analysis.
My school is Browning Elementary. My Corps Member Advisor's (more on this position later) name is Alice Chen, and I am in the group with around 12 other kids from throughout the country. In addition to the CMA group, I am in a three-person collaborative with two other individuals, one of whom is a 51-year-old woman named Beth Raines whose journey to this point in her life is nothing short of inspirational. Her passion for teaching and righting some of the wrongs of inequality and inequitable opportunity have led her not only to brave the trying terrain of Institute but relive some of the insanity of a college dorm-like setting. With Beth and my other collaborative partner, Morgan, beginning on Monday, I will take the helm of a fourth grade summer school class and, for the first time, serve as an elementary school teacher!
After returning to the University of Houston after a long day at Browning, we typically have "down time", which consists of very little actual 'down' and a great deal of rushing around tying up odds and ends (faxes, mail run, workout, dinner, etc.) before proceeding to evening activities, which usually commence at 6, 6:30, or 7. We are generally fnished with these activities by 9, at which point Corps Members set to work on their various assigments, including readings for sessions (by and large extremely interesting), developing lesson plans (awake until 2:30 Wednesday night doing this!), and other paperwork or logistical assignments for the next day. Oh yes, if possible, this is the time when Corps members check e-mail, call family and friends, do laundry, or just sit and try to make sense of the chaos! So, for all of you who I've heard from but not been able to respond to yet, I'm SO sorry- I was working, I promise!
The People:
I've met amazing people here at Institute. My New Mexico Corps Team, 48 strong is great. We are very tight-knit. The guys are all on one floor and the girls just one below. We spend a lot of time together here at the dorms, shaing meals in the glorious RFOC Dining Hall, preparing assignments, talking, and just supporting one another as we go through this crazy period- my friends in the New Mexico group and the strength they've given me over this week are a big reason why I was able to make it through successfully. Sharing a bond of this nature and knowing the particular challenge that awaits us in the Land of Enchantment leaves us excited, driven, passionate- unified.
I'd like to introduce you to some specific individuals who've been particularly special or helpful to me during these first few days at Institute.
Jon Driskoll:
Jon is my roommate. He is 26-years-old and from Memphis, Tennessee (graduated from the University of Memphis). Jon was a sociology major and spent the last few tears running a bike maintenance center. He has an easy, kind manner about him and is incredibly caring to and engaged with everyone with whom he speaks. We've had some great discussions in the dorm, and I find myself liking him more and more all the time. He's also at Browning and his being there makes completing the busy day at school all the more workable.
Alice Chen:
Alice Chen is my Corps Member Advisor. She heads up my activities at Browning, issues assignments, offers support, and ensures that I stay on task. Alice's story is a remarkable one. She was born in Hawaii, lived in Connecticut, modeled in NYC, rowed briefly with the U.S. women's crew team, traveled the world, and then landed a position as a 4th grade instructor in Hawaii. Her support, too, has made this an extremely rewarding week.
Erika Lewis:
Erykah is a graduate of Carleton College and was raised in Utah. A fellow NM Corps Member. she will teach at 5th grade at Navajo Elementary in the fall. Erika majored in English and took a year off before commencing her TFA service. During that year she was a coucelor at a creative writing camp at the University of Virginia. She also did a 'Sea Semester', which took her to a number of different locations in the Americas, both North and South. She's extremely kind, values good friends and discussion, and also is very down to earth. Erika is in my small group at Browning with Alice. We've jointly overcome some of the early obstacles here at Institute by confiding in one another (though, I've got to say that her journey through the week was far more difficult than mine as she got into a slight car accident on Wednesday night! She's o.k.).
Megan Gibas/Theresa Likarish/Will Krebs:
Megan, Theres, Will, and I shared a magical, yes, magical, car ride from Gallup through Las Cruces and all the way on into Houston. Megan and I went to school together at GW and even lived together on the same floor. Throughout our time knowing one another, Megan has constantly amazed me with her compassion, intrepid spirit (she went sky diving in New Zealand- amazing!), love of the outdoors (she will summit at the Grand Tetons), and sincere devotion to bettering the world.
Theresa, also passionate and sincere, shows a desire to know more about and get closer to her friends than almost anyone I've ever known. A great discussant, she guided many of our discussions on the road trip, which helped me to see just the type of intellectually- and spiritually-enriching environment I'll be spending the coming years.
