From the monthly archives:

October 2007

A Tale of Two Lower East Siders

by Jose on October 30, 2007 · 6 comments

in Uncategorized

Jayson TiradoI’m a resident Lower East Sider. I don’t teach around here, but my heart, soul, and body still resides here. So when news from this area comes out, my ears perk up. We’ve had some of the more peculiar and iconic events happen around these parts, yet they hardly get recognized because 1) people didn’t care too much about our hood or 2) it’s become the mecca of immense gentrification, which is happening around here and the neighboring East Village.

The latest tragedy here is that of Jayson Tirado, who was shot by an off-duty police offer on Sunday, October 28th, 2007. Tirado, and the off-duty police officer, had an argument while in a traffic jam in Upper Manhattan. Officer Sean Sawyer, the cop, turned himself after shooting up Tirado’s car, which also had 2 of Tirado’s friends. As of now, the local papers have called it a serious case of road rage, but most people around my way call it another case of police brutality, as Tirado had no weapon on him and there was no real reason to do anything to him. He pointed his finger at the officer, but that was really it.

Of course, the officer, who is Black, claimed self-defense, so he’s not in jail right now, but it got me to thinking about the various stereotypes we hold against young men and women in our neighborhoods, and how we can transform those if we saw beyond the surface just a little bit. This was a husband and father of two, and someone who his family loved very much. They came out in packs for the man at his funeral at the Ortiz Funeral Home on 1st and 1st, and yet, because he listens to a certain type of music, hangs with a certain type of people, and wears braids in his hair, he’s already pegged as a drug-dealing young dropout low-life.

It’s easy for Black and Latino conservatives or semi-conservatives will look at the man and say, “Well he shouldn’t have been wearing those braids, and rocking those clothes, or being who he is.” Imagine if someone told you you couldn’t be who you were, even if you weren’t hurting anyone. But his image alone seems to disturb the self-righteous into that type of thinking.

As someone who chose a more academic and hence alternative route, I, too, was brainwashed into believing guys like him were holding our community back. Then again, I also grew up in a time when people compared this side of the neighborhood to Beirut, with people shooting people from behind an edifice, and blue caps lined the cracks on the concrete. And people who looked like Jayson were conduits for that type of behavior. Then again, people who were in Sean’s profession often instigated that violence, leaving some of these materials under park benches readily.

What changed my mind after looking at all these images weren’t the cases of Amadou Diallo (who used to work at a deli I frequented),  Anthony Baez, Abner Louima, or Timothy Stansbury. It was when my brother told me that a family friend, 17 year old kid at the time, had gotten slashed in the face. I said, “Wow, that’s what you get for being up in the street like that.” And my brother goes, “Yeah, well it’s ’cause he beat some dude in basketball and he slashed him. That’s how much you know.”

Shit. Here I was thinking I was lifting my people, but I was really leaving them behind, and that’s disheartening. Since then, I’ve made real concerted efforts to become more knowledgeable about what happens in the community. While I can’t discuss some of the things I do, I’ll say that a simple conversation with neighbors, waving to people I never used to talk to, and things of that nature have really made me proud of being from this still poor neighborhood. I’m not proud of the negative things that come out of the ‘hood, but I don’t disown it for the sake of appeasing some authority.

In many ways, that’s why the hood hates Bill Cosby, but appreciates Malcolm X. We stick by our local leaders, but hate people like Oprah who come out against hip-hop like they’re saviors, and appeasing their masters by selling us out. If I could borrow a comment from one of my favorite sites to visit:

“… Bill doesn’t talk, he preaches. He doesn’t agitate, he sermonizes. A lot of us are sick of it and here’s why. First, if you want to motivate someone, you don’t scold or make them feel bad. You nurture them, you take take positive behavior, build on it. How does Bill attempt to motivate? By finding the worst examples and bashing black folks over the head with it– in front of white audiences on Meet the Press. Second, Bill is educated and already knows that we’re talking structural vs cultural arguments, with what comes down to one feeding on the other. People are poor and feel hopeless, and they do what all poor people do– blame and take it out on the closest people to them– ” – mac

I don’t know much about Jayson’s life other than what the local media’s distributed, but I can tell you I feel for his family and I send my condolences. It’s not everyday when someone’s death helps refocus another person’s life. Thanks.

jose, who’ll always be from the hood …

{ 6 comments }

Take a Bow

by Jose on October 29, 2007 · 8 comments

in Uncategorized

I’m not sure if I still have a couple of sports fans reading, but notice how as soon as the Red Sox won the World Series and A-Rod opted out of his contract, the weather in New York got extremely bitter. Only with baseball does this happen.

