Using Project LIT in the Classroom with Shereen Cook
We continue our series on teacher developed literacy initiatives with Shereen Cook a teacher who has been part of the Project LIT team for several years. She discusses how she implements Project LIT in her classroom.
Main points of our discussion:
Teaching in an alternative school
Using ideas from Project LIT in the classroom
Links
Nic Stone, author of Dear Martin https://www.nicstone.info/
Christopher Emdin, author of For White Folks Who Teach in the Hood … and the Rest of Y’all Too https://chrisemdin.com/
Jason Reynolds, author of Long Way Down https://www.jasonwritesbooks.com/
Project LIT on Facebook https://www.facebook.com/projectlitcommunity
Episode transcript
Scott Lee 0:02
Greetings, friends and colleagues. This is the Thoughtful Teacher Podcast. I am Scott Lee. In the last episode, we met Project LIT founder, Jarred Amato. This episode, we're going to speak with shareen cook, who is a teacher in the Metro Nashville Public Schools in Tennessee, who uses project lit in her classroom every day. Please note that we recorded this episode, before the widespread shutdowns caused by the Covid 19 pandemic. She's going to tell us a little bit about some activities that currently she would not be able to do with her students. Welcome Shereen Cook to the Thoughtful Teacher Podcast.
Shereen Cook 0:53
Thank you, Scott, for having me.
Scott Lee 0:56
So first off as a former alternative school teacher myself, I'm always curious, how did you end up teaching in an alternative school?
Shereen Cook 1:06
Well, it definitely feels like a wonderful, lucky opportunity that I had. Throughout my teaching career, I've always really focused on wanting to serve those students who are furthest from educational justice, the more underserved populations. So all of my career and job choices have been centered around that goal. And I taught previously at a at a comprehensive public high school in Nashville. And then I left teaching for a few years to work with a youth nonprofit organization through the Baha'i faith that was looking at character development in middle school and high school students. But I missed teaching. And when I came back, I knew that I needed something a little bit different. And I really just happened upon this job opening at the alternative high school where I am currently. And you know, the first interview that I had, it was really amazing, actually, because I applied and then I think it was literally the next day that I got called for an interview. So it felt a lot like fate. When I came into the interview, the principal, who's amazing. He, he was talking as I already had the job. Like he wasn't asking me questions. He was asking me what I needed from him. Was is really unusual in a job interview, I think, you know, usually,
Scott Lee 2:26
Well, yeah, but that's always a good sign.
Shereen Cook 2:29
Yeah, absolutely. But if it was almost too good to be true, right? He was like, you need books you want computers, like what do you want me to order? And so I had to kind of kind of background check this guy. So I called friends that I knew in the education field who'd worked with him. And I'm like, okay, is this guy for real? And they all love him? For glowing? So so I just accepted a position. And I can't imagine teaching anywhere else, honestly,
Scott Lee 2:55
what kind of alternative program is it?
Shereen Cook 3:00
So our school actually has three separate programs, it has the alternative high school, which is for students who have been expelled from their traditional high school, or from a charter school, the program that I teach in, but we also have a transitional program for students who are needing a transition. And we have an adult program as well, for students who are already over 18 in the social media or in their high school credits. So each each one is on a different floor, those alternative schools all on one floor. Yeah.
Scott Lee 3:32
You know, I've always felt that alternative schools make a good laboratory for innovation. Part of the reason is you get a little bit more freedom. Have you found that to be the case? And what innovations from your experience? Do you think more schools should try?
Shereen Cook 3:51
Yeah, I've definitely found that to be the case. I mean, that's really, part of what I love about working at the alternative school is that the school itself is smaller. So it's a much more closer community, much more of a family like atmosphere, you know, the teachers really step up to be leaders in the building, and also have very strong relationships with each other. And we know all the kids. So even if I don't, you know, I only teach ninth and 10th grade. But I know most of the other students anyway, just but i think you know that that's really the benefits of the alternative school is that you have the smaller environment where kids who maybe were not able to be successful in a traditional environment now can get some real one on one attention that it would be impossible to give them in a regular school environment. One thing I guess that was really a challenge for me, just in the public school, you know, in the traditional public school is that I might have a class of 30 or 35 kids. And if I've got, you know, these two or three that are really a challenge, it's a lot harder to manage because you're also responsible for the other 30 in the room. I just got 10 of those It's really hard to manage kids, but you know, I can be more flexible. And when I'm trying, you know, people ask a lot, you know, whenever I say I worked in an alternative school, you know, people always have reactions, you know, raise eyebrows. Oh, my goodness.
