Access
Students and their families have been exposed to people, programs, resources, and connections that can open doors for them, and they are able to navigate and access those opportunities.
Access to such things as the movies, the mall, stores, etc., is often assumed and taken for granted. For my students, access is not always guaranteed, not only because of lack of transportation, but also due to cost factors. My goal is to make sure that students have the chance to access resources and experiences that they may not have the opportunity to have otherwise. These opportunities will enhance their lives academically, socially, emotionally, or spiritually, but as a whole will work together to make sure they are becoming the best version of themselves as possible.
All students, regardless of their circumstances, should have the opportunity to access alternative learning opportunities. Click on the pictures below to see a few examples of how I have provided access for students to educate themselves by participating in different activities.
All students, regardless of their circumstances, should have the opportunity to access alternative learning opportunities. Click on the pictures below to see a few examples of how I have provided access for students to educate themselves by participating in different activities.
Other Access Points
Three years ago, James McHenry began the turnaround process. This was due to low test scores that continued for several years. After year one of the turnaround process, there were significant changes in staffing as part of the plan to turn the school around successfully. Subsequently, James McHenry joined what is called the 100% project. We are one of five schools that follow a different school calendar, have different initiatives, and work towards changing the narrative for Baltimore City students and their families.
Examples of the initiatives that James McHenry is part of include: Harlem Lacrosse (for boys and girls), BELL academic programming, girls and boys basketball teams, a wrestling team, a game club, CODE in the schools, Art with a Heart, and this year we joined the CHILL program. Many of these programs started with referrals from our LAB school, CJR (Commodore John Rodgers). CJR has been a part of the Chill program for several years. While working with their team at collaborative planning days, conversation started about other ways that our students could have alternative, life changing experiences. The Green Team coach began discussing how their middle schoolers were involved in the CHILL program and that it might be something to explore for our school this year. After discussion with our community school coordinator and our principal, I decided to work with the coordinator to apply for spots in the CHILL Program.
CHILL takes all of the snowboards from Baltimore up to Liberty Mountain Ski Resort. Once we arrive at the mountain, students assemble in a meeting room where they are outfitted with snow pants, jackets, gloves, helmets and snowboarding boots. Each school is assigned a private ski instructor and a volunteer who has worked with CHILL in the past. After we are all dressed, we head down to the board shop where the students are given their snowboards and head out onto the mountain.
The first week on the mountain, we learned about how to strap into the snowboard, how to stand up, skate/glide and about the two different types of turns (heel side and toe side). As their teacher chaperone, I am fortunate enough to know how to snowboard and am able to provide additional guidance and support to the students. During the second week, students were able to go up the chairlift on the bunny hill (basic ski/warm up hill). Getting on and off the chairlift is a challenge in and of itself. They are now being taught more about their turns and how to pick up speed and commit to toe side or heel side to be able to control their speed and be able to stop. Most of the students pick up the basics pretty quickly and watching their perseverance and tenacity at a sport they have never tried before is amazing.
Each of the students had a focus on what they need to improve on as we went into week three. After learning about the types of turns, the instructors were watching to see how students progress with putting multiple turns together and how well they can control their speed and stopping their boards. Three of the five students from our school were able to pass their review and will be able to go to the next hill when we go back for week four. For all six weeks, students are focusing on the goal to be able to improve their skills and make their way to another slope.
Through the application with the Baltimore/DC CHILL program coordinator and the help of our school coordinator, we received five spots for our students to attend the program every Tuesday night for six weeks, starting after winter break. Through this program they would be pushed outside of their comfort zone and introduced to something they may not have ever done otherwise. Being able to participate in the CHILL program has opened up my eyes to experiences that I grew up with and took for granted. I realized that others do not have a chance to experience the same things. Going up to Liberty Mountain is an hour and a half drive that many could not afford to make with their families and on top of that, they would need to buy a lift ticket and rent equipment. A chance for them to get all their equipment provided for free, a bus ride, and a lift ticket is such a blessing; students are truly able to engage in the purpose behind the program because they are not stressed about money or other things while they are snowboarding.
Watching not only their skill as snowboarders improve, but their relationships with one another grow throughout the season is incredible. They have remarkable amounts of patience and support for one another. Since this was the first time snowboarding for all of the students, they all started on an equal playing field. They were able to give quick tips to each other for what helped them understand a move if what the instructor or I said did not make sense. Watching them give immediate feedback and step outside of their comfort zone is something that I hope they are able to take from the mountain into the classroom and their personal lives.
Although all five of the students that I took to the mountain are in eighth grade this year and will not return to James McHenry next year, there is a plan in place for them to continue with the CHILL program in 9th grade. I am currently looking to see if Baltimore is participating in the skateboarding portion of CHILL. This would allow us to open another door for students at James McHenry to step outside and experience another sport.