Virtual Insanity VideoIn any case, after the workshop model post, the doctorate post, and a million conversations with educator friends, I started thinking about the instructions and mandates we comply with. A good colleague of mine who I fully expect to retire in the next year or so said imparted one of his infinite wisdoms upon me:

If the master tells me to tie that horse to the pole, that’s exactly what I’m going to do. Even if it’s a healthy horse, it’s raining outside, and I know it’s going to catch pneumonia, and its next stop is the glue factory if all that happens, that’s what I’m going to do, so when they ask me what happened, I’ll say “Well, that’s what you told me to do. I didn’t say to do all of that.”

It got me to thinking of my own struggles with authority, or as Amber put it, my Authority Defiance Disorder. Why in the world would I want a perfectly good horse to get tied to a pole and leave it for dead? That’s insane; the master tends to forget that he was the one who asked me to tie that horse to the pole, spinning it to his neighbors and other servants that he had no part in all of that.

This all leads to the argument that educators who care are slaves to this work. We’re constantly asked to change what’s working and stay with what’s not all for the masters’ cause. It’ll be little things like, take a pay cut here and we’ll “transfer” it to your pension, but unfortunately, most teachers never get that far.

And we’re also slaves to the work because a lot of us genuinely care about the actual students. I mean, I have a problem when we waste money on no-bid contracts with outside non-profits who pay off principals like Education Station, NESI, LearnIt, and the nastiest of them all, Platform Learning, and waste time on giving Princeton Review data to play with, but we still have classrooms where the teacher can’t get sufficient books for his or her classroom and we’re providing serious disservices to our bilingual populations. I also have a problem with administrators assuming that just because we love our kids, we’re going to work 14 or so hours whenever they need us to in order to finish up that bulletin board or organize this event or that one in the name of the school.

And these are realistic cases that happen. The more normal stuff is the constant adjustments they ask us to make. It isn’t just about the workshop model. It’s the 8 interim tests NYC schools will be put through, the pre-tests, post-tests, diagnostics, and other data-driven paperwork up to our necks. Because it’s part of the job, we take it, and take it good. Meanwhile, my kids won’t be ready for those tests because we spend all this time testing and testing. I’m all for formative and summative testing; it’s important in assessing how a kid’s doing. I do them all the time informally and formally.

But usually, the assessments don’t really assess anything except the city’s ability to annoy the crap out of teachers just trying to do their jobs. I don’t see how I’ll have time to actually administer my own tests, take care of the school’s tests, and the city’s tests, and the state tests. Increible! I think it’s great to have high standards, but to weigh the teachers and children down with all these mandates really leaves little room for innovation and creativity. This hunger for data to skew, twist, and spin into positive news should really disturb us more than it does, but we’d rather live life with rose-colored lenses.

Plus, it leads us all to believe that we don’t care for the kids, but for the numbers. If we take away the teacher’s freedom to teach, properly assess, seat, and discuss, then all you really have is a moderator, something an unskilled worker can do. We can easily replace experienced teachers with people who haven’t the slightest care for the profession or the kids.

Then again, doesn’t it make sense to leave your employees with as little knowledge as possible? Why would you want your servants to take a course or two in educational policy as part of their masters’ program, instead requiring classes like “artistic expression”? Would you want them to discuss amongst themselves and form a community with each other so they can really discuss things, even if it’s just curriculum planning? Wouldn’t you plant certain people in certain positions if you knew they’d be more divisive amongst the rank and file? So many of us take the good teachers, administrators, and parents for granted, like they’re always going to comply, but don’t it be an issue where we don’t want to anymore. These higher-ups aren’t on the front line, so it behooves them to treat us like pawns in their war.

Even with my modest and quiet demeanor in school, I still emit revolutionary ideals. I’m tired of wasting horses for the sake of the master. We need to make serious changes to how we perceive ourselves within this system, or we might as well just bow out now.

jose, who’s always willing to give the right opinion if given the right question …

p.s. – I would make this sound more like an article, but frankly, I’m none of my buddies on my blogroll ;-).

p.p.s. – I’m not bitter, but annoyed by the constant complacency many of us educators succumb to.

{ 8 comments }

Everyone’s Got Their Doctorate Now

by Jose on October 28, 2007 · 10 comments

in Uncategorized

Gnarls Barkley’s “Crazy”Before I continue, I’d like to thank Tia (not sure who she is, but she likes my blog) for nominating me for the Best Education Blog in the 2007 Weblog Awards. If you’d like to drop by and hit the little plus button next to her comment, that’d be dope. If not, keep reading anyways. The best is yet to come.