Scott Lee 5:13
You know, what did you do wrong? How did you end up there? Yeah,
Shereen Cook 5:17
they're like, well, I chose to be here. I wanted to be here. And the kids in alternative school, for the majority of the case, are the same kids in regular public schools. And so the things that I'm able to do in the alternative school, I think, are things that absolutely would would work and should be implemented in every high school. And I think one of the a couple of the things that have really worked well, are really the primary tools, I would kind of jokingly tell people that my classroom management strategy is based on bribery, flattery and humor, but I mean, I mean that seriously, because it's relationship building, right? I says a lot. So that flattery beats, you know, I'm always trying to look for opportunities and what they're doing well, on what I can praise them on. You know, I had, I had one student, she was here for a whole year, and she was a habitual skipper. She was always skipping my class. So what I started acknowledging was how long she could stay in the class. So whenever she would get up to walk out, I'd be like, hey, you made it 15 minutes today, that's awesome. So the point where it got to where she didn't skip anymore, she was able to build that capacity to where she would no longer skip my class. Or maybe if she was having an off day, she might skip one here, there, but not, you know, as an everyday thing, like it used to be. So I think, you know, just really pointing out those positives is key, the bribery, it's like, the incentives, right, and things that maybe you think wouldn't still work for high schoolers, like, a sticker on their paper, like, shout out, and if your name recognize on the board, you know, be able to earn rewards for good behavior. Things like that still really work for high school. And they may even say, at first all this for little kids, but then you know, what they want their sticker to if they don't get one,
Scott Lee 7:06
yeah, yeah, high school kids know. And notice who who you're saying good things about, and that's something people want. So does make sense. And, and, and these are kids that have never got, oftentimes, it never gotten that before.
Shereen Cook 7:23
And, you know, I think just the way in which we talk to people in general really matters, the way we talk to our students matters. And I've seen just, I've had just numerous situations where I think it's a the teacher who really sets the tone and the attitude or the classroom. And if I allow something to make me upset and angry, if I'm not able to regulate my own emotions, then they're not going to be able to regulate, there's, you know, but if I'm able to just calmly explain what the expectation is, explain what the consequences and enforce that consistently, things just run a lot smoother.
Scott Lee 8:04
That is, you know, so true. And one of the things that I oftentimes I'm talking with teachers about is how to build relationships. And that is something that that sometimes is hard, and a lot of the things that what you're talking about doing just the way that you relate to students, you know, in those day to day interactions, has such a huge impact. Say we a lot of teachers or a good number of teachers, I think sometimes forget that.
Shereen Cook 8:34
Yeah. I mean, I had one student who's particularly difficult for me to teach who one day he came into the classroom, eating sunflower seeds. And he just started spitting the shells on the floor. That was gross, that kind of behavior that could really get under a teacher's skin. And I had to think in that moment how I was going to react, was I going to, you know, become angry at him? was I going to get onto him? was I going to enforce some consequence or put him out of my class? Instead, I just said to him, you know, very friendly, like, Hey, I know you're gonna pick that up, right? Like, just assuming the best of him. And his response was, yeah, and then he started picking him up. Like, that was the end. It could have been a situation that really blew up into a battle or defiance, or, you know, more mess. But I just simply treated him like a friend and was like, I know you're not you know, coming in, you're making a mess. And that he would do the right thing. And he did.
Scott Lee 9:32
Yeah, that's huge. You know, the, the opportunity for for choice and autonomy is too many times overlooked.
