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In the bustling fourth grade classroom, as Xavier anxiously tapped his foot against the chair, memories of my own struggles as a reader came rushing back. I knew all too well the feeling of counting every word, hiding behind memorized patterns and desperately trying to decipher the coded language on the page. The agony of being called upon during popcorn reading, when every word seemed like an insurmountable challenge, was etched deep within me.
But then I noticed Xavier (I’ve changed his name to protect his privacy). I saw the same nervousness and glassiness in his eyes that once consumed me. It struck me—how could I be for Xavier what Mrs. Johnson was for me? Mrs. Johnson, my fourth grade teacher, embodied charm, grace, firmness and kindness. She saw me. She recognized my lack of confidence and the absence of fluency in my reading. My words stumbled out, disconnected and staccato.
Mrs. Johnson, with an abundance of familiarity, took the time to truly understand my silence. She reached out to my family, eager to learn my story rather than making assumptions. She discovered that I had slipped through the cracks of the education system, entering second grade without solid reading skills. My mother had dedicated the previous summer to teaching me how to read, successfully accelerating my learning by two grade levels. However, I still lagged behind my peers when I entered third grade. Fourth grade arrived, bringing me closer to the expected level, yet many words remained a challenge to decode.
Mrs. Johnson became a partner to my family, supporting my learning journey and fostering the building of my confidence throughout that crucial year of fourth grade. With unwavering expectations, she refused to let me give up when the work became difficult. Her communication carried the warmth of a grandparent or a beloved aunt, providing clear guidance and encouragement in a way that I could receive it as positive passion for my learning and achievement.
At that moment with Xavier, memories of that comforting place flooded my mind—when a teacher who felt like family made an incredible difference in my life. The impact Mrs. Johnson had on me, and the engagement she had with my family, altered the course of my future, igniting a passion for learning, reading and language. It inspired me to become a teacher, with the purpose of offering someone else the same life-changing opportunity I had been given. Xavier became that opportunity.
I reached out to Xavier’s family, forging connections and establishing a strong school-to-home relationship. I tutored Xavier and other students after school, setting high expectations and offering support. My efforts were met with great appreciation from Xavier and his father. Xavier often greeted me with hugs, smiles and high-fives at the top of the day. During pickup times, after the extended learning periods, Xavier’s father often thanked me for taking the time to more fully address the learning needs of his son. These expressions warmed my heart, and I knew I had made a difference. And to top it off, Xavier’s end-of-year assessments revealed a remarkable improvement of two whole grade levels in his reading ability.
Having an educator who understands the complexities of reading instruction and who can connect with and affirm your culture makes an incredible difference, particularly in communities affected by trauma and poverty. Implementing a no-opt-out cultural proficiency professional development for teachers would enable all educators to learn how to be affirming and relatable to every student in their class. Ensuring that all educators are skilled in the area of reading instruction would allow educators to have the tools necessary to make a great impact during the small amount of time that is the school year.
By ensuring high-quality reading instruction and cultural proficiency are a part of the tapestry in every classroom, we open the doors for more stories like mine with Mrs. Johnson and the experience Xavier had with me, Mrs. Simpson. These stories embody the transformative power of education when high-quality instruction connects with affirmation and cultural understanding. Every student deserves the opportunity to thrive, regardless of their background or circumstances. It’s time to unlock that potential within our education system and empower teachers to be agents of positive change in their student’s lives.
We must zealously tap into the power of education, by celebrating the diversity of our classrooms, removing barriers and inspiring future generations to rise above limitations and unlock their fullest potential.
•••
Tamra Simpson is an elementary school principal in San Bernardino County. She is a former Teach Plus California policy fellow and member of EdSource’s Teachers Advisory Group.
The opinions in this commentary are those of the author and do not necessarily reflect those of her school district. Commentaries published on EdSource represent diverse viewpoints about California’s public education systems. If you would like to submit a commentary, please review our guidelines and contact us.
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Dr. Bill Conrad 9 months ago9 months ago
Being nice does not necessarily equate with being competent. All the niceness in the world is not going to change reading outcomes for students who are taught a “balanced reading” approach instead of an evidence-based science approach. The same applies to the teaching of mathematics. Sadly, too many of our teachers have been released from woeful colleges of education unprepared in content, pedagogy, and assessment skills. Combining niceness with real competency is the way to go. But alas the … Read More
Being nice does not necessarily equate with being competent.
All the niceness in the world is not going to change reading outcomes for students who are taught a “balanced reading” approach instead of an evidence-based science approach.
The same applies to the teaching of mathematics.
Sadly, too many of our teachers have been released from woeful colleges of education unprepared in content, pedagogy, and assessment skills.
Combining niceness with real competency is the way to go. But alas the latter is currently very far out of reach for most teachers and the low student academic achievement results prove it!