Forks has been invaded, but not by supposed vampires or werewolves but by hoards of Twilighters making their pilgrimage to the setting of the book they love. Did this town have a say-so in the so-called invasion, probably not? Forks is an unassuming small-town with a population of 3,120, located in northwestern Washington state. The multi-million dollar Twilight movie series phenomenon is based on the vampire romance novels written by Stephanie Meyer. Supposedly, Myers googled for the rainiest place on earth and Forks, Washington popped up on her map. Meyer set her vampire romances in Northwest Washington in the towns of Forks and La Push without even visiting the towns. These towns had no idea what was coming their way, but a slow steady stream of Twilight fans slowly invaded their town. Not only did the town not have a say-so in the use of its name, it also did not have a helping of the enormous profits that have been generated.

Before the people of Forks woke up and smelled the profits, Annette Root took up shop. Mrs. Root is a local social worker that was swept up by the Twilight books. When she took a pilgrimage to Forks to see the happening Twilight Events there was nothing to see, hence, Dazzled by Twilight was born. http://dazzledbytwilight.com According to their new online community, Dazzled By Twilight “is the one and only Online Community and Destination Site dedicated to the Twilight Saga located in the heart of Twilight – Forks, Washington.” Mrs. Root owns Twilight Tours, Dazzled By Twilight Visitor’s Shop, The Twilight Lounge, a restaurant downstairs from the lounge called The Lodge in Forks, and a Dazzled by Twilight store, all on the main thoroughfare through town. Much like a hurricane descending on the mainland, the people of Forks did not know quite what hit them. Mrs. Root a true Disney fan brought the Disney attitude, overkill and high prices, to Forks. After the rise of the first store, Mrs. Root and her husband cornered the market, by opening another store in Port Angeles, 56 miles away.

The Dazzled by Twilight stores are polished capitalism, clean professional designed signs, brochures, and a variety of products and styles, all under one roof. The Fork’s Pharmacy’s hand painted sign looks like lowly Cinderella next to Dazzled by Twilight’s polished advertisements. A Native American Twilight store, with limited items and variety is located directly across the street, desperately trying to compete with the Goliath of Dazzled. Every store along this thoroughfare, North Forks Avenue, is trying to cash in on what Mrs. Root has accomplished so brilliantly. It’s too little too late. Tourism is up, and revenue is up, yet something just isn’t right in Forks. Every corner has some attempt of capitalizing on the Twilight wave; it just takes the wind out of the town. One town member commented, “Twilight has effectively turned our timber heritage into nothing more then a side notes to a pop culture movie about pale-faced teenage lust. People no longer come here to visit the timber museum; instead they gawk at the ‘Bella mobile’ parked outside.” With a 48% increase in lodging revenue and an 1000% increase in tourism, the Forks Chamber of Commerce has happily joined the Twilight Brigade by offering online shopping, Twilight posters, postcards, tours, and life size cut outs for photo opts. The Chamber of Commerce is singing the Twilight song. http://www.forkswa.com

What’s wrong with people making money off Twilight? Nothing, if the town is enhanced by the popularity of its name in a book. Not many are thinking about the enhancement of Forks and La Push. Next to the Chamber of Commerce is a trailer park with baby strollers, household appliances and wayward items piled up outside the doors. What an incredible contrast to “Eat where Bella ate” and “wear the dress Bella wore in the movie.” Broken down trailers and deserted homes are the desolated theme of La Push, the home of the book’s Native American werewolves. The Native American community, the Quileute Nation, has struggled with how to handle the attention that the Twilight saga has thrust upon them. So far, the major benefits they seemed to have gained are some tax dollars that the community has received from their Oceanside Resort and meager sales at Jacob’s Java. Like any other community, social service programs, community restoration, education, and outreach for at-risk youth and the elderly are needed. A real Twilight saga would be if the moneymakers would pour some cash into the needs of the area. That would be something even Bella could sink her teeth into.