The best way to turn me off from any argument is to magically introduce some mental condition. Ever since I was in college, I found myself very critical of the increasing amount of mental / developmental disorders, especially in an age where the more conditions you can come up with, the more money you can get for your “exclusive” research.

Studies have shown that there’s been a huge increase of mental disorders and chronic diseases in the United States, and the first two factors commonly associated with this are 1) the ability to see the symptoms and treat them early on and 2) the higher risk behaviors people are taking on at a much younger age. Of course, it also stems from the other, and more understood factors like birth conditions, environment, dietary habits, family situations, and genetics.

But the not-so-secret secret for these treatments has a lot to do with people’s self-interest. If you can make someone’s adjustments to society’s ills into a mental disease, then you can look like you’re doing something about it.

Case 1:

When inner-city teachers who have detrimental classroom management or have a negative outlook on the children they teach get fed up with their most extreme cases of misbehavior, they turn to the psychiatrists in the building and say “He / she’s got ADHD, and I can’t take it anymore!” I personally have referred a few children here and there, with much reluctance and after serious discussions with them and their parents. I don’t pull the trigger unless I know something is severely wrong or the kid asks me to refer him. Yet some teachers just want to point and scream ADHD like it’s a witch hunt. I mean, with some of the living conditions these kids have, it’s no wonder why they would go crazy.

Case 2:

The drug market is at an all-time high. There’s a pill for any and every disease, condition, problem, and quandary. Drug companies profit off of commercials that exacerbate the problems in your life (Do you feel depressed? Lonely? Out of sorts?). People in America are working harder than ever at lesser wages with less sleep, less family time, and everything from gas and food to health care and housing become more expensive. So when we sit down to watch our favorite TV shows, go on the Web, or read our afternoon paper, we see these ads telling us how their drug will miraculously cure us of what ails us. Then, they give the drug a fancy new name so it sells better because a name with all those x’s, y’s, and h’s won’t do well. What’s more, many of the drugs that we end up intaking actually have chemicals that keep us dependent on them, so what does that say? Mind control through chemicals isn’t far fetched …

Case 3:

Understanding Case 1 and 2, we can see how people are quick to find new ways to disorder and prognosticate our entire realities. If you’re having problems with math, it’s not that you haven’t been shown how to do it, it’s that you have a mental disease called Mathematical Anxiety Disorder (MAD). If you’ve experienced a series of oppressive events and still live in a rather dismal existence, the policies that keep that sort of environment together isn’t the problem, it’s a mental condition called Poverty Induced Trauma (PIT). If you have an inordinate prejudice against someone else because of a combination of culture, ethnicity, and skin color, then you’re not a racist. You have a mental condition called Ridiculous Assumptions Causing Extremism (RACE).

And I hate to be the one to point these things out, because I’d be offending those who believe something different than me (ha), but everything we’ve done since the dawn of our existence has been about translating our realities for our own minds. We have the opportunity to redefine our existences, but we also have to outline the obstacles and act upon the forces preventing us from making those changes.

The Miseducation of the NegroWhen we happened upon this Earth, everything we understood and felt about the world was told to us. Blue was blue, and there was no denying that. 1+1=2 and that was that. We accept a lot of things as fact and the rationales we assume come from the many experts and authorities we have in our lives, yet when we grow up, we start to see the cracks in the authorities’ assumptions and make our own wedges within them. Contrary to what some of you believe, ADHD isn’t endemic to Black and Latino children, poverty does affect the supposed opportunities we have, and race exists, and a big of its existence is mental, something we can’t undermine.

Like Dr. Carter G. Woodson, one of the greatest authors I’ve ever read, said in his seminal work The Mis-Education of the Negro,

“When you control a man’s thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his ‘proper place’ and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary.”

jose, who might be crazy himself …

{ 10 comments }

Penny Harvest Mania

by Jose on October 25, 2007 · 3 comments

in Uncategorized

Treasure ChestTomorrow’s the first Weigh-in at my school for Penny Harvest, the annual system-wide fundraising event for charities across the US sponsored by Common Cents. I’m anxious and excited all at once to see the turnout for the first week. It’s my first time coaching, but I seem to have already caused waves.

(One of the organizers actually asked me about my blog, because it came up on Google Alerts after my Penny Harvest Math post. He asked me if I wanted to have it linked up on the Common Cents site, and to be blunt, I don’t think a non-partisan organization such as his would want  all the contents of this blog to represent his org. I’m a little left of center. A little. But he’s more than welcome to link specific portions if he wishes.)

