It's nigh impossible to avoid becoming a part of some community within this experience.
I own my home in Leland. (That's me, 302, at the top of the page.) I have put down roots, both literally and figuratively, in Mississippi. I eat from my garden. I've established and nurtured close relationships outside of school that will be a part of my history forever. The Delta has -- like its powder-fine soil -- worked its way thoroughly into my skin. I'm happy as a clam with some crawfish and tamales on the front porch after a day spent shooting the 12-gauge or .22 off the bridge.
My first year, I chose to live outside the town where I taught -- partly because that town offered little in the way of opportunity, and as a way to maintain some privacy away from my teacher life. Living in Leland, 45 miles away, I would still see students and their families, though, because this is where they come to shop or for
South Delta homecoming 2007
entertainment.
I learned early on at South Delta High School that being seen outside of school was a valuable component of my relationship with students, parents, and the administrative and teaching staff. Going to athletic events, stopping by the woeful local market on the way out of town -- even though I could get what I needed for less money and with a better selection closer to home -- all helped establish me as a person who existed outside of the classroom. There's no replacement for the casual conversation with a parent, with the student present, in the aisle at the Sunflower market.
Transferring to Greenville-Weston High School for the 2008-09 year gave me a chance to teach a little closer to home (still one town away), in a better school. I continued to attend athletic events. There's nothing like the look on a student's face when you mention a great play on the court, or reward the players in Monday's class
Friends and Family Day at Willye’s church 2008
after the football team finally breaks that 24-game losing streak.
Being closer to home has allowed me to spend more time in after-school tutoring programs, made me more accessible to parents for conferences, and allowed me to share more common experiences with students and their families.
I've taken students to a poetry slam at the
Sunflower Freedom Project, where I helped judge the competition. I took several students to a football game at
Ole Miss, giving them a chance to see the campus and talk about their options for college. One of these students has since been accepted into the business school and will be attending in 2010. Although I did not join a church, I've gone to several church events with students. I was a guest of honor at the Friends and Family Day, and have seen numerous choir performances. I write letters of recommendation and helped out with job applications.
Students pose with the James Meredith statue
at Ole Miss campus. Daryl, left, will be attending Ole Miss in 2010
Can I point to empirical evidence that shows these small acts have made a difference in my teaching? Probably not. But as with much of teaching, there is a huge intangible element that tips the scales in forging day-to-day interactions. Learning is based on safety and trust, and being a part of my community gives credence to that relationship. Many of our students, let's be frank, are accustomed to seeing young, white teachers with funny accents come to school for two years and then leave for bigger and better opportunities. They even say it. "You gone be leavin’ us, too?" They see the out of state car tags.
When my students learn that I live here, that I own a home, I vote, and pay my taxes, they let that guard down just a bit.