Take Big Business Out of Education

Written by Lisa Johnson Daily Censored Sep 26, 2010

I’m not waiting for Superman.  Waiting for Superman, Davis Guggenheim’s new educational film is presently receiving a media blitz.  Guggenheim (the son of a documentary filmmaker) funded his film about the perils of the current educational system.  In the film, Guggenheim, follows 5 students in their educational journey.  According to the Waiting for Superman movie website, ”In spite of their rousing determination and grit, the shocking reality is that most of the film’s touching and funny cast of kids will be barred from a chance at what was once taken for granted: a great American education.” The film breaks up the educational problem into several sections of need: kids, teachers, administrators, unions, schools, states and the nation at large.  Inevitably, these kids have one hope of receiving a good education, a lottery system to attend a better public school. The implication that a good education in America today can only take place through a lottery system for specialized schools is simply not true.

I appreciate the attention that  Guggenheim’s movie is giving to education reform, although I do not appreciate the big business media blitz to privatize education. Waiting for Superman is the metaphorical surfboard of big business stakeholders to privatize education for financial gains.

This powerful movement of policymakers superimposing structure to the educational system started back in the 1980s.  Nicholas Lemann stated in a 1997 issue of Atlantic Monthly that in the 1980s “the idea of raising standards in public education emerged as a national cause.”  In 1983 the National Council for Excellence in Education commissioned by the Reagan administration produced a report, A Nation at Risk.  This report identified a national education crisis and recommended nationwide administration of standardized testing by states and the local educational systems.  The use of the testing data was to better diagnose and evaluate student progress.  “The view in the education world (was) that politicians never before tried to dictate specific teaching methods to this extent,”(Lemann, 1997).

With standardized testing came the creation of businesses to produce the books and products for the schools to utilize to accomplish their testing goals. Today, educational concerns are many.  For over twenty-five years, big business has been riding on the backs of policymakers’ decisions in the field of education.

The standardized testing market is reportedly a $400 million to $700 million annual business that is largely controlled by three publishers (Harcourt Educational Measurement, CTB McGraw-Hill, and Riverside Publishing, a Houghton Mifflin company) and one scoring firm (NCS Pearson).  A unified flow of substance and dollars runs directly from policymakers to textbook companies, leaving school districts with virtually no options. The few options available to districts for purchase and to teachers and students for use are dictated by the same policymakers and companies.

The great hope of America’s youth does not lie in privatizing the public school system, because that benefits the same big business conglomerates, not the students.  Waiting for Superman and all of the attention it is receiving directly benefit the movement to privatize education.

In contrast, Race to Nowhere, a student-centered documentary, was made on a shoestring budget of $200,000 dollars.  Director Vickie Abeles painted the picture of how today’s youth are struggling in the current system and how a collaborative effort of students, parents, teachers, administrators and community leaders is needed to problem-solve the needs of the today’s kids.  The movement to privatize education does not directly benefit from such a collaborative approach.

The message of Race to Nowhere is not implying that a new private educational system is needed for kids to be healthy, happy and whole. The student-centered educational message of Race to Nowhere has been ignored by the media.  An Internet search of Waiting for Superman yields 944,000 results, while a search of Race To Nowhere yields only 77,200 results.  Why has Race to Nowhere gotten little to no attention from major media sources when compared to Waiting for Superman?  It is simple; Waiting for Superman is a movie that has a villain and a quick fix provided big business, while Race to Nowhere calls for a collaborative movement of communities.

Big business will not make any money on students, parents, teachers, administrators and community leaders collaborating for a healthier happier educational system.  A fear monger message of a poor kid in the Bronx that can not seem to receive an education unless a private system is created beats the path toward a money making venture.

I’m not waiting for Superman and neither is any kid in our country.  What we are waiting for is a grassroots collaborative effort that really puts kids first instead of using them to fuel big business profits.

When I was a new teacher, I wanted to find the key to unlocking success within my students. My desire was to teach them how to become learners. So, I start breaking down the parameters on how students learn. I wanted to know where my students fell off the beam.

