latin times - d3jc3ahdjad7x7.cloudfront.net · admiration and love. for stu-dents, the name...

What Is in a Name?

On December 7, 2015, a contest was launched to name the upcoming news-

paper for Boys’ Latin. Students were charged with the task of creating a name that they be-lieved represents our school. Al-though a significant amount of entries were received, there was one name that students felt stood

out among the rest – Latin Times. The winning name was submit-ted by senior, Diego Wright. When asked, Diego answered questions about the name he cre-ated.

What inspired you to select the name, Latin Times?

Diego: When I was thinking of names I looked to differ-ent well-known newspapers for inspiration. After my search, I wanted something that rolls off the tongue, nothing too complex. So I settled with Latin Times. The inspiration came from the New York Times.

What meaning (if any) does the name Latin Times hold for you?

Diego: Boys’ Latin is a school that has changed me for better or for worse. The time I have spent here was the time I did the most growing in my life. Because ev-erything changed with time, I have been with this school from transfiguration to what is now, Boys’ Latin. Therefore, I want the paper to hold the memories of the students here so that they will have something to remem-ber their time at Boys’ Latin.

How did you feel about win-ning the contest? Were you excited?

Diego: I felt happy knowing that the students decided to pick my name out of all the others. I am also flattered because I submitted two names and both

of them made it to the final three. However, the contest isn’t about me winning something special, but helping the school express itself.

How long have you been a member of the Theatre Club?

Diego: Now this a tricky ques-tion. I started performing in plays my junior year with, The Piano Lesson. However, I was sort of always around the theatre group ever since I had Mr. Sheldon’s costume design class freshman year. It was Mr. Sheldon who convinced me to try theatre. I engaged in a lot of activities, and none really stuck with me like theatre did, so I thank Mr. Shel-don for that.

Is there anything else you would like to discuss or com-ment on?

Diego: I know that some people feel like they don’t have a voice and that they can’t really change anything. But if you have a vi-sion, work to make it real. I want this paper to be a testament to Boys’ Latin, almost like an ar-chive of the school.

The members of the Boys’ Latin family are truly appreciative and grateful to Diego for selecting a name that will represent the voices of our students for years to come. Thank you, as well, to each student who submitted an entry.

Apri l 2016 Volume I , Issue I

I What Is in a Name? II Saying Farewell

to Mr. Ribay IIIMy First Year IV Teacher Spotlight

L ATIN TIMES

One need only hear the name Ribay, and instantly he or she knows the significance

that such a name holds. For fac-ulty and staff, the name Ribay engenders a sense of profound admiration and love. For stu-dents, the name represents a stern but fair teacher who con-sistently holds his students to the highest possible standards.

Over the past six years, Mr. Ribay has played an integral role in helping to establish a cul-ture of academic excellence and school pride within the walls of Boys’ Latin. Moreover, through-out his years as an educator, a coach, and a mentor, Mr. Ribay has helped countless students develop a sense of self-worth, self-respect, and self-pride. Al-

By Myles Wiggins and Mrs. McNair

Saying Farewell to Mr. Ribay

though Mr. Ribay will not be with us during the 2016-2017 school year, his guiding spirit and legacy will always remain.

To learn more about Mr. Ribay and his experience at Boys’ Lat-in, Myles Wiggins engaged Mr. Ribay in conversation.

Myles: How long have you been an educator?

Mr. Ribay: About 11 years; six years here at Boys’ Latin.

Myles: Where, and what subject did you teach prior to Boys’ Lat-in?

Mr. Ribay: I taught 7th & 8th grade Language Arts in Camden, NJ for four years.

Myles: What motivated you to enter the field of education?

Mr. Ribay: It was a pair of teach-ers that I had in my junior year of high school. They turned my life around through the way they taught. My life would be com-pletely different if I did not have those teachers. So I wanted to get into education to help people open their minds like my mind was opened up by those teachers.

Myles: May you provide an example of their teaching style and how their teaching impacted you?

Mr. Ribay: They taught a class called “Theory of Knowledge” that was discussion based. They would present a strange subject--such as a silent film, abstract art, linguistics theory--and then they would make us discuss it. This really opened up my mind and my ability to think critically and look at the world with curiosity.

Myles: How would you describe your journey at Boys’ Latin?