So for my first offering to the Penny Harvest, I give you the responsibility sheet I typed up for the Penny Harvest liaisons. The way I organized my school is in circles within circles. The big ring encompasses every homeroom, and those homerooms have 2 liaisons who help promote and encourage the students in their class to bring pennies, and assist in the weigh-in days.

Penny Harvest Liaisons

The second offering I have for my Penny Harvest people is an Excel spreadsheet that will make it easier to organize the classes in your school as well as help students calculate more readily the dollar amounts. Plus, it’s pretty.

Penny Harvest Template

Tomorrow will be an exciting day for sure. I’m still rocking my Penny pin, so that’ll be dope. Secretly, I’m hoping my kids find real value in the charity they’re about to give, and not just winning. We haven’t been as effective with promoting that around the school, so that’s another goal I have for the year.

I also sent out a memo 2-3 weeks ago discussing Penny Harvest, and walking around classrooms making speeches about it. I got some kids excited about the prospects of surpassing all expectations. I then sent out a final memo this morning reminding all homeroom teachers about the schedule tomorrow. They need to be ready because I know I will …

jose, who can’t wait until the kids start doing most of the work …

{ 3 comments }

Our Own Conductorless Orchestra

by Jose on October 24, 2007 · 3 comments

in Uncategorized

OrchestraFirst off, shout-outs to History is Elementary for the latest Carnival of Education, which I participated in. I need to get with the program and actually turn my blogs in on time and early.

Also, tomorrow, for those of you reading for my Penny Harvest escapades, I’ll have a whole blog or two on them in the next couple of days. That should be fun.

In any case, I went to Carnegie Hall last night with my girl and our friends. Yeah, that’s far from my favorite chill spot. I might have been the only dude of my demographic representing there.  The Orpheus Chamber Orchestra, dubbed the most famous conducterless orchestra, had their opening night. The show itself was amazing; the sounds captivated me and really took me to another place, and that’s something music should do. I found myself tapping my feet trying to look for a drum or a dope bass line, but alas, I knew better in Carnegie.

It made me think about the purpose of having an inquiry-based class, where kids actually ask critical questions about what they’re being exposed to. The violinists and cello players come in when they need to. The flutes go off on time. The drums and horns come in time with everything else in the song. And it was all without someone telling them what to do. They just did it. When I thought about it, though, I said, “They’ve had this type of training for decades, and practice their rituals and routines almost every day. Even with a summer break, they’re ready to roll when they come in.”

Unfortunately, we don’t have a system in place where that can occur.

I’ve expounded on this before, but I think it’s worth noting: students in most urban schools are having a hard time with the workshop model, and it’s very simple. Studies have shown that student-centered models of education don’t work unless they’ve had a stable foundation of step-by-step direction and / or teacher-guided instruction, and that the latter tends to be more efficient through the primary years. In other words, many of them need to be shown what they’re supposed to be researching and how to do it before they go about it themselves.

Politically, this also means that, if indeed we have more teacher-guided instruction, that actually makes us more indispensable, and they can’t just treat teachers like cogs in the factory. I’m pretty sure people want the most effective and experienced teachers in there, but when we go to the other extreme of student-centered teaching, there’s a popular sentiment that you can put practically anyone up there and they’ll just moderate the kids’ work.

The most successful examples of the workshop model have been where the teacher incorporates a healthy dose of both. I agree that children should start learning concepts and abstractions at an early age, but if we think about the stage of their lives they’re in, it’s obvious that they often need direction. Why would it be any different in the classroom? They should at least be afforded the opportunity to know what are the more important questions, hence taking more and not less ownership over their own learning.

So I look at the orchestra again, and they’re kickin’ butt. All they do is look at each other and they’re off. Strings flying, horns blowing, and all sorts of other instruments playing their part, all without a conductor to let them know how loud or soft they’re supposed to be, or to remind them of when they’re supposed to join the music. They all just know.

jose

{ 3 comments }

Having Your Cake and Eating It Too, Workshop Model Style

by Jose on October 22, 2007 · 13 comments

in Uncategorized

cakeAfter an intense review of the test that my kids bombed, and running around the school trying to get the school ready for Penny Harvest, I had a nice lunch with my fellow teachers, and we were discussing, amongst other things, the crazy Boston Red Sox vs. Cleveland Indians game, why Yankees’ fans carry their 94-year tradition like they physically won them all, how Mets’ fans react to that in a really obnoxious way, and of course, Joe Torre. As we started talking about his contract and his rejection of the merit pay system, it made me think aloud the kinds of things we have to do to earn our 2% pay cut.

