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In their own words
Jessika Rao

Jessika Rao graduated from Loyola College with a degree in Communications and a minor in English. She is a 2003 Philadelphia charter corps member and taught English and drama to 10th, 11th and 12th graders at Audenried High School in South Philadelphia.

October 15, 2003

Today my second period English class hid the box of reading books from me. We've been reading "If Beale St. Could Talk" by James Baldwin, and they seemed to like it. Up until today, that is. It's times like these, when the behavioral obstacles are coupled with the students' academic challenges that I feel overwhelmed.

Actually, overwhelmed is an understatement for how I feel. All of the 29 students in my class are below grade level in reading — most are two years behind where they should be.

I worry that some students may not be mastering the reading objectives, but just going through the motions. Improving reading levels is just not enough. I want to instill within them the motivation to improve and to always achieve at a higher level, the ability to think critically, and the empowerment to speak their minds.

Janiela is one student whose motivation has stopped short somewhere along the way. She has long individual braids that she swings over her shoulder, often a sign that she's about to give someone a mouthful of her opinion. At the same time, she is someone whom I can always rely on to read aloud in class, and when she's on task, I can see that she's interested and she really adds to our class discussions.

Unfortunately, it's not a rare occurrence that she come to class late, sleeps during class, or is absent altogether. I've called her house and spoken to her mother, who is extremely supportive and expresses agreement that Janiela is not fulfilling her potential. My hope is that her mother and I can present a united front, but Janiela just blows me off and tells me to stop saying her name. I don't know how to get through to someone who is so guarded.

So far, teaching seems like it's been about survival; about being satisfied with the students if they're quiet. I'm afraid that I'm lowering my expectations. I'm even more afraid that my students are lowering their expectations of me.

February 1, 2004

These past few months made me realize that much of the hard work needs to be done outside of class for students to achieve the goals we have set. I have last period off and it's almost always spent tracking down students to make up work, have conferences or take disciplinary actions. After school is for tutoring and more of the same tasks. I go home at night and constantly think about what I could have done differently. Should I have sent that student out of the room? Maybe I could've extended the due date of the essay? How long do I spend teaching about characterization?

Today I gave my class a mid-year diagnostic and everyone had moved up at least one reading level. I'm amazed at this progress, but I also realize how much work still needs to be done. My students complete their work, but I feel like many of them are just doing the assignments to get them done and please me. I want them to be critical thinkers, engaged readers, and skilled writers, and I'm determined to make that happen this semester.

Janiela has made some improvement as well. Having a conference with Janiela and her mother really set her on the right track. In the past, she would stroll out of the room with her two friends, the day's work already pushed to the back of her mind. But today, she stayed after class to finish an assignment, her head bent to the desk, furiously writing.

The other day, she asked me what college was like. I shared with her my experience and told her I'd want to hear about hers when she went to college. She said, "Yeah, I'm going to school, what else do you think I'm working so hard for?"

She also finally told me that I was mispronouncing her name. "It's Jakneela, not Jayniela," she said. Among the many things I've learned in this short time teaching, one has been humility.

June 10, 2004

My students are finishing up their broadcast journalism project. Finally, they're working productively in groups, having powerful discussions and thinking for themselves! Janiela isn't bothered by other classmates, but instead encourages her group members to do their share of the work. One of the sweetest sounds to me now is hearing a student hold another accountable for his or her work.

Janiela has moved from a late seventh grade reading level to a 10th grade. I know that she's motivated herself to make these huge gains, and I'm delighted to see her internal drive to succeed but also her willingness to always look to me as a resource.

My classes on average have made gains in reading levels of one and a half years for those that I received mid-year and almost two years for those that I had all year.

It wasn't until I showed my students confidence in myself as a teacher and focused on what they needed instead of what I wanted, that they became motivated and started to believe in the importance of what we were working to accomplish.

In my end of the year survey, I asked students what piece of literature was their favorite to read. Janiela wrote:

"If Beale St. Could Talk" was my favorite. Fonny had a story that is realistic and Baldwin didn't try to have one of those fake happy endings. I know all of this because I went back and read the book because I know I missed a lot in class. I realized that I didn't like feeling that way and I deserved better."

She's right. She does deserve better and so do all of the students that we teach. Part of the job is to help them to realize that they deserve a quality education and the other part is to help them take full advantage of the opportunities provided to them and achieve.

This fall, Janiela is going to attend Bloomsburg State University. She's won multiple scholarships and was ranked #10 in her graduating class.

Note: Some names have been changed in order to protect the privacy of individuals.

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