Mr. Ribay: I’ve gotten to know some great students and great teachers. I have seen both the kids and adults do amazing things, and I think I am a better teacher and human as a result of working with them.

Myles: What led you to Boys’ Latin?

Mr. Ribay: Well, I came here after having taught for a few years already. I was looking for a better school in terms of work-ing conditions because a lot of schools in the city are really dis-organized. It is also hard to find good leadership.

Myles: From your perspective, what unique qualities/character-istics does good leadership en-tail?

Mr. Ribay: Good leadership starts with the administration

caring about what the school is trying to do. It’s not just anoth-er job, but a mission to educate students, so they have more op-portunities later in life. Beyond that, it’s the knowledge of when to make decisions and when to trust the staff to make them.

Myles: Throughout your jour-ney at Boys’ Latin, what subjects and grades have you taught?

Mr. Ribay: I taught mostly Lit-erature II CP for a while. I also taught AP English Language for five years. Now, I teach a class called “Reading Foundations” and “Creative Writing.” How-ever, I still teach a Literature II class, as well.

Myles: Over the years, how would you characterize your re-lationship with your students?

Mr. Ribay: It’s kind of different depending on different students. I think I am a strict teacher, and I think I ask a lot of my students. However, I think some students really respect that and like that because it communicates that I expect a lot of them, and they like working up to it. However, I think for some students it’s dif-ficult to try to be held up to that standard.

Continues on page 2

By Mrs. McNair

Faber Est Quisque Fortunae Suae

L ATIN TIMESApri l 2016 2Saying Farewell to Mr. Ribay Continued from page 1

My Journey to College

I am Justin Walker, Class of 2016, and I will be explain-ing how I feel about going to

college and the impact I think it will have on my life. I truly be-lieve that college is something that everyone should experience in life. College allows a person to be free and independent for the first time in their life. It al-lows a person to shape and mold their life through their accom-plishments, their passion, and the people they meet along the way. It shows students that there is a lot more to the world that they live in. It gives the student a chance for their true colors to shine, instead of being bound up

in the small world that they might have lived in. Going to college will help me open up to new and bright ideas that I wouldn’t have thought of before. I am looking forward to growing and prosper-ing from the lessons I will learn, the mistakes I will make, and the people I will encounter. Most of all, I’m looking for an adventure that will take me far out of my comfort zone so that I may know more about myself than I ever did before. This is what I believe college will do for me and many others who plan on going.

What Going to College Means to MeBy Justin Walker

My experience speaking at Girard College was life changing. I was nervous

about going up on stage in front of hundreds of people, so it was difficult to constantly go over sto-ries again and again, but when it came down to the moment while standing in front of everyone, I enjoyed it. I almost broke down in front of the audience, too. You can tell there’s a really BIG dif-ference from telling a story in front of a few family members to a quiet, yet large crowd. There were moments where I wasn’t really looking into the eyes of

the audience and I kind of just zoned out. I was still talking, but I didn’t notice anyone’s face. I kind of wish I could remember the audience’s reactions, but I really hope I’ve touched their hearts. I don’t think I could trade the experience for anything. Af-terwards, I felt like I was able to talk in front of anyone. I’m glad I was able to tell my story to so many people. It was a great feel-ing to be able to know that your words can touch so many.

My Experience Speaking at Girard CollegeBy Kamren Washington-Richards

Student SpotlightCongratulations, to Sopho-

more James Gravely! James was nominated

for the National Honor Soci-ety. Moreover, James was also awarded 2nd Honors for the first and second trimester. And,

based upon his academic performance during tri-mester three thus far, it seems that James will be awarded a high honor yet again. Congratulations once again James, on a job well done!

Congratulations, to Noble Zahairagunn on winning the Freshmen Spelling

Bee! You make your BL fam-ily very proud!

Let’s all wish Justin Walker the very best, as he pre-pares to deliver the key-

note address at an upcoming conference. More details to follow!

According to Dr. Kaur, her Anatomy and Physiology students Michael Wil-

liams (Grade 11) and Ahman Joseph (Grade 11), not only complete their assignments on time, but they also help and support their peers with under-standing difficult concepts and completing their assignments. The two outstanding gentle-men also help other students prepare for upcoming quizzes and tests. Keep up the excel-lent work, Michael and Ah-

man! You epitomize the spirit of brotherhood!