Of course, someone mentioned something about baking a cake, and I laughed because I was already imagining how the metaphor would work if the workshop model was about a cake. At least based on how they want us to work it …

(insert dream sequence here)

[on the board]

Objective: We will learn how to bake a cake.
Do Now: What is a cake? Describe 3 characteristics of a good cake.

Lesson:

Mr. V: “OK, class, let’s look at the Do Now. A lot of you put down characteristics about what a cake should look like, and that’s great. Now, let’s look at this cake.”

[puts up cake]

“What do you notice?”

Student1: “It has pink frosting on it.”
Mr. V: “Yes, what else?”
Student2: “It looks good.”
Mr. V: “OK, you’re getting there. Anything else?”
Student3: “It’s cylindrical about a y-axis.”
Mr. V: “Hmm, OK. I’m glad you’re thinking about it. Now, I need a volunteer.”

[volunteer comes up]

“OK, try this cake. Tell me what you feel.”

Student4: “Mr. Vilson, this tastes really good. It has good texture, and it’s soft. Mmmm. Can I have some more?”
Mr. V: “No, time’s up. It’s been only a few minutes, but we have to keep it moving. They don’t call it the workshop model for nothing. Now, for your assignment, you have materials in the middle of your desks. Take those materials, and using what you learned today, bake a cake.”
Student1: “But Mr. Vilson, I don’t get it.”
Mr. V: “You’ll get it eventually. Use the characteristics you noticed, and think about how you would make that using the manipulatives in front of you.”
Student1: “Uhhh …”

[15 minutes later, Mr. V walking around the room]

Mr. V: “OK, Table 1, what did you notice?”
Student1: “I noticed my cake wasn’t very tasty. The actual cake was a little too hard.”
Mr. V: “Well, what do you think would make the cake a little softer?”
Student1: “Uhhh …”

[Mr. V moves to Table 2]

Mr. V: “What did you guys come up with?”
Student2: “Our cake is really sweet, and it came out too clumpy.”
Mr. V: “Think about the characteristics of a good cake, and the things we discussed during the mini-lesson. How would you improve on your methods to ensure you have a better cake?”
Student2: “Ummm …”

[Mr. V moves to Table 3]

Mr. V: “Wow, what a beautiful cake!”
Student3: “I know. Made it all by myself, and told everyone else in my table how to make it.”

[Mr. V goes to the front of the class]

Mr. V: “See? Why can’t everyone be like this kid? He used the same materials you did, and made a very beautiful and unique cake!”

[Student4 raises hand]

Student4: “That’s no fair! His father’s a baker!”
Mr. V: “Now, I know it’s unfair, but so is time, and time for the group work is up.”

[Mr. V looks out into the class of long faces, dirty baking powder, and clumps of dough]

“For your journal, I want you to write about what you learned today. Don’t just give me the title, but everything. What did you learn? What was most important? How did the characteristics of baking a cake help you make your own?”

[As the day closes, Mr. V reads the journals and begins internal monologue]

“Man, how did this happen? I followed the workshop model so well. I didn’t show them the answer directly. I tried to have them come up with the answers themselves. I mean, that one kid got it; why can’t the rest of them get it? The higher-ups tell me that this system is the best for the kids, but the research shows me that this only works when kids are already self-motivated and high on task intelligence.

I love asking intriguing questions, and love it when the kids get what I’m talking about. I also like when I have a little more flexibility to control my lessons and go over what I need to. This workshop model’s rather restricting. I mean, these kids aren’t telling me anything in this journal that I haven’t already written for them.

I wonder how Socrates taught without all the gadgets we have. And why is it that those who were schooled under the rote method are more critical thinkers than the kids we have now? And isn’t it important to model how something’s done before actually doing it at least sometimes and then let them venture off? I mean, even artists of all kinds imitate before they venture off into their own spheres of influence, right?

Am I crazy for having an internal monologue in a public blog?”

jose, who used to feel invisible, but now knows he’s invincible …

{ 13 comments }

Raindrops Falling On My Head

by Jose on October 21, 2007 · 10 comments

in Uncategorized

Brooklyn Bridge RainOn Friday, a fellow teacher and I took 2 of my classes on a trip to the Central Park Zoo, and I have to tell you that it was good and honest fun. We trekked from one side of the park to the other to get to it, but when we got there, it was well worth it. Penguins, polar bears, and exotic birds were only some of the sites we witnessed. Of course, the kids loved the sea lion show before lunch. Simple things like that really inspire kids.

Some of you are thinking “This early? Don’t you save those for later on in the year?” Yet, I have a problem with that thinking, because honestly, I don’t see why we don’t take these kids out more. It’s scary that some people, administrators included, would prefer to keep their kids caged because they’re just “uncontrollable,” not offering them an opportunity to learn experientially. Imagine if our students actually left their neighborhoods before the age of 14. If it isn’t Dominican Republic, a lot of my students have never actually seen anything outside of the Heights.