Starting with the psychologist, I asked questions. I wanted to know what could I do in the classroom for the processing deficits of my students. I received blah, blah answers that sounded like the teacher’s voice on Charlie Brown.

I was not satisfied, somewhere, someone was trying to lessen these problem for challenged learners; I wanted to be part of the solution. I still needed to learn more about everything, I found educational areas of innovation and best practice. I turned no idea down I was open to learning.

This upset some of my colleagues. Why? I have no idea. Rocking the boat. Doing too much.
Of course, when I wanted to create, utilize innovation and attend conferences or workshops I had to go to the ADMINISTRATION. The administration makes decisions about taking time off work, what fund a substitute teacher’s pay is allocated and registration fees before attendance or implementation takes place. Like Hollywood, I have to go pitch my idea and plan of action. Well, I’ve had some pitches go well and some let’s just say you be the judge.

I’ve been told many things throughout the years. Here are a few are actual statements from ADMINISTRATIVE STAFF:
• That’s great, we don’t have money for that
• That’s great, ask Title I to pay for it
• Ok we will pay your sub but not the conference, hotel, material, etc
• Sorry there is no money
• Why are you doing this?

With these kinds of responses it’s a wonder why I continued on. I did continue on and over 90% of my training and expertise in education has come from my own resources. Yes, my own pocket. The school system did not care how much of my own money I spent as long as they were not spending it. Here’s a question for you. How many teachers today are updated on best practices in education?

Not many. If the teacher is waiting for the school to pay, they can keep waiting. Don’t believe me ask your kid’s teacher the last conference, innovative lecture or new software training they have been to. The answer won’t be pretty in public school. How can we be better if we don’t use better tools and paradigms? Learn the learner; know the learner, teach the learners.

“We’re not asking them to read nearly enough,” Ms. Pimentel said, an expert on English and reading standards who is a member of the National Assessment Governing Board that oversees the test that showed little to no growth in the area of reading.

Really? I am wondering how long Ms. Pimentel has been inside of the classroom teaching struggling readers. I have been in the classroom working with struggling learners and readers for 15 years. I don’t agree with Ms. Pimentel.

According to the New York Times, “The nation’s schoolchildren have made little or no progress in reading proficiency in recent years, according to results released Wednesday from the largest nationwide reading test. The scores continue a 17-year trend of sluggish achievement in reading that contrasts with substantial gains in mathematics during roughly the same period.”
http://www.nytimes.com/2010/03/25/education/25reading.html?scp=2&sq=national%20%20assessment&st=cse

As I watch students struggle in high school with decoding, vocabulary, comprehension, spelling and writing, a few things come to mind. Let’s take John, for instance he does not know how to spell words that are not phonic or words that you cannot sound out. Therefore, he is embarrassed about his spelling and does not write. How did he get like this? It’s not just lack of instruction or directions that cause this kind of remediation. I have said before that students need developmental, social emotional and physical support to learn. Where did we fall short for John? Somewhere down the road, John did not get what he needed to continue growing.

We have to get away from this one fix show of education. It is not a one trick pony it is a system. My friend told me the other day that the educational system is not to teach the mass but to offer what is offered. Whoever gets it gets it and whoever doesn’t doesn’t. So, according to his logic the ones who did not get it recycle into no man’s land?

I say NO! Our children can learn if given the instruction, environment and developmental pieces necessary. I have done it and so can the next guy. Students will make gains if given what they need to learn.

We can continue to have another 17 year studies that does not tell us any causality or start using common sense to teach the child not he standard. If we do this students will improve because we will give them the needed support to improve.

We need the “The Force” or something like it. Remember the Los Angeles Times article about Steven Eugene Washington, 27 the autistic young man that was shot in the head by police on Saturday? This will not be the last time we hear about special needs people getting hurt in our community. The police in Los Angeles deal with the many challenges on the streets like: the mentally ill, drug addicts and now special needs people. This does not take into count the daily criminal activities.

