“Just” One Student
by Jennifer Degenhardt | Estimated reading time 4:49
It was early in yet another fall semester of my career as a high school Spanish teacher. For the third year in a row, I was tasked with the same crew of learning-challenged students in a novice-level Spanish course. I was so thrilled to have the same students again for so many reasons, the least of which was that the administration actually granted my request to teach them three years in a row.
There was, however, at least one student who was new to me. Anthony. Anthony sat with some friends right in the center of the U-shape which the desks were in at the time. At first, all was going to plan (as best as it can teaching high school students). As I had become accustomed to (and the students as well), I spoke mostly in Spanish with a lot of repetition. We ALL made mistakes all the time. It seemed to be going swimmingly - at least until the first couple of assessments.
If I recall correctly, Anthony did not fare well on those assessments. (And why in Sam Hill are we evaluating with grades in languages courses, I don’t know. That will have to be another story.)
I wasn’t worried.
Apparently, Anthony was. I just didn’t know how much - at first.
Slowly, but very steadily, Anthony’s behavior changed in class. At first, he was more sullen, then he became obstinate and disruptive. It was not a good time for anyone.
But before it took over the class and made Anthony into someone I (nor he) didn’t recognize, I decided to “walk upstream” as it were, to find out what was going on.
Fortunately, for both of us, right after our class, Anthony was slated to meet with his Special Education teacher. I invited him to come have a chat with me at the table at the end of the hallway at the beginning of that class period.
“Ant, what’s going in class? You don’t seem like yourself lately,” I asked.
“You’ve noticed, huh? I suck at Spanish,” Anthony admitted.
“OK, besides the obvious,” I chuckled and so did he. “What part is hard?” I pressed.
“I just don’t feel like I’m at the same level as the other students. I don’t know anything and I can’t say anything. I really didn’t learn a lot with that other teacher last year.”
None of this information was news to me. But there we were.
“I get it,” I said. “It must be hard to be in a class where everyone has been together for two whole years and at least knows how things operate in my class.”
I didn’t want Anthony to quit. But, I also don’t believe that any kid’s high school experience should be wrecked in any way (GPA, stress-wise or other), by a single class. So, I gave Anthony some options.
The author, Jennifer Degenhard meeting Anthony by chance in town. That day Jen just happened to be wearing the T-shirt Anthony gave her from the college he attended.
“Well, here’s the way I see it: If the course is too challenging for you and you think that it will negatively affect your life in some way, you are well within your right to go to the guidance counselor and drop the class. No stress on either of our parts.”
It should be noted that at no time was Anthony showing any negative posture - or anything negative.
“Or,” I continued, “we can work together so that that you FEEL better in the class so that you can learn something.”
Anthony didn’t hesitate, “You know, I really like the class. I enjoy my classmates and what we’re doing. I just feel like I can’t do it.”
The two of us then discussed what he thought he might need to FEEL better in the class. Anthony came up with a few suggestions and I added my own. While I don’t remember exactly what Anthony came up with, I remember telling him that ANY TIME he knew an answer to raise his hand (or otherwise contribute) and I would call on him, so he could build that confidence. I also suggested that he have any notes on his desk for any assessments - again, to lower that affective filter. Nobody can perform under stress, especially if it’s self-imposed.
Not surprisingly, Anthony decided on his own to stay the course, so to speak. From there, he blossomed. Within a couple of months Anthony was talking and writing about what was happening in a movie we were watching in class (Los colores de la montaña, if memory serves). Was the process painless? No. Was Athony’s Spanish perfect? No. Was the result perfect for what it was? Absolutely.
The Anthonys in my classes are why I teach. The students who are challenged by the language, the class, the system or even themselves are the ones to whom I want to extend a hand. No, not for a hand out, but for a hand up.
Every student should be afforded whatever s/he/they need/s to be successful. Give ‘em a fighting chance, I always say. Let students show you what they DO know - ESPECIALLY in the world language class - and see how far they’ll go.
As for Anthony, he went far. He told me that before his junior year (when he was in my class), he wasn’t really even considering attending college. But the following year he applied, was accepted AND received a scholarship! Now, I could not have cared less if Anthony continued his education or not - that’s HIS decision. But, that he was able to develop in his own way and come to the realization that he COULD… yeah, that’s what it’s all about for me.
This spring I will be completing my 32nd year as a teacher. While education has changed, I have too, hopefully for the better. Now more than ever, I want students to find their way - to show me what they know and become more self-actualized humans.
Oh, and the Spanish I’m supposed to be teaching them? If they get any of that, it’s definitely a happy byproduct.
Author Jennifer Degenhardt teaches Spanish at UCONN Stamford and writes novice-level novels in Spanish. Teachers can purchase her books for use in the classroom at puenteslanguage.com. Jen also designs and teaches graduate-level courses for world language teachers with Idioma. Read more about Jen here.
Jen’s courses with Idioma:
Jen teaches the following courses:
Novice-level Novels to Enhance Communication in the Spanish Classroom << Click to learn more and register!
Teaching Social Justice with Novels in the Spanish Classroom << Click to learn more and register!
You can also find Jen’s books in the following courses:
Novice-level Novels to Enhance Communication in the French Classroom << Click to learn more and register!
Teaching Social Justice with Novels in the French Classroom << Click to learn more and register!