Interestingly enough, it was after it started raining that it became a memorable trip. We ran a huge risk by having the kids out in the rain like that, and we quickly had the kids back on the subway, but on the same token, kids love getting messy. A couple of them were trying to continue playing football and Frisbee after the rain came down hard. I laughed on the inside, but stopped it immediately.

I was happy that we also got a chance to bond in that fashion. With all the concentration of getting the kids to produce high scores on their tests, and meet test standards, it’s good to develop them personally and help them reach life standards. It gave me a chance to think about our roles as models and molders for the future.

Imagine if we could concentrate our efforts on letting them be children while simultaneously planting seeds for their futures. With all these garbage after-school programs and 37.5 minutes added to our programs, you’d think we’d use that extra time more effectively to build that rapport with them. We can say whatever we want, but we’re so influential in their growth as people.

It definitely won’t be the last, but my next one will be even doper. I’ll keep you updated. In the meantime, off I go to work on Penny Harvest. Peace.

jose, who’ll probably get a break from the madness on Wednesday …

{ 10 comments }

Not Your Average Joe

by Jose on October 18, 2007 · 3 comments

in Uncategorized

Joe TorreI became a baseball fan when I was around 9 years old, when the Yankees were getting their butts beat in the division by the Orioles and the Red Sox. Bernie Williams was still getting booed and everyone except Don Mattingly knew they weren’t going to make it to the championships. Buck Showalter did break us into first place in 1994, but in that year and 1995, we won a playoff bid … and that was about it.

Joe Torre came in at a time when there was lots of promise, but more uncertainty. He had a bunch of stints with the Mets, Cardinals, and the Braves. That wasn’t very productive other than a NL Division Series with the Braves. In other words, a whole lot of nothing. Before the Yanks, he was hoping people remembered his more prolific player stats. Since he came though, it’s been nothing short of magic. Some say he just rode Buck Showalter’s coat tails, but that’s far from the truth.

The truth lies in that stoic face that lies in the dugout under the fresh brimmed hat and the saggy jacket. It lies in the little drag-trot to the mound when he relieves a pitcher, or even in his post-game interviews when he turns the tide on a rather hostile New York sports media. It’s his decision-making that was really critical to Yankees’ success. He took the core group of Andy Pettite, Jorge Posada, Mariano Rivera, and Derek Jeter, and molded them into the exalted men that we know today. Outside of Gary Sheffield and Kenny Lofton (who are both so popular, they’ve been through almost the entire league between them), he helped transform the images of plenty of men. Everyone from Darryl Strawberry and Dwight Gooden to David Wells and Bernie Williams benefited from having Joe Torre there as an example of good behavior.

4 World Series, 12 consecutive appearances, but also a man who exemplified the strength of New York during 9/11 and with his own personal battles with domestic violence (upon him during his youth) and prostate cancer. He was usually the voice of reason and the bed of emotion when we needed it. Even when he faltered during the 2006 playoffs (worst move: moving A-Rod to 8th, which I’ll discuss if / when there’s a Yankee decision about him), he still found a way to make the team gel.

None of this excuses his 3 straight early exits from the playoffs to teams we were heavily favored against. After all, we know he’s coaching a 200$ million club, and they have the greatest of expectations. He’s the 8th winningest coach, and the one of the greatest coaches in the modern era in any sport, and he had the highest salary of any coach, making at least 2 times more than the next highest paid coach.

And to this, I say, “So?” This year has been the 2nd most trying year of his career professionally (last year was the most). His team was 21-29 and 14.5 games back of the rival Boston Red Sox. The New York Mets were primed to be the #1 team and were in this city for much of the year. Every pitcher except for Andy Pettite had some sort of injury, and we had 13 different starting pitchers in lieu of that. Even with their backs against the wall, they never lost their composure. He kept the team’s demeanor very professional, and he’s also the only manager who could probably handle the situation of a group of $200 million egos with everything from public infidelity and endorsements to whiners and steroids. He covered Brian Cashman’s ass even when he didn’t intend to, blunting the deathly sword of imports like Hideki Irabu, Carl Pavano, and Kei Igawa (still a pending situation).  And most of all, he’s had the longest tenure of any Yankee manager under the Steinbrenner era; that’s coming from an owner who publicly tried to dig up dirt on his own players and managers just to get rid of them.

