Everyone Knows that Student “Larry”

I recently blogged about two great moments from our TEACH Charlotte opening ceremony. First, a new teacher shared her advice to incoming new teachers [see post here]. Second, a veteran leader in our district shared how we need to approach teaching by focusing on strengthening our BICEPS, an acronym outlining steps we can take to reach all Ss and make a lasting impact [see post here].

To add on to these awesome sentiments for incoming new teachers, our veteran leader had one more key idea to share. Dr. Timisha Barnes-Jones honed in on a student we all often have, one that could be a missed opportunity or turn into our greatest transformation.

Meet Larry.

Larry was a troubled teen. He acted out daily and rarely completed his assignments. Teachers complained to the principal about having him in their class because he was so disruptive. They were concerned the other students weren’t learning because of how distracting Larry was being. So the principal coordinated a meeting with Larry’s guardian and Larry.

The guardian couldn’t make it to the school for the meeting, so she had a phone conference instead. It went something like this…

The principal shared the concern of Larry’s lack of attention to school work and missing grades for assignments. She also shared teacher’s concerns of other students in the class being negatively affected by Larry’s misconduct.

As the principal began to mention how bright Larry was and how it wasn’t translating in the classroom, she was interrupted by the guardian.

“That bleep’n kid! I cannot wait to get him out of my house. When he turns 18, I am letting him loose and never want to see him again.”

The guardian continued on ranting and raving about how she could not wait for Larry to no longer be in their lives.

As this response made it’s way through the speaker phone, Larry put his sweatshirt up over his head and put his chin to his chest, defeated. The principal’s heart broke listening to the guardian express their frustration and anger towards Larry.

He didn’t feel loved. The people that should love him want to leave him. It all made sense. He was acting out for attention and a sense of belonging.

The principal ended the conversation by sharing appreciation for the guardian taking time for the phone call. She immediately turned to Larry and said, “I believe you can do great things. I am here to support you and make sure you do the work and get good grades so you can achieve those great things.”

As Larry headed back to class, the principal got the original teachers who complained about Larry together for a pow wow. She shared the guardian’s response and their mouth’s gaped open as their hearts also broke for Larry. They felt awful for responding just like the guardian towards Larry, wanting him out of their classrooms.

Teachers started banning together. They gave him lots of praise and encouragement. Over time, they found out he was actually a really smart kid. In fact, by the time graduation approached he had achieved the following qualifications:

• the highest score of a “4” on the End-Of-Course test in Biology
• reading on a college and career level
• qualified for the Marines

Wow. Go Larry!!

This real story of a real student right here in my school district opened my eyes. It’s important to understand the root of the problem and not just bandaid the effects. Getting to know your kids and their parents will provide many puzzle pieces to help paint a complete picture. This will help you find an accurate solution, solve the problem quickly and get the student achieving.

Although it was sad to hear that teachers were banning together to get rid of Larry from their class rosters, it was absolutely beautiful that they later were banning together to get Larry to reach more rigorous goals he set for himself. Thank goodness for a second chance….for teachers.

Dr. Timisha Barnes-Jones asked the new teachers, “what will you do with the power that’s been given to you?  Will you be a gatekeeper or a bridge builder?”

I love those terms. A gatekeeper ensures no one gets in or gets out. Those are the missed opportunities to help an individual child. Your preconceived notion plays out a scenario that never happened and paints that child in a particular way so they can never escape that particular label (these labels are generally passed down to others in the teacher’s lounge). A bridge builder is a teacher who learns who the student is and what the student needs. They then help create the bridge to get them where they need to be to achieve the goals they set for themselves.

When those teachers originally banned together against Larry, they were being gatekeepers. But, those same teachers learned a valuable lesson about not judging Larry until they had all the facts. When they later banned together to help close the gap by providing what he needed to succeed, they were bridge builders. He had the brains, he just needed the love and support.

Dr. Timisha Barnes- Jones made a generational connection for all of the Larry type students’ teachers:

“I’m not saying im going to change the world, but I will spark the brain that will change the world.” (Tupac Shakir)

It takes a great leader to quote a legendary rapper, one whom her students admire tremendously. But what Tupac is saying holds truth. Transforming children is doing your part as a teacher in a community so that they can grow up to use their talents to help transform the world in their own way. It’s paying it forward. You transform Larry so Larry can transform others. That’s how we build a better future by putting in the work necessary right now in the present.

I hope all the Larry’s I have had forgive me for not understanding what they needed. It is my promise that any Larry’s that come my way from this day forward receive my bridge building love and support because every child is worth the investment. Our future depends on it.

 

How might us teachers catch the Larry’s early and provide the necessary support before they start feeling unloved and unsupported?