Uptown Girl
Small Bites Friday Five 09-18-20:
PE – Read this article that talks about a Black American PE teacher talking, much like me tonight, about her privilege. Then reflect with your students on how— and why— privilege affects the opportunity to play, or even watch sports.
Math – Investigate this overview on how to “find an issue that fits the math, not the other way around”, from Radical Math.
ELL – Tolerance.org for the win again with ELL/ESL lessons on identity exploration.
ELA – Watch this Ted video from the passionate, ‘articulate’, spoken word “tri-tongued” artist, Jamila Lyiscott to get perspective on the different ways we English. Then reflect with your students on the different ways we talk to different audiences.
STEM – Get the curriculum from the underrepresentation project designed to examine and address inequities and inclusion in science.
My son and I have a family culture of helping. We volunteer, help out at missions and food banks, build houses (him, not me), work telephone banks (me not him) and do other things that are all about serving others. That’s important to us and it goes back for generations, if the stories my great grandmother told are to be believed.
We are able to do those things because we are privileged. Not a lot of little girls from my South Park neighborhood in Houston grew up and spent half their adult life in the Alps teaching and performing. Living in the middle of Europe as a Black musician, I was privileged to know life as an American, not a hyphen-American. That privilege and the achievement that comes along with it, has given me blind spots. My talent made room for me. My mother’s reputation as a singer and composer opened doors for me. I may have worked hard to make something of all that, but I earned none of it.
My son has inherited that privilege and then some. He is a generous spirited human who allows his momma to tell his stories. Even in his generosity, he has blind spots. So do I, and my guess is, if you are here, you do too.
This year, we can’t afford to ignore our blind spots. We can assume nothing. We talk about devices and meal service for our students, but do we really know if they are hungry? Are they are sharing a phone at a cousin’s house to do assignments? Are they not answering emails because they lost their home and phone service?
As you read this article, I am simply asking that you remember, your normal may not be everyone’s. Your students may have needs that you could never imagine. “No, everyone has not gone to the orchestra, son”. And no, every one of your kids may not have even their most basic needs met.
As you go through this year, pay special attention. If you sense a need, see how you might help. Find the services in your area that your students might need or get together with a group of friends to provide your own set of resources.
Yes, we are taxed beyond measure this year, but remember your why. One less grade in the gradebook won’t make a difference, but the time you take to notice and help fulfill a child’s basic needs will.