Examples of the initiatives that James McHenry is part of include: Harlem Lacrosse (for boys and girls), BELL academic programming, girls and boys basketball teams, a wrestling team, a game club, CODE in the schools, Art with a Heart, and this year we joined the CHILL program. Many of these programs started with referrals from our LAB school, CJR (Commodore John Rodgers). CJR has been a part of the Chill program for several years. While working with their team at collaborative planning days, conversation started about other ways that our students could have alternative, life changing experiences. The Green Team coach began discussing how their middle schoolers were involved in the CHILL program and that it might be something to explore for our school this year. After discussion with our community school coordinator and our principal, I decided to work with the coordinator to apply for spots in the CHILL Program.
CHILL takes all of the snowboards from Baltimore up to Liberty Mountain Ski Resort. Once we arrive at the mountain, students assemble in a meeting room where they are outfitted with snow pants, jackets, gloves, helmets and snowboarding boots. Each school is assigned a private ski instructor and a volunteer who has worked with CHILL in the past. After we are all dressed, we head down to the board shop where the students are given their snowboards and head out onto the mountain.
The first week on the mountain, we learned about how to strap into the snowboard, how to stand up, skate/glide and about the two different types of turns (heel side and toe side). As their teacher chaperone, I am fortunate enough to know how to snowboard and am able to provide additional guidance and support to the students. During the second week, students were able to go up the chairlift on the bunny hill (basic ski/warm up hill). Getting on and off the chairlift is a challenge in and of itself. They are now being taught more about their turns and how to pick up speed and commit to toe side or heel side to be able to control their speed and be able to stop. Most of the students pick up the basics pretty quickly and watching their perseverance and tenacity at a sport they have never tried before is amazing.
Each of the students had a focus on what they need to improve on as we went into week three. After learning about the types of turns, the instructors were watching to see how students progress with putting multiple turns together and how well they can control their speed and stopping their boards. Three of the five students from our school were able to pass their review and will be able to go to the next hill when we go back for week four. For all six weeks, students are focusing on the goal to be able to improve their skills and make their way to another slope.
Through the application with the Baltimore/DC CHILL program coordinator and the help of our school coordinator, we received five spots for our students to attend the program every Tuesday night for six weeks, starting after winter break. Through this program they would be pushed outside of their comfort zone and introduced to something they may not have ever done otherwise. Being able to participate in the CHILL program has opened up my eyes to experiences that I grew up with and took for granted. I realized that others do not have a chance to experience the same things. Going up to Liberty Mountain is an hour and a half drive that many could not afford to make with their families and on top of that, they would need to buy a lift ticket and rent equipment. A chance for them to get all their equipment provided for free, a bus ride, and a lift ticket is such a blessing; students are truly able to engage in the purpose behind the program because they are not stressed about money or other things while they are snowboarding.
Watching not only their skill as snowboarders improve, but their relationships with one another grow throughout the season is incredible. They have remarkable amounts of patience and support for one another. Since this was the first time snowboarding for all of the students, they all started on an equal playing field. They were able to give quick tips to each other for what helped them understand a move if what the instructor or I said did not make sense. Watching them give immediate feedback and step outside of their comfort zone is something that I hope they are able to take from the mountain into the classroom and their personal lives.
Although all five of the students that I took to the mountain are in eighth grade this year and will not return to James McHenry next year, there is a plan in place for them to continue with the CHILL program in 9th grade. I am currently looking to see if Baltimore is participating in the skateboarding portion of CHILL. This would allow us to open another door for students at James McHenry to step outside and experience another sport.
Conclusion:
As a teacher, I take my role very seriously. It is imperative that students have the opportunity to explore academics outside the classroom, take that information home with them, and apply their knowledge in different ways. It is also important that students get to know themselves and what they enjoy or what they feel they might be able to succeed at. As a teacher, I work to create those opportunities for not only my students, but students throughout the school and their family members. I believe that if students know they have a teacher or staff member that believes in them and will push them, they are more likely to reach out and apply themselves to make sure they are successful.
As a teacher, I take my role very seriously. It is imperative that students have the opportunity to explore academics outside the classroom, take that information home with them, and apply their knowledge in different ways. It is also important that students get to know themselves and what they enjoy or what they feel they might be able to succeed at. As a teacher, I work to create those opportunities for not only my students, but students throughout the school and their family members. I believe that if students know they have a teacher or staff member that believes in them and will push them, they are more likely to reach out and apply themselves to make sure they are successful.
The images used throughout this section are either my own or are in a public domain.