The fact of the matter is that there are very few services for special needs autistic young adults in the Los Angeles area. This has been a charge of mine, to provide some kind of services beyond high school. A special needs person can be served by the school district until they are 22 or 23 years old. So, the services after that time are not wrap a round or comprehensive. Wrap a round means the program will encompasses the family and client with support and services to ensure a safe, stable and nurturing growth. The point of wrap a round is to provide a variety of levels of service as needed by the family and client.

The problem is bigger than all of us. As these young people mature without relationship based therapy or coping strategies for the world at large, they are put in a position to fail in our world. Some parents go out of their way to provide these interactions and teach life skills and sensory tolerance to their special needs or autistic child. Take Temple Grandin (www.templegrandin.com) for example, her mother would not let her isolate or go off by herself. Hence, although it was difficult, she learned to interact and make her way within the world. I had a student that did not like little sounds that people made to themselves. She would chase a person to make them stop making the sound. She thought they did it on purpose to hurt her. You can see how this could be a problem in the world, at work, in the grocery store.

According to a Pediatrics National Children’s Health Survey, 1 percent of the population of children in the U.S. ages 3-17, have an autism spectrum disorder. The numbers are increasing and the services are not. So these autistic youth are coming of age and many do not have the life skills or the emotional development needed to matriculate into society at large.

His autism was preventing him from responding or Steven Eugene Washington did not learn how to respond to commands properly. Either way it goes, we need the “Force” or something like it because this Autism Boom is not going away.

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It's All Geek To Me – March 2010

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We help the special needs not shoot the special needs! What in the world happened on that street corner the other night? The police shot and killed a 27-year-old unarmed autistic man. They shot him in the head. What?

According to the LA Times, “Steven Eugene Washington, 27, didn’t respond to commands and seemed to reach for a weapon, officers say.” If this man had special needs he may not have heard the officers. Background noise or noise on the street can really put an autistic person over the edge. Look at it this way, the senses we all have: taste, touch, smell, sight, and hearing are expanded by a 1000 with people with autism. Can you imagine how you would feel if someone scratched the chalkboard over and over again. That’s how they feel about their senses. Each autistic person has different issues so there is not a pattern we can follow. If this young adult was “on edge” or deregulated by sight, sound, etc. He was just trying to maintain, get himself together and back in a safe place.

I have a difficult time explaining this to people in education all the time. For example, if a person has an auditory delay or processing problem they do not hear everything a person is saying or they hear parts of what a person is saying. I have a bit of an auditory delay, when phone numbers are left as a message on my phone, I cannot retrieve it. I’ve called many wrong numbers before I realized it’s something I have to deal with.

Autism is a communication disorder. That means it is difficult to communicate.
Expressive language is when we talk to others. We are expressing our selves. Receptive language is when we take in language and understand it. We are receiving it.

Expressive language requires a person to reach in their toolbox of words and phrases and bring out the right phrase for the situation. You probably can see at this point how this can be a problem for an “on edge” young man late at night.

Receptive means you understand all that is being communicated. In some special needs people this takes time. The wait time can be long to express or take action based on what is said. Can you see the problem here? I wait for long periods of time in the classroom for students to express a thought, let alone to take an action. Not so easy.

Let me complicate things further, just to drive the point home. Once you hear or receive the information, understand the information your brain has to tell your body what to do. Not a big deal? Big Deal. This is called “intentionality”. The ability to move your body in the direction you wants it to go. Not an easy task for special needs or autistic people. The action can take a long time even when they know what they want to do!

I have a few points. The police should be trained to recognizing people with challenges. I know their lives are on the line and I appreciate that very much. People with special needs have difficulty with senses most of us take for granted.
Hot Damn! We cannot shoot them in the head.

It was dark and their job is dangerous.