Super Will! From rural Kansas, Will Krebs graduated with a class smaller than some of the individual classes in which many of us will find ourselves in the fall. Deeply intelligent and possessing a kindness, nobility, and genuine happiness reflecting the best values and customs of a young adult raised in the Great Plains, Will is going to teach math and coach high school football this fall. Here, he spends his time, like us, doing what he can to stay on top of assignments, but, unlike many of us, when the question is posed of what we will do later, Will happily looks forward to reading up on all the math material he can get his hands on. This stuff is great, he tells us! If more teachers were like Will Krebs, our world would be in much better shape.
There are far too many people to mention and describe individually. Just know for now that the NM Corps, all of them, is making a profound difference in my life. I miss my friends from college, high school, and those scattered across the country. The crew here from NM and many others I'm meeting from across the land, have endowed me a sense of friendship and camraderie that leaves each day's challenge something I know I can overcome with strength and dignity. I look forward to developing these valuable ties in the weeks, months, and years to come.
The Experience:
To put it simply: this is one of the most difficult things I've ever done. Many, if not most, Corps members reached tears over the past week. Some say that the point of military bootcamps is to break down one's mind and build it back up into the mind of a soldier. There is a similar framework at play here, I feel, with TFA staff pushing and pushing us to our physicial, intellectual, and emotional limits. It would be easy to sulk, to question why we are here, to begin questioning some of the motives that drove us to devote two years, in the prime of our lives, to educating children in some of the country's most direly-situated schools.
However, when you see on a screen in Ms. Bitsie's session at Institute that 96% of Native Americans in the state of New Mexico are below passing state standards in mathematics, the picture becomes clearer. When you see that poor children are more than 70% less likely to attend and complete college than their wealthier counterparts, it grows clearer still. And when you begin to think about a system that continually leaves those brought into this world disadvantaged by a factor beyond their own control, whether it poverty, inadequate access to health care, racial, ethnic, or cultural persecution, you begin to become angry...and when you get angry, you want to make a change...and when you want to make a change, you're often willing to put yourself through what you thought were unimaginable conditions for that change. I may not be training for the military here at Institute, but with 750 other dedicated foot soldiers currently residing within the humble confines of the University of Houston's Moody Towers, we are assembling ourselves into an unbreakable unit that will beat back the tyranny of inequity that unduly and unacceptably constrains the hopes of millions of children across this country.
Yes, this is the path I have chosen. I, alone, cannot succeed. However, across the country, there are thousands of other young, passionate souls training to do their part to phase in a new era of progress in this world. And it's not only educators who lead this crucial charge, but Peace Corps volunteers, development studies scholars, doctors, leaders in business with an eye on boosting the economic capacity of the poor, policy makers, writers, nurses, nannies, new mothers and fathers. Yes, this is the generation that begins to say- no to poverty, no to inequity, no to prosecutorial discrimination, and NO NO NO to undermining the hopes of any child who dares to dream big. Yes, the vanguard has arrived- watch us make our way!
--Daniel
P.S. My address here in Houston is:
Daniel Balke/Corps Member
C/O TFAUniversity of HoustonMoody Towers
4401 Wheeler St.
Houston, Texas 77004
Sunday, 10 June 2007
Settling in at Institute...how far will we go?
Well, the big day finally arrived. We completed our quest from Gallup to Houston, arriving at Moody Towers just after noon. The place was bustling, and it reminded me of pulling up to the House on Virginia Avenue at the beginning of my freshman year at GW. Young, excited Corps members from the New Orleans, Houston, Mississippi Valley, Hawaii, and, of course, New Mexico regions filled the entrance to, and lobby of the dorm, making any sense of sanity a distant dream. We made the rounds of information tables, gathering keys, linens, transitional funding checks (cha-ching), and other things to prepare us for five weeks of intensity.
After a Target run and one final meal before entering into 'bagged lunch heaven', we returned to the dorm, and I got going on some remaining Pre-Institute work. We then collected for a joint NM members barbeque and heard a rousing welcome from a current NM Corps member who is working at Institute this summer. It's interesting to think that another group, similar to ours in hope and ambition probably sat at the very same picnic one year ago, wondering what the next thirty-five days had in store. Did they meet their goals? Did they set them high enough? How did they handle the Houston heat and humidity for that matter?!