Congratulations, to Senior Jared Ferguson! Jared won 1st Place in a pub-

lic speaking contest held at his church. The Boys’ Latin family looks forward to learn-ing more details about Jared’s

amazing accomplishment.

Congratulations, to all of our seniors who have been ac-cepted into college! Your four years of hard work and dedication have led you to this wonderful achievement. Please know that your Boys’ Latin family wishes you the very best!

Myles: In what ways (if any) have you been impacted by the students of Boys’ Latin?

Mr. Ribay: I think just seeing different personalities, different goals, different dreams, and just getting to know them as people. Because really, when you’re a teacher, it’s hard sometimes not to see students differently from what they’re like in your class. It’s like if I have a kid who’s just falling asleep all the time, and the only time I see him is in my class falling asleep, it’s re-ally hard to see him outside of that context. So, I think stick-ing around for a while and get-ting to know people, you know,

when they’re not in my class anymore, is kind of like oh, you are a real human being outside of my class.

Myles: In what ways (if any) have you been impacted by the staff and faculty?

Mr. Ribay: I think I have been pushed to become a better teacher. We are not the kind of school where you just do your own thing. We work together a lot as a staff and faculty. There-fore, that forces you to think about what you’re doing and why you’re doing it. It also forces you to try to get better all the time.

Myles: Are there any moments/experiences at Boys’ Latin that still resonate with you? If so, what are they?

Mr. Ribay: I think this is kind of like a large general one. You know I coached the wrestling team for four years now, and just seeing how much that means to the kids, as well as seeing them experience success means a lot to me.

Myles: What legacy do you

hope to leave behind?

Mr. Ribay: I don’t know; I think that is a powerful question, Mr. Wiggins. So, I think ultimately I want to have challenged kids to live up to the best part of them-selves, or try to at least. I try to instill in my students the idea of constantly trying to grow and improve; to become better at whatever it is you’re doing, or a better human-being. I hope that sticks with some of them.

Myles: Do you have any last-ing words for your Boys’ Latin family?

Mr. Ribay: Wow, that’s a hard question. I would say in the in-famous words of Tupac Shakur, “Keep Ya Head Up!”

L ATIN TIMESSTAFF & CONTRIBUTORS

Editorial StaffEditor-in-Chief/Staff Advisor

Mrs. McNair

Staff Writers Ameen HarrisAbdul PhillipsMyles Wiggins

_________

ContributorsJustin Walker

Kamren Washington-Richards

Robert Waskom

Dawn Gravely

Desmond Sevor

James Gravely

Devone Jackson

The Masked Hatter

School AdministrationCEO - Mr. Hardy

Principal - Dr. Tennant _________

Designed by Neil McNair of McNairCreative

L ATIN TIMESApri l 2016 3

By Mrs. McNairMy First Year

Whether one has taught in the classroom for years or has just begun his or her journey as an educator, teaching at a new school can be both exciting and unnerving for vet-

erans and newcomers. From orientation to meeting one’s students for the first time, it is difficult to know what to expect. As such, I asked newly hired faculty members to share what they have ex-perienced during their first year at Boys’ Latin. The responses I received are as follows:

Ms. LopezHow long have you been a teacher?

This is my first year of teaching!

What motivated you to become an educator?

I had really awesome educators in my life, specifically, math-ematics teachers. When I was in high school, my calculus teacher really opened my eyes to all of the opportunities in mathemat-ics, fostered and pushed me to work on my math skills.

I also had really amazing expe-riences in college taking educa-

tion classes. They were easily the most interesting and inspiring classes that I took as an under-graduate.

What subjects and grades do you teach?

I teach 11th grade mostly. I teach Math Analysis as well as the NFTE class (entrepreneurship).

How would you describe your experience at Boys’ Latin thus far?

My experience at BL has been fairly pleasant. I’m really moti-vated by how genuine our stu-dents are and inspired by the stu-dents’ curiosity and drive to be the next leaders of the world.

What has been your most rewarding experience at Boys’ Latin?

My most rewarding experience at BL has been leading the Spo-ken Word Leadership Academy and helping coach students for the Winter Fine Art’s Showcase. My Spoken Word guys are seri-ously talented and are picking up a lot of great skills.

I’m excited to potentially start a spoken word competitive team next year and I’m always look-ing for amazing artists to connect with me.

How would you characterize your relationship with your students?