I don’t want to blame. I’m saddened. This did not need to happen.

picture: wordpress

What kind of principal is at your kid’s school? Well, I’ve seen several kinds of administrators throughout my career as a teacher and parent. I had one guy that came from the business sector who slept with his eyes opened during meetings. Scary. I had a principal in Los Angeles that was very, very proper. She was my first principal in public school. She had so little affect; I thought for sure she was not going not to hire me during the interview. She was always impeccably dressed and did not smile or laugh. One time my sons dressed in their school uniforms, blue pants and white polo shirts, were chasing each other around the front of the main office when I was signing out for the day. My boys were 4th and 2nd graders that attended the elementary school next door. While I was in the office, the principal ran into the boys goofing off by the front door. She settled them down and was directing them to stand up straight, stand still and wait patiently. She asked my oldest son did he know who she was. He said no. She asked if he wanted to know. He said no. I walked out and she told me the story, it was all I could do to laugh in her face. Hilarious! She repeated this story with a great British-like non-emotional stature. She could use a sense of humor.

To become an administrator a teacher only has to teach a few years.

The Go Getters or Ladder Climbers Turned Administrator takes this route. They are not the best teachers. The ladder climber seems to be like business people who want to make a name for themselves on the backs of education. This group can be uncaring or uncompassionate people.

A Good Burnout Teacher Turned Administrator will take this route thinking they can make a difference. The good Burnout Teacher soon finds out “same song different verse” theory, many problems and lack of control. The Good Burnout Teacher can turn into the Jaded Administrator, powerless over everything and unable to lead and motivator their staff.

The Bad Burnout Teacher Turned Administrator will take this route to prolong years until retirement and basically take up space. This administrator is marking time, does not have not a vision and just damn depressing.

The Great Teacher Turned Administrator Then Discouraged is the excited about education dedicated teacher. They soon find out that more are against them than for their fight for education. They are chewed up and spit out by the “system of systems” (red tape) or they succumb and become the Jaded Administrator.

Then there is the Strong Great Teacher Turned Administrator; this teacher has taught for a considerable time, loves students, people and education. This administrator knows how to work around red tape, brings teachers into partnership to accomplish goals, knows how to be honest and true to the people they serve. Ahhhh!

Evaluate your school administrator, which one do you have?

• Strong Great Teacher Turned Administrator
• Jaded Administrator
• The Go-Getters or Ladder Climbers Turned Administrator
• Good Burnout Teacher Turned Administrator
• Bad Burnout Teacher Turned Administrator
• Great Teacher Turned Administrator Then discouraged

Answer the following questions to help you figure it out?

• Happy, great, creative, a visionary and knowledgeable team player?
If you have this one please let me know where I can join this person.
• Route answers no matter what you say?
• No affect or excitement?
• Nods yes to everything?
• Looks good but no one is home?
• Mean to kids and a bully in difficult situations?
• No new programs at your school
• New programs and creative ways to fund them
• Helps all kids not just the ones who parents give money
• Seems really overwhelmed and overburdened

“The world is coming to an end in 2012 so why should I work hard? http://www.sonypictures.com/movies/2012/ Well, that was quite a shocking statement to receive early in the morning. One of my female high school students made this statement in response to me inquiring about her plans after high school in June. It was a simple question; I did not expect an Armageddon prediction. At first, I had no idea what she was talking about. Then I took a step back. I often take a step back in the classroom setting as an educator of high school students. The middle class part of me that looks into the face of a “give me more generation” did not want to take a step back. The other part of me that is a patient teacher and caring soul instinctively knew this would be a chance to step closer to my student’s frank feelings and offer comfort when there was doubt. What a statement to make! It was obviously about fear of today, tomorrow and the hereafter.

I asked her to explain her point of view and she weaved a web of indecision and new aged fear as she spoke about the world ending, how much easier life would be as a male, and wanting the easy way out

At times like this, I want to weep. I want to weep for a generation that does not have anyone to talk to about life. I want to weep for young people who live in a culture of fear and the adrenaline rush of fear like it’s a new soft drink on the market. I want to weep for the lack of faith, adventure and fullness of just living life.

Instead of weeping, I smile and say, “It’s hard for all of us to grow up and be responsible”.
“I’m not talking about that”, she retorts.

“Actually you are talking about that”, I say gently.