Shereen Cook 9:40
Yeah, just the way in which discipline is practice. Many times it's very it's very punitive rather than educative, you know, for me when I'm enforcing a consequence, it's not because I don't like you. It's not because I want to get you in trouble and make you unhappy. It's because I have certain expectations and if you're not meeting those And there's a there's a resulting consequence. So even when you know, I have situations, for instance, where, you know, not every class is perfect, of course, and there are some classes, the mood of the class or just shooting who is there that day, they can get very rowdy have a hard time focusing, you know, and there will be occasions where I have to put a student out of the room over I will assign detention as a consequence, so they can make up the work that they're not doing in class. But a strategy that I've found that works really well is if I assigned detention, and I say, or I write a referral, and I say, hey, look, I'm not trying to give you detention, this is what's going to happen, if you don't change your behavior, if you're able to change this fit your behavior before the end of the classroom, like, I'm just going to throw this away, because I'm not trying to, you know, it's not my goal to just be my goal is for you to behave a certain way. And so when I come at it with that approach, probably a good, you know, 80% of the time, I don't actually have to turn those referrals or assign this attention by the end of the period, because they're able to, you know, recognize that they have some choice and what they receive that consequence or not.
Scott Lee 11:04
If you could redesign anything about schools in general, what would it be? Or what would some of the some things you would change? And why is that?
Shereen Cook 11:14
That is a hard question to answer, I think, because there, you know, the school system is such a complex organism. And a big part of it, I think, is not really, the changes that needs to be made are not necessarily changes at the classroom level, right? It's changes, policy changes with the level of teacher training changes with the level of, you know, equitable distribution of resources. And you know, whether or not schools are segregated and things like that. But if we're looking at just sort of the the the content of what would go into a class, I mean, I think the smaller schools and classes would be ideal. I think moral education or character education is a big piece that's missing in many of our systems. I think that service learning is something that really helps students to take what they're learning and put it into Practical Action and see the relevance of what they're learning in the real world, ultimately, most engaging, some very big proponent of service learning,
Scott Lee 12:13
you've been involved in a grassroots student led initiative called Project LIT. So what is Project LIT,
Shereen Cook 12:24
so Project LIT, it's a grassroots literacy program, a nonprofit that basically has two goals. One goal is to eliminate book deserts, to try to, you know, that is to try to provide books to students who maybe live in areas where they don't have a lot of access to libraries, or bookstores. And then the other piece of that is providing access to culturally relevant tech, which has been just an absolute game changer in my classroom. Because too often, the students that I teach are not able to see themselves reflected in the stories and literature that we read in school, and therefore their engagement is not there. They're not seeing their own place in the world. So Project LIT has this ability to provide, you know, there's that there's that quote, I can't remember, but there's this quote that talks about that books should be both mirrors, and windows. So as you can see yourself reflected, you know, but also see, see others learn about others as well, are really a really great service by providing this opportunity to share these types of materials. Because there was some there was some data also about just in the publishing industry of children and young adult literature that 70% of literature published. And I think this is from 2015 70% of literature published featured white characters, and more characters, more animal characters were featured, then children of color. So that's something that I see is very problematic, and project is doing a great job of addressing that.
Scott Lee 14:09
So tell me a little bit more about how project lid is implemented in your school being an alternative school.
Shereen Cook 14:18
Right now we're just working on at the most basic level of Project LIT, which is we're reading the books and provides opportunities for students to read the project flip books in class, and we're doing a monthly book club, that teachers and community members also participate in to discuss the book and do a trivia game and like a little pizza party, and so becomes an event where students to showcase their work that they have done related to like their writing or their art that they've done related to the book and talk about the book with others from different classes who have read it. So we'll pick a book and, you know, the whole school basically has opportunity to read it, you know, they're not forced to they And they can opt out and choose a different book for their reading assignment. But many of them choose to participate because they want, they see what the book club is. And once they've had the opportunity to participate, they're really eager to do that, again, I think where we struggle with the alternative school is really in having that leaders that student leadership, because our population is so transitory, you know, we've made a few months, and then they're gone. And then we have new kids coming all the time. But I know when I know that the essence of Project LIT is to really have students take the lead in planning each part of the book club, in choosing the books and carrying out service projects related to reading or literacy. And that's something that I'm hoping, you know, as I learn and grow into it, that I can find ways to also implement in alternative school setting as well.