He had his faults, and that’s something we all forgave, like abusing his relievers (Tanyon Sturtze and Scott Proctor) and not letting pitchers always go full innings, which led to the former problems. Yet, he was a man who beat and surpassed the odds. He just made everything feel like it was going to be alright, and that comforts us. Things are so unstable in life, and his consistency always reassured us. Before him, we had 17 Yankee managerial changes with 9 managers, so I’m sure we’ll never have that kind of manager for the next decade or so.

Personally, Joe’s someone who exemplifies that leadership so many of us wish we could be, and in times of tumult, he came through. He left on his own terms, and that’s the best we could have asked for as an organization. The contract wasn’t good, and a very condescending and merit-based contract. His leaving truly signals the end of an era for the Yankees, and with George Steinbrenner looking like he’s on the outs, too, it’s only right that Yankees Stadium’s occupation will soon be over.

You can’t replace a man like Torre; you can only hope to be close to average.

jose, who’s humming “New York, New York” by Frank Sinatra …

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Penny Harvest Math

by Jose on October 16, 2007 · 5 comments

in Uncategorized

PennyAh, I’m taking a breather from politics. Not that I don’t like duking it out with different individuals on my beliefs, but because I like going over a variety of topics that find I find interesting. It was good to see how many of you responded to the last 2 posts (“A Synopsis on the Road Less Wanted” and “AfterNotes from the AfroLatino Immigration Discussion“). Just to add a little bit to those discussions, check the recent study about the positive correlation between health and class size. The smaller the class size, the healthier the kids are. Teachers especially see this since it actually improves their own health when a few kids are absent. Of course, this also means that those who can afford to have smaller class sizes are usually the healthier children. And those with the best health care tend to be the healthiest. This isn’t just me talking out my rear; it’s real research.

In any case, a little note about an extracurricular activity I’ve taken on. I’m now the Penny Harvest Coach for my school, and so far, it’s been a multilayered effort. For those of you unaware of what a Penny Harvest event looks like, it just means that for a month, a school collects pennies and tries to raise money for charity. If you get over a $1000, you get to give it to the charity of your choice. Pretty cool. My tactic for collecting the money is by weight because it’s much easier to do that than actually count all the money collected. Capiche?

After all the red tape and the unprompted suggestions from several colleagues and the lack of reading memos, I had even more work to do to personally discuss and inspire the teachers and kids to participate in this activity. Everything from “We’re not just trying to beat the school, but the city” to “Now, what weighs more, pennies or quarters?” That’s what got me thinking: what if I could make a series of portfolio projects that will segue this community service with their education? Ca-ching!  I hear pennies.

My first portfolio project uses concepts of powers of ten and finding the relationship between the decimal place and power of ten. It’s useful for all grades. I think I used something like this:

Mr. Vilson recently asked his homeroom to contribute to the Penny Harvest this year. On October 9th, his class contributed only $1.26 in pennies. Every week since then, the amount of the money increased tenfold. Figure out how much money his homeroom will have by Thanksgiving (6 weeks).

Then they get this fancy chart they can use to calculate their figures, and then they have to figure out what the relationships are in the value. This works for 7th and 8th grade too, when it comes to powers of ten, and scientific notation. The 6th graders, I’m sure, will enjoy the activity. I’ve also used Penny Harvest as a means of understanding what a million looks like. Now that most of my kids have some understanding of what a million looks like, they can conceptualize what all those pennies we collect will look like too.

Enough of my geekiness. More hardcore on Thursday.

jose, who just needs a little breather …

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A Synopsis of The Road Less Wanted

by Jose on October 15, 2007 · 24 comments

in Uncategorized

kidscrying.jpgLast week, I spoke extensively about one student who had some serious behavioral problems in his classroom, and how that’s a microcosm of what he’s going through at home. Whenever I look at kids like him, I know how to approach them because I’ve been witness to that environment. Unfortunately, because of program restrictions, I no longer work with the child after-school, but best believe I’m still paying attention to his progress.

After all, many of our children come from environmentally abusive backgrounds, and environmental issues in the urban ghetto usually get glossed over. People are quick to blame their environment on the victim when almost all of the evidence shows that our condition stems from oppressive policies stemming back to when this country was first founded. It’s hard to point a finger when the policies don’t just stem from one particular face, but a whole institution. That’s the critical part of understanding how our children can be constantly subjected to the road less wanted.