“Making plans for the future, following through with the plans you make and learning to care for yourself is responsibility”, I said lightly because too much weight would cause her to disregard another you must listen statement.

This sunk in for a minute. I watched it saturate over her like a warm glass of milk easing down her throat.

“Fear of Tomorrow” was not included in today’s lesson plan. Change of game plan- so we discussed how she had the same opportunities as males and yes, in this world sometimes it is harder for women. Instead of squashing her fear, I symbolically held her thoughts as we worked them through one by one. After quite some discussion she implored, “If the world was coming to an end what would you do?”

“I would live my life”, I proclaimed. “I would not live in fear”. Her brown eyes bore through me like she was looking for the truth in my statement. I continued, “ I have lived for awhile now and the world was going to end in 1984, 1999 and then again in 2000. “So, 2012?” I shrugged,” I would live my life and enjoy myself.”

She thought for a minute. “You made it right?” her words filled the silence. I could not take this in at the time. It is rare that a teenager shares this kind of kudo with an adult. I am taken aback; she thinks I made it. She sees me as a success. This harden teenager that threatened to vandalize my car upon our first few meetings. This threat was a simplistic ploy to scare me away from getting to know her. This young women is the same fragile soul that told me, “I feel so bad I just want to live under the covers.” after a tragic shooting that left a friend dead. Hard expressions, frown lines and eyes of bewilderment often searched me for answers along with a “you don’t care”, “I don’t care” attitude of resentment for a life that hasn’t really started.

I see a sense of hope slowly build in her eyes. I knew my eyes lit up as
I said, “The world is your oyster. You can do anything you want. You can dream. You can travel. You can see other things. It is an exciting time of your life.”

Her faces seems like she is reasoning the possibility that she too can do it. Together we develop a plan to start walking toward her goals. To see if working in the field of veterinary services would suit her. With some persuasion, she’s planed to go to the pet store this week to ask for an application. If they are not hiring she is going to ask to volunteer so she can be around animals.

The bell rings and she stops at the door on her way out and looks at me.

“You are cool Ms. Johnson.” I smile. She has second thoughts, “I need a lot of guidance”, she admits. Your friend offered to go with you to the pet store I reminded her. She looked at her friend standing closed by and she asked for help. She asked for help.

I suppose that was the lesson for the day. Just ask for help.

Am I too square or middle of the road, for RuPaul’s Drag Show? http://www.logotv.com/shows/rupauls_drag_race/season_2/series.jhtml I don’t know. Monday night, I was sitting at the edge of my seat, as Jujubee, a 25 years old voluptuous drag queen from Boston Massachusetts, was l-l-l-lip-synching for her life! How dramatic, I didn’t move an inch. On Monday night’s episode a Rock n Roll Challenge aired. According to RuPaul’s Drag Show webpage, “the queens rocked out on the main stage when they’re challenged to sing live” in front of guest judges Terri Nunn of Berlin and Henry Rollins.

Terri Nunn’s job was to make rockers out of the drag queens. I really did not know who she was when I was watching the show but the contestants gave her a lot of respect. Her big hit was the love song, “Take My Breath Away” from Top Gun, not very rocky. Ok, she’s not Janis Joplin but she tried to superimpose, the soul of rock n roll on a very not rock and rock crowd. To be honest, I did not know who Henry Rollins was either, am I too straight-laced? Well, if you are like me and clueless, he’s an old punk rocker, radio guy, and storyteller.

It was captivating how Jujubee walked into the competition that night with bedrock full of confidence then suddenly choked as she hit center stage to rock out. She fizzled out and the judges were blunt about her poor performance. In the moments ticking before the final decision, Jujubee was freaking it. Someone was going to be eliminated and she knew she was on the chopping block to go home. Jujubee was in complete desperation of redemption as she was sentenced to “l-l-lip-synch for your life “. This is an interesting concept, Lip-syncing For Your Life. This part of the show is a raw battle of wills and talent. Two contestants are up for elimination and to save their can they have to lip-sync like no tomorrow. I don’t know what it is, the throwing abandon to the wind or the complete desperation. I don’t care; it’s amazing to watch. The queens crisscross the runway lip-syncing as wigs and headpieces fly into the air, cheerleader style splits occur, pirouettes whirl with dramatic poses and desperate hands grasp the air saturating the stage. The battle is as fierce as any boxing, wrestling or tennis match you will ever watch. The anguish on Jujubee’s face and utter, “give it all you got” in her performance of lip-synching for her lifeline to stay on the show was priceless. She won and I loved it!