I think that the first week of Institute is critical. We will each be off doing our own thing at schools around the area, and my goal is that we all maintain the close connection we forged in Gallup. Every member of this group has sincerity. Every member has big ambition. If we can keep our thoughts in order, continuously egging each other on, and pushing one another to think and develop new, progressive objectives, we should be in a good position to achieve, as they say in TFA lingo, 'significant gains'.
Another thing I'm thinking about is the pathway to adulthood. When exactly did I finish that journey? Apparently, I graduated from college and now am responsible for cooking, cleaning, and, more generally, caring for myself. These thoughts, actually, are quite exciting. I look forward to establishing a home in Gallup, decorating it with maps, posters of inspirational leaders from past generations, and establishing a bookshelf adorned with my favorite texts (the shelves will be less stocked than they should be, however, as one of my bags came through to the airport in Albuquerque missing four books I packed!).
These are interesting thoughts. In life, at least my own, starts are the norm. I shift from beginning to beginning, loving what I'm doing but knowing that it will pass in time. I question my responsibility to the world, to the problems facing those across it, and to what extent I can and should try to enjoy my own life if it means detracting attention from working to combat problems afflicting others. Do we, as priviledged humans with financial security, opportunities to educate ourselves, meaningful employment, health care, and countless other amenities we so easily and commonly overlook, care enough about the problems around us? How far are you willing to go to end poverty, hunger, inequality? Would you sacrifice a meal so that someone in a distant land could eat three? Would you forego your latte so that a baby in Ghana could get corn and grains to nourish her aching belly? Would I?
Right now, as I enter into TFA training with hundreds of other like-minded, dedicated youngsters hoping to positively impact the lives of children facing challenges about which most of us have only read or studied in the hallowed halls of fine public and private universities, I see great potential, passion, and drive. There exists little doubt that everyone here wants to do good. My question is, how far will we be willing to push ourselves once we get out on the ground, and, as one great, budding leader in TFA's New Mexico state office so eloquently put it, "stare down the inequity every day"? Will we shy away from the challenge to which we previously pledged so much devotion and commitment? Or will we step up and demand something greater of ourselves than we could have imagined before. Will we demand something that transcends our normal bounds and allows us to step away from that comfort zone in which we could casually study and discuss the world's most pertinent and pressing problems without coming face to face with the true pain, desolation, and hopelessness facing billions of humans across the world? I hope to do my part to ensure that we do, together, make this critical leap, and become the generation that does something to finally STOP the inequity that plagues our world. Poverty is not inevitable. Hunger is not inevitable. But neither is progress. Institute begins tomorrow- today, I suppose- and today is the very best day we have to make a change. What a beautiful day it will be.
After a Target run and one final meal before entering into 'bagged lunch heaven', we returned to the dorm, and I got going on some remaining Pre-Institute work. We then collected for a joint NM members barbeque and heard a rousing welcome from a current NM Corps member who is working at Institute this summer. It's interesting to think that another group, similar to ours in hope and ambition probably sat at the very same picnic one year ago, wondering what the next thirty-five days had in store. Did they meet their goals? Did they set them high enough? How did they handle the Houston heat and humidity for that matter?!
I think that the first week of Institute is critical. We will each be off doing our own thing at schools around the area, and my goal is that we all maintain the close connection we forged in Gallup. Every member of this group has sincerity. Every member has big ambition. If we can keep our thoughts in order, continuously egging each other on, and pushing one another to think and develop new, progressive objectives, we should be in a good position to achieve, as they say in TFA lingo, 'significant gains'.
Another thing I'm thinking about is the pathway to adulthood. When exactly did I finish that journey? Apparently, I graduated from college and now am responsible for cooking, cleaning, and, more generally, caring for myself. These thoughts, actually, are quite exciting. I look forward to establishing a home in Gallup, decorating it with maps, posters of inspirational leaders from past generations, and establishing a bookshelf adorned with my favorite texts (the shelves will be less stocked than they should be, however, as one of my bags came through to the airport in Albuquerque missing four books I packed!).
