Meeting up with a Former Student (part 2) - What we talked about for 4 hours

The most fun thing about seeing students as adults when the last time you saw them they were kids is hearing their life stories. Once in a while they become friends.

 

Original New York Times article about the winning student engineering project

https://www.nytimes.com/1993/12/20/nyregion/prize-for-school-project-bridges-old-gender-gap.html

 

 

The response to my post about meeting up with Jean who was in my computer classes and part of a gender stem initiative has gotten an amazing response on Facebook from former students, former colleagues, family and friends.While I had often thought about what happened to Jean over the years because she clearly had enormous potential, I hadn't had the kind of relationship with her I had with my regular classroom students and barely knew her.

Every teacher's dream as Long Ago Student Reaches Out

The last time I saw her was 30 years ago. She was 12. 

We met to catch up at 11:30. Four hours later we were still talking about a million things. The past, the present and the future. Her major memory was an overnight visit to my house with four other 7th grade girls, something I would get arrested for that today.

October 12, 2024

 

I only told half the story. I've met with former students over the years and look forward to these meetings. Despite telling them to call me Norm, they still call me Mr. Scott -- to them it's still teacher/student. Those students had been in my class for the entire year, so a different relationship totally than the one I had with Jean, which was based on a short-time frame project we did that included an overnight visit and stay over at my house.

 

When Jean first contacted me two weeks ago the email was as good as any teacher could expect. And follow-up texts showed a level of enthusiasm for our meeting that pumped me up. But would the actual meeting come down to? Chatting and then saying goodbye, possibly forever? 

 

Well, from the first seconds I opened the door to my apartment, Jean's enthusiasm infected me. In my previous post I described how Jean was on a team of girls who built a bridge and were feted at a number of events set up by the Erector Set PR firm. But she remembered precious little of all that, to my surprise. She did remember vividly the visit to my house and that there was a limo ride. So I filled her in on the entire story as chronicled in my previous post. 

 

The plaque given to us at the AMNH somehow survived Sandy hurricane and is still hanging in my basement. Jean is quoted in the article. She didn't remember.

 

 

Jean had indicated that now that she had one child in the school and a 3 year old to follow, and as a new member of the PTA and the SLT, she wanted to know a lot more about how the system functions and what to expect.

She came to the right person. So we did a lot on the school level issues and I explained the district (CEC) and city (PEP) issues but also went back to some history of the local school boards. I knew something about the recent politics at the school and gave her the context and some of the pressures put on the principal.

 

I'm sure it was overload. But then she asked about issues related to reading and math problems and general curricula and she stimulated my aging brain to touch base with my ideas on how kids learn - and how excited I had always been about trying new things. I told her about my attempt to teach chess and do robotics and ideas I have about how you can do an entire curricula by doing theater. I explained that in 5 minutes of a kid reading aloud I could tell if he needed phonics. I'd bet her kid didn't need phonics to any extent, yet the phonics police are out there forcing every kid to go through it. I had to really recall the often frustrating experience in teaching reading to a full class. My MA in reading instruction was geared to one on one where you diagnose the problem with reading through a battery of tests and then design a corrective, all of this impossible in a full classroom. The best advice for improving reading is to read a lot but  reading can be a chore if you have to struggle. I have a thesis: Unlock the block and once you do there is no longer a need to teach reading to that child. Anyway -- as usual I got wrapped up and talked too long - who me? No, actually I did a lot of listening.

I mentioned I taught the "one" (top) class only once or twice and she had no idea what I was talking about. So we went into homo and hetero and tracking based on test scores. She understood how difficult it must be for teachers to teach a wide range of skill levels and we explored the the pros and cons.

Having spent most of the past 25 years focused on ed politics, going back to my progressive education roots was so exciting. And since Jean is interested in trying to get some things going at the school, I can see myself getting involved. The problem may be that the school is in transition to a new principal and we know how that game may work out. When I taught there the principal had zero interest in exciting programs. It was all about testing. So what else is new? Jean was surprised to find her child had been tested in kindergarten. I sadly informed her the "play with blocks" days are dead. 

So that led to the profit and politics of testing and the anti-public, pro charter, attack on public education and how Bloomberg turned the system into one where schools compete. She wanted to know if principals worked together to support each other. I rolled by eyes but promised to introduce her to Julie C who was one principal who is exceptional. I also plugged her into Leonie Haimson's listserve so she can see the educational issues on the table.

As we talked my energy level kept rising. We talked computer programming and neural networks and AI. And I'm sure even more about things I've already forgotten.
 

Jean went through her extensive career path in computer science, finance and her getting hit professionally with the 2000 dot.com crash and then at her next phase the 2008 Lehman Bros crash. And the journey to Silicon Valley and back and the two year see the world tour with her future husband who she met at Stuyvesant, and their marriage in Dubrovnik (one of my favorite places), Croatia.

Well, it was getting on toward 3:30 and I wanted to show Jean a bit of Murray Hill, a neighborhood I've grown to love, walked her to Grand Central to say goodbye, I hope not for the last time as there is so much more to talk about and if you know me, I sort of like to talk.

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One side story. Jean went to IS 318, the flagship middle school in district 14. She had a vague memory of how she got there. I explained it to her. 

Schools were competitive even before Bloomberg. In late June, 1993 I received a call from the principal of 318. He and I had always been on opposite sides politically, so I was surprised. He wanted to know why Jean was going to a middle school in neighboring Dist 32 and not his school. "We need to keep our top students in the district." I felt I was in the middle of a recruitment war. It was clear that highly rated school like 318 fought for every top level student. The school she had chosen in Dist 32 had a great rep, so I told him I didn't think there was much I can do. He asked me to talk to her and her parents and just ask them to stop by his school. And sure enough, when I had to gather the girls to work on the project the next fall, Jean was going to 318. Of course she went on to Stuyvesant and she mentioned that there were about 20-25% Asian students then.

On Thursday, she had no memory other than she and her parents had visited the other school and somehow she ended up at 318. I connected the dots.