How come I love this? Something in me is fighting for Juju’s redemption almost like I’m fighting for mine own. It does not matter what show it is: Survivor, American Idol, Biggest Losers, The Bachelor or So You Think You Can Dance, I crave for the “Average Joe” to come out on top. What did we do before reality shows? My spouse says we yearned for Publisher’s Clearinghouse winnings. Watching these shows is the Big Bang Theory of life in one swift swoop; if I win I will be on top of the world ma. Systematically, my humdrum life continues, kids, shopping, dinner and in the evenings on the edge of my couch I shift into stiff competition that leaves me invigoratingly full of life and accomplishment. RuPaul’s Drag Show and shows like it, keep me dreaming. When my favorite contestant gets kicked off, I remain standing no matter what. I can stay home and watch JuJubee get humiliated without injury. The next week, I pick a new champion and I continue to dream and win and win until the show is over. It’s a win, win situation. So, I watch…

Sometimes our kids have living problems not learning problems in education today. Life at times is so complicated. I grew up in simpler times. The students of today have many challenges to face: death, suicide, sexuality, drugs, alcohol, etc. Some kids have challenges just getting to school.

This week one of my most lethargic students warmed up to my class and me. He was a lump. I have tried to engage him in conversation,… nothing. He would sluggishly give me one-word answers to my questions. I’d ask about his life, nothing. Yes or no answers followed without affect or expression. How many months of school has it been? I was pulling out all my stops because I know through experience and research that a relationship is a starting point and cultivation for learning. I would put on my best face on day after day but each day he was ultra flat therefore, non-engaged. You can’t win them all right? Wrong because somehow, someway, something got to him. This week he was Mr. Delightful! I don’t know what turned it but it turned. He worked harder, made positive comments and became an asset to the classroom. Most likely he was having living problems not a learning problem.

According to Eutopia.com,” New America Media, a nationwide network of over 700 ethnic-media organizations, and the University of California’s Office of the President, conducted a survey of young people in California to better understand what young adults ages 16-22 feel are the primary issues impacting their lives.” http://www.edutopia.org/challenges-young-adults The study spoke with 601 young Californians. Here are the results of the survey as they reported in the study.

CALIFORNIA DREAMERS: A PUBLIC OPINION PORTRAIT
OF THE MOST DIVERSE GENERATION THE NATION HAS KNOWN
http://news.newamericamedia.org/news/view_custom.html?custom_page_id=340
Fig. 1

In the graph young people identified family breakdown as the number one problem followed by violence in the neighborhood and poverty.

In another situation I was walking to the office and an educational assistant was having a disagreement with a middle school girl. I stopped and asked the educational assistant what seemed to be the problem. The assistant quickly let me know the girl refused to work and now was refusing to go to the dean. I volunteered to take her. I asked the young lady what was wrong. She blew me off with a simple nothing which means I’m not telling you, you don’t care. I implored her and then she exploded with a river of mind-blowing information. Her brother had been arrested for attempted murder and he was her caretaker. She had a mother but her brother is the one that cared for her. She knew he was in Long Beach but that’s all she knew and she was freaked out. I told her I’d be freaked out too. Then I said the thing that any of you would of said, “we can find him and you can write him a letter”. She melted with hope as tears filled her eyes. That’s all she needed was hope and help. We cannot have an educational system that is not human. Our souls have to touch the young people souls. We have to care about their lives. Is this our job? Who cares? If a kid needs you, step up. It may be a living problem they need help with not a learning problem.