These are interesting thoughts. In life, at least my own, starts are the norm. I shift from beginning to beginning, loving what I'm doing but knowing that it will pass in time. I question my responsibility to the world, to the problems facing those across it, and to what extent I can and should try to enjoy my own life if it means detracting attention from working to combat problems afflicting others. Do we, as priviledged humans with financial security, opportunities to educate ourselves, meaningful employment, health care, and countless other amenities we so easily and commonly overlook, care enough about the problems around us? How far are you willing to go to end poverty, hunger, inequality? Would you sacrifice a meal so that someone in a distant land could eat three? Would you forego your latte so that a baby in Ghana could get corn and grains to nourish her aching belly? Would I?
Right now, as I enter into TFA training with hundreds of other like-minded, dedicated youngsters hoping to positively impact the lives of children facing challenges about which most of us have only read or studied in the hallowed halls of fine public and private universities, I see great potential, passion, and drive. There exists little doubt that everyone here wants to do good. My question is, how far will we be willing to push ourselves once we get out on the ground, and, as one great, budding leader in TFA's New Mexico state office so eloquently put it, "stare down the inequity every day"? Will we shy away from the challenge to which we previously pledged so much devotion and commitment? Or will we step up and demand something greater of ourselves than we could have imagined before. Will we demand something that transcends our normal bounds and allows us to step away from that comfort zone in which we could casually study and discuss the world's most pertinent and pressing problems without coming face to face with the true pain, desolation, and hopelessness facing billions of humans across the world? I hope to do my part to ensure that we do, together, make this critical leap, and become the generation that does something to finally STOP the inequity that plagues our world. Poverty is not inevitable. Hunger is not inevitable. But neither is progress. Institute begins tomorrow- today, I suppose- and today is the very best day we have to make a change. What a beautiful day it will be.
Thursday, 7 June 2007
A Really Good Day in Gallup...
Well, it was a really good day in Gallup. I stated things off with a killer run, which was improved substantially because now I have my hands on some headphones (kindly provided by good friend and fellow '07 New Mexico TFA Corps Member, Erika Lewis from Minneapolis) and can jam to the IPOD while I run. This morning's selection consisted of the Gorillaz' Demon Days. After running and a nice breakfast discussion regarding the Senate's ongoing debate on immigration legislation, we had an informative presentation from a Santa Fe Community College representative, who provided a lively start to our morning. I have elected to go with SFCC for my licensure option (all TFA Corps members must take graduate teaching classes to earn their licensure to teach). It consists of online courses, as well as some run by TFA staff themselves. The ease of online classes, and the reality that, through this path, I will earn my license by the summer of '08 simply represents the best option for me. The alternative routes, with WNMU-Gallup and UNM-Gallup, while offering a more robust selection of courses and in-class interactions with colleagues, require more of a commitment than I want to give right now. I would prefer, instead, to devote as much time to my students as possible, as well as enmeshing myself in the community in other words.
After the session, I traveled with a group of Corps members to the school in which I will teach in the fall, Chuch Rock Academy! We observed a summer school classroom, which consisted of about twelve children ranging from 3rd-5th grades. I was also able to meet with some staff, who welcomed me quite enthusiastically, and I was happy to have the chance to let them know in-person just how excited I was to join their team. I believe, and a lot of the discussions and sessions we've had during Induction confirm, that making a concerted effort to enter into my school with humility and graciousness in a way that counters the all too common portrayal of TFA members as elitist (in truth, this does not happen too often, but the reality that it does occur makes it worthy of being referred to as 'all too often', I think) should represent one of my chief focuses as I set off here. In terms of coming into a new community, one must make extra sure that they are not making judgments or acting in a 'holier-than-thou' type of manner. One must, instead, respect the environment and systematic framework into which they move, noting its shortcomings when present, but always raising concerns in a respectful and tempered manner. In truth, there will be a lot I observe that I want to change, and this is good, but I must go about affecting change in a way that incorporates the traditions and structure of Church Rock.
After observing the class, I had the AWESOME experience of exploring my new classroom! I will be stationed in mobile #22 or 24# (I believe). The mobile I visited was quite roomy, featured a number of globes, which I love, and had a nice big blackboard, used to which I will have to become (and in a hurry- must improve the penmanship, as well!). Thinking that this is the place where I will begin the career; this is the desk from which I will work to expand young minds and, most importantly, show them just how much power they already have within themselves, was nothing short of a hair-raising experience that brought an uncontrollable smile to my face and excitement to my heart. This is real- and being in the classroom and conversing with my colleagues here at Induction has taken this reality to a whole new level. I feel lucky.