For instance, people blame poor urban families for their own health issues, everything from diabetes, heart failure, asthma, obesity, and high blood pressure. Yet, the foods we get here are usually in poor condition. I thought the food here was alright, until I visited the Farmer’s Market on 14th St., where I was astonished to see real and fresh vegetables. Real lettuce, with actually red tomatoes, and truly green broccoli and ripe pickles. Natural apple juice, and freshly picked oranges. Usually the first stop that these items make is the more affluent places, where the customers presumably live a healthier lifestyle but conversely where the produce makers will make top dollar for their produce. Meanwhile, a poor urban mother could a) settle for the less than pleasurable and unkempt vegetable aisle or b) go to the canned foods and boxed food aisles. After all, processed foods are much cheaper than organic food, even when the organic food’s quality has been severely diminished.

School LunchThen there’s the issues our children’s parents go through. Imagine all the history of denigration they’ve gone through: Reaganomics, crack infestation, needle and blue cap infiltration, gun warfare, massive rape and abuse, police brutality, immigration, English acclamation and retention, prison industrial complex promotions, rent hikes, gentrification, asbestos paint, lead-tainted water, declining hospital service, and abject poverty … and that’s just in my neighborhood.

Many of them have a good from 8-6, then come home and work on their families until 11pm. We have Third World conditions right here in America, and Hurricane Katrina only highlighted that temporarily. Little do people know that the Lower 9th Ward wasn’t pretty before the Hurricane, so what does that say about America’s response to places like that, Watts in California, East St. Louis, Southside of Chicago, Chinatown in NYC, and a thousand other places where poor children of all colors are all subjected to a lack of money and hence care.

Yet, when the children get to school, malnourished and uncared for, they act out. They’re acting out, stealing from each other and screaming at their teachers. Of course, that’s when teachers and administrators who don’t understand where these loveless children come from want to treat them for every possible disorder and dysfunction on Earth. I admit that some of them that do come from this background really need more substantial help than any teacher in the current public school system can offer. Many of these children don’t really have a disorder, and it’s been proven that if you just talk to some of these kids like human beings, those disorders start going away. And even if they’re not getting mistreated for some disability, they’re getting mistreated in the classroom. Some people who don’t belong near a classroom but see the value in looking like they’re making a difference let their inherent classism and racism shine brightest and thus build mistrust for an education for kids who need it.

None of this is new. To the contrary, the miseducation of our youth has gone on for centuries. And people wonder why poor people won’t take out loans to get a new home since money’s meant nothing but trouble for them. Pregnancy and STI prevention information isn’t a deterrent to those who have no self-esteem or self-worth. Thug rap went from reporting what’s going on in the streets to just living life on the fast lane because there’s no future so they live for the present. Colleges are easier to get into but harder to successfully get out of with the increasingly expensive tuitions and steady drop of governmental financial aid (which works well for a booming college loan market). With slave wages for the increasing population of immigrants from the West, South, AND East and a depreciating job market, it’s no wonder why the rich continuously get richer while the rest of us unknowingly have remained on the same plateau of poverty.

2PacThe one argument that everyone uses against me when I discuss these multifaceted issues is “But Jose, you made it. You lived in the same environment these people did, and yet look at you now. You’re successful and have a promising future. Why can’t they make it?” And usually, this person either comes from a household where the parents are successful and have been for generations, or a family whose grandparents were successful, and that story didn’t pass onto the person who asked me.

Their point usually starts with how some families they’ve seen concentrate more on getting 200$ sneakers an rims for their cars instead of investing in the stock market. They’ll see people rockin’ gold chains and wearing inappropriate clothing wherever they go. What I also believe they see is exactly what they want to see and not what’s truly there.

I contend that the factors that led me to where I am today were nothing short of fortunate. I had a mother who, with her flaws, pushed me in the right direction, a set of schools that were top-notch in their own respect, whether private or public, a good amount of people who believed in my own ability, and a genetic intelligence and stubbornness that could have prevented me from making some of the decisions I made but they did. If anything in this paradigm fell out of place, I wouldn’t have been as successful.

These opportunities I’ve worked hard for and have been granted haven’t made me any more complicit with what’s around me. I still struggle with different health issues like many of my neighborhood brethren do, and it’s something that I have more information on now. People don’t often break that seal until they’ve tasted a certain echelon of society. I am a firm believer in self-determination and making something out of nothing, but that’s exactly it. I don’t believe in alchemy. As a math person, I think there are simple solutions to some of the problems that afflict us, and it’ll be worth it if we can find those solutions.

Not everyone’s has been as fortunate as I am, though, which is why I fight for them. The images we see of the bling and the pomp are usually a very small percentage of truly poor people, and that’s what we don’t really see. Many of the little gadgets we see the kids have are second hand illegal devices, and liquor stores on every corner surface because it’s the one legal potion people use to get away from their daunting troubles. Change doesn’t happen by just sitting there; we need to be that change.

jose, a proud supporter of blog action day

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