Scott Lee 15:50
And your situation in your school, it's more than just about reading it, it actually is an addition and opportunity for writing, curriculum based writing, as well as service learning that
Shereen Cook 16:04
Oh, yeah, absolutely. They definitely write about whatever they're reading, talk about it, analyze it, create art about it, you know, they have the the book club where they get to share, that's sort of their way of sharing out to the community. We're still working on the service learning piece, I'm trying, my goal is to try to figure out how how we could do that in a way that works with the chest special challenges and restrictions that we have at the alternative school. And it may be that we just have a smaller population of students that's able to participate in that particular piece. We have done field trips, though, which has been great. So last year, when the movie The Hate You Give came out, we read that book by Angie Thomas. And then we also took a group of about 20 students to go see the movie, which was a lot of fun. And then this year, we read Dear Martin, by Nic Stone, and we will and she actually came and spoke at a local bookstore here in Nashville, and she, and so I was able to take five students to go and meet her. And that was just really like, life changing for them. I think, remember forever, like, first of all, because Nic is amazing and cool and beautiful. And so they were just in awe of her and her presence, but to get to go with a group of students like after school and go eat together and go, like, hear her talk and meet her and get pictures with her. And then we went and got doughnuts afterwards. And it was just this whole little experience that you know, the next day in school, it was like we had shared this special secret, and pat each other in the hallway and just smile, and you know, they got there, they got to have get their books signed. And it was just a really special opportunity for them. So I'm really looking for, for more experiences like that as well.
Scott Lee 17:40
Yeah, that's a that's a wonderful experience. I had the opportunity to take a group of students to meet Alex Haley one time before he passed. And the beauty of it is is how it changes a student's perspective. And that they see that, you know, there's so much an author can help with understanding the writing and the writers purpose. So I'm sure that was a wonderful experience for the students. So one last thing, what is one book that you could suggest? I'd actually like you to tell me, give me two, first off a suggestion that teachers like you or I, in our situation should be using with students?
Shereen Cook 18:27
Yes, so I had a hard time that now, you're gonna ask that
Scott Lee 18:33
question. And it could change tomorrow what that is, but it's a good start.
Shereen Cook 18:37
So I mean, I've got to say, out of all the project list books, there are some great books out there, but the one that I have found instant, easy success, especially with students that who are still building their capacity as readers is Jason Reynolds' Long Way Down. Like one of my favorite books of all time just period is a book that has had students get to the ending and throw the book across the room is the only time it's acceptable. Jason Reynolds, or one of Tiffany Jackson's books, if you throw those two, you know, because then there that's a genuine interaction with the text. This is a this is a novel about the cycle of violence. It's a novel about a boy coming to grips with the death of his older brother who love and it's told in verse, which is just amazing. Jason Reynolds is a poet and I have we listened we listened to the audiobook along with reading it. The audiobook is fantastic. And I've listened to this book so many times that there there are parts that I have memorized, and I'll just recite it along with him because so but it basically gets to get the positive reaction from every kid that I give it to. And so that that has to be my top choice of books to read with students.
Scott Lee 19:51
Okay. Okay, what about a book for teachers to read?
Shereen Cook 19:57
So a book that I'm finishing up now I'm finding very helpful just going back to, you know, that issue of white teachers teaching students of color is Chris Emdin's For White Folks Who Teach in the Hood, and the Rest of Us. Which is, first of all, it's a great title, correct me up this book, I found it really helpful in the sense that it's very practical, you know, a lot of books may may be able to point out what is problematic or offer strategies, but I feel like the way that he explains some of the particularly looking at culture of African American students, and ways in which that can be validated in the classroom, just the way that he described and explained and the examples that he gives, I feel like are just very practical to me. So I'm just really taking, taking notes on each chapter as I read and thinking about Okay, well, what are these exact things, then these behaviors that I can help incorporate, or ways of being in my classroom, that I can try to change and adapt so that it's not reflecting my cultural background or affect reflecting the cultural background of my students and making this a comfortable, safe, safe space for them to learn?
Scott Lee 21:08
Once again, Shareen, thank you so much for joining us.
Shereen Cook 21:13
Thank you for having me.
Scott Lee 21:16
This has been episode number 19. The Thoughtful Teacher Podcast is hosted and produced by R. Scott Lee, who retains copyright. We encourage diverse opinions, however, opinions expressed do not necessarily reflect the views of producer, partners, or underwriters. Guest was not compensated for appearance, nor did guest pay to appear. Transcripts are available following podcast publication at our website, thoughtfulteacherpodcast.com. Sponsorship opportunities, or other inquiries may also be made on the "Contact Us" page at our website, thoughtfulteacherpodcast.com. Please follow the thoughtful teacher podcast on twitter @drrscottlee.
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