The afternoon featured an exploration of our in-class observations from the morning, discussion of some topics we'd like to explore in greater depth at our Institute training, and a panel of current TFA members on issues in New Mexico education. The discussion was beneficial, and the panel especially so. The teachers conveyed to us challenges they'd faced, successes they'd had, and things they'd wished they'd known before coming into the classroom. I left the discussion feeling more prepared to teach. Also, I met a teacher who is from El Paso, and she suggested that we coordinate trips down I-25 during the school-year so that we can more often visit friends and family in El Paso and Las Cruces- awesome!
After the forum and another killer run, we set out as a group for another wonderful dinner of Mexican food, this time at the Ranch Cafe. Good discussion, as so often naturally arises, was the theme of the dinner. I discussed with two friends what had led them to want to teach and where they saw themselves going. One, who is going into special education, offered one of the most passionate recitations of how she wanted to devote her life toward affecting systemic change in the way special education is run in this country. This being a topic with which I am unacceptably unfamiliar, I probed her on this insufficient state. She told me that expectations for special education student is dreadfully low. She described circumstances she has had when her students (she has already spent time in the classroom) achieved results that she would never dream could even be achieved by non-special ed. students. In this regard, she explained, not only should standards for special education students be raised, but the whole manner in which special education is thought about and discussed needs a fundamental shake-up. She hopes to drive this effort, and to her I tip my cap and offer every encouragement.
Returning to the lobby, the hearty, inspired discussion continued, shifting from music, to educational politics, to housing situations, to pets, to books, to bowling, to Dairy Queen, to running, to finding outlets as we become teachers in order to maintain sanity (!), and other topics. At the end of my fourth day here, I stand ready to move further into this new life. Tomorrow afternoon, I and my peers will set off for Houston and five weeks of intensive training. The journey awaiting us there will be challenging, at times frustrating, but, I'm confident, at all times rewarding. I look forward to throwing myself more and more into this new career, in hopes that, in some way, I may make a real, lasting, and positive impact on the lives of a small group of children beginning this fall. As I am coming to see, there are few things more important to shaping a new, more equitable and sustainable world then creating change at this local level. The journey begins for the 2007 NM TFA Corps right now- we are ready.
After the session, I traveled with a group of Corps members to the school in which I will teach in the fall, Chuch Rock Academy! We observed a summer school classroom, which consisted of about twelve children ranging from 3rd-5th grades. I was also able to meet with some staff, who welcomed me quite enthusiastically, and I was happy to have the chance to let them know in-person just how excited I was to join their team. I believe, and a lot of the discussions and sessions we've had during Induction confirm, that making a concerted effort to enter into my school with humility and graciousness in a way that counters the all too common portrayal of TFA members as elitist (in truth, this does not happen too often, but the reality that it does occur makes it worthy of being referred to as 'all too often', I think) should represent one of my chief focuses as I set off here. In terms of coming into a new community, one must make extra sure that they are not making judgments or acting in a 'holier-than-thou' type of manner. One must, instead, respect the environment and systematic framework into which they move, noting its shortcomings when present, but always raising concerns in a respectful and tempered manner. In truth, there will be a lot I observe that I want to change, and this is good, but I must go about affecting change in a way that incorporates the traditions and structure of Church Rock.
After observing the class, I had the AWESOME experience of exploring my new classroom! I will be stationed in mobile #22 or 24# (I believe). The mobile I visited was quite roomy, featured a number of globes, which I love, and had a nice big blackboard, used to which I will have to become (and in a hurry- must improve the penmanship, as well!). Thinking that this is the place where I will begin the career; this is the desk from which I will work to expand young minds and, most importantly, show them just how much power they already have within themselves, was nothing short of a hair-raising experience that brought an uncontrollable smile to my face and excitement to my heart. This is real- and being in the classroom and conversing with my colleagues here at Induction has taken this reality to a whole new level. I feel lucky.
The afternoon featured an exploration of our in-class observations from the morning, discussion of some topics we'd like to explore in greater depth at our Institute training, and a panel of current TFA members on issues in New Mexico education. The discussion was beneficial, and the panel especially so. The teachers conveyed to us challenges they'd faced, successes they'd had, and things they'd wished they'd known before coming into the classroom. I left the discussion feeling more prepared to teach. Also, I met a teacher who is from El Paso, and she suggested that we coordinate trips down I-25 during the school-year so that we can more often visit friends and family in El Paso and Las Cruces- awesome!
After the forum and another killer run, we set out as a group for another wonderful dinner of Mexican food, this time at the Ranch Cafe. Good discussion, as so often naturally arises, was the theme of the dinner. I discussed with two friends what had led them to want to teach and where they saw themselves going. One, who is going into special education, offered one of the most passionate recitations of how she wanted to devote her life toward affecting systemic change in the way special education is run in this country. This being a topic with which I am unacceptably unfamiliar, I probed her on this insufficient state. She told me that expectations for special education student is dreadfully low. She described circumstances she has had when her students (she has already spent time in the classroom) achieved results that she would never dream could even be achieved by non-special ed. students. In this regard, she explained, not only should standards for special education students be raised, but the whole manner in which special education is thought about and discussed needs a fundamental shake-up. She hopes to drive this effort, and to her I tip my cap and offer every encouragement.
Returning to the lobby, the hearty, inspired discussion continued, shifting from music, to educational politics, to housing situations, to pets, to books, to bowling, to Dairy Queen, to running, to finding outlets as we become teachers in order to maintain sanity (!), and other topics. At the end of my fourth day here, I stand ready to move further into this new life. Tomorrow afternoon, I and my peers will set off for Houston and five weeks of intensive training. The journey awaiting us there will be challenging, at times frustrating, but, I'm confident, at all times rewarding. I look forward to throwing myself more and more into this new career, in hopes that, in some way, I may make a real, lasting, and positive impact on the lives of a small group of children beginning this fall. As I am coming to see, there are few things more important to shaping a new, more equitable and sustainable world then creating change at this local level. The journey begins for the 2007 NM TFA Corps right now- we are ready.
Tuesday, 5 June 2007
Hired at Chuch Rock Academy
Well, I know I promised only one message per week, but this morning was big for me. This morning, I was hired to teach social studies and science to 4th/5th graders at Church Rock Academy Elementary School, which is seven miles from Gallup, New Mexico, and in the Gallup McKinley School District. In addition to teaching, I will head up the school's student council, which was founded by an outgoing TFA Corps member, who is leading our induction this week. The interview was my first of the day, and I was incredibly lucky to hit it off with the principal, who is a charming woman, originally from Minnesota. She employs a decidedly pro-tech, pro-staff coordination philosophy, and I will receive a laptop and Palm Pilot, as well as participate in weekly staff development meetings. Moreover, staff often travels together to development conferences around New Mexico. All teachers receive subscriptions to education journals and are encouraged to take part in the school's afterschool program. On Friday's, school adjurns at 7:00, and staff typically leave by 2, which means I will be able to make many weekend trips around the region, to Albuqueque, or even down to Las Cruces! I feel incredibly lucky to have found such a good home after my first interview. I will be able to teach at the level for which I had hoped and employ my love for politics and advocate the importance of civic involvement to young students by running the student council. I hope to contact Senator Jeff Bingaman's office, as well as that of local Congressman Tom Udall to speak about the possibilities of them coming in to the classroom to speak. The sky truly is the limit!
In one other bit of very exciting news, Gallup High School has a coaching vacancy for their women's tennis team. I spoke to the school's athletic director, and he enthusiastically encouraged me to come in for an interview tomorrow morning! If I got this position, I will have found two perfect spots here in Gallup. Things really could not be going better as I settle into this new career, as I will be teaching a great grade, touting the importance of government, and continuing involvement in the sport I love. This evening, the incoming corps member crew were treated to some Native American dancing in the town square, and as I watched the sun set and the dancer's move, I felt further confirmation that I've come to the right place.
Hopefully, things will continue going so well!
Chao,
--Daniel
In one other bit of very exciting news, Gallup High School has a coaching vacancy for their women's tennis team. I spoke to the school's athletic director, and he enthusiastically encouraged me to come in for an interview tomorrow morning! If I got this position, I will have found two perfect spots here in Gallup. Things really could not be going better as I settle into this new career, as I will be teaching a great grade, touting the importance of government, and continuing involvement in the sport I love. This evening, the incoming corps member crew were treated to some Native American dancing in the town square, and as I watched the sun set and the dancer's move, I felt further confirmation that I've come to the right place.
Hopefully, things will continue going so well!
Chao,
--Daniel
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