I like to think that I’m very fair and understanding and I feel that my students would vouch for me for that. I love making connec-tions with my guys surrounding TV, movies, music as well as popular culture. I’m always look-ing out for my students’ safety and well-being and I think I do a great job of sharing my expres-sive, soulful personality.

In what ways (if any) have you been impacted by your stu-dents?

I’ve never come in contact with a group of more caring, passion-ate individuals. I feel that my students have my back and have a genuine interest in my life and my well-being. My students have 100% given me strength during the hardest time of my life: when my mother was diagnosed and fighting cancer. Without their care and compassion, I don’t where I would be right now.

Is there any advice you would like to give to incoming teach-ers?

Come in with an open heart and an open mind. Remember why you’re here and why you’re pas-sionate about education. There is so much to learn from students, just as much, if not more, as they can learn from educators.

Ms. MaccarioHow long have you been a teacher?

I received my certification in 1992. I took many years off to raise my children and came back to teaching three years ago.


I have wanted to be a teacher since I was five years old. I love teaching and learning. I have always loved children and the classroom. I have great passion for the exchange of knowledge. I vividly remember the teachers who made a difference in my life. Those teachers who believed in me when I didn’t believe in my-self, who challenged me to find my strengths, and the ones who I would have done anything to make proud of me.

What led you to Boys’ Latin?

They were looking for a long term sub and I applied. I didn’t know much about Boys’ Latin. When I asked around I found it had an excellent reputation.


I teach three sections of CP World History, one Honors History, and Social Justice.


Boys’ Latin has been such a wel-come surprise for me. Never have I been in a school where every single person I meet has a posi-tive attitude. When I first met Dr. Tennant, I was so impressed with this man. He was so gracious, humble, kind, and genuine. Af-ter working here, I am in awe of his leadership. He impresses me daily. Ms. Rohn has taught me so much. She is so modest about her knowledge. She makes me want to be a better teacher. Every time she observes me she sees some-thing I can improve on and pres-ents it in such a way that I will try everything she says. She is that great teacher that you would do anything for. Mr. Dunlap has been amazing. He makes me laugh every day and has helped me at every turn. The atmosphere is so warm and productive. It has felt like home since the minute I walked in the door.


The connections I made with the boys and the staff. I have enjoyed getting to know these young men so much. There has never been a day when I didn’t want to come to work. Feeling as if I give them a sense of success and accom-plishment is the most rewarding part of my day.

How long have you been a teacher?

I have been a teacher for five years. However, I have worked in education since high school, working and serving in my high school’s child care center.


The motivation that led to me be-coming a teacher is community, family, youth, and truth. I teach to utilize a platform to lead, influ-ence, and empower our commu-nity. Also, teaching motivates me because it allows me to support and aid in the development of

families. I partner with families to help establish functioning and strengthened communities. Thus, teaching persuades me to invest, encourage, redirect, and educate our young scholars. This motiva-tion is significant to the youth to ensure maneuvering away from specific biases, self-doubt, dis-criminations, and generational/cultural curses.

Finally, truth motivated me to become a teacher to ensure that scholars are taught history from a well-rounded perspective. Truth ensures the opportunity to learn about their cultural or ancestral significance in world history be-fore, during, and beyond the Ma-fia period, classism, sexism, and other tragedies of racism.

What led you to Boys’ Latin?

Reputation, gender specific edu-cation, male symposium, and an environment to grow is what lead me to BL. Boys’ Latin of Phila-delphia Charter High School has a reputation of change and hope in a school district that is exactly the opposite in reference to mi-nority males. I want to serve in a mission and vision for prog-ress. Gender specific education is my passion, especially being one of the biggest issues in Civil Rights today. Furthermore, the male symposium I created and

implemented last year to fulfill my graduate degree, led me to other opportunities at BL. Fi-nally, BL promotes from within. I have come to this environment to learn, grow, and lead.


I teach 9th grade Civics and Gov-ernment. Also, I am a proctor.


My experience at Boy’s Latin thus far has been challenging, humbling, and motivating. Each characteristic has stimulated me to invest more and gain more. Learning the culture of BL, building new relationships with scholars and staff, and establish-ing one’s purpose has been my greatest conditioning. I am thank-ful for each step up and each set back. All has served as condi-tioning for greatness. Greatness being defined by Cornel West as, “The quality of service to oneself and others.”


My most rewarding experience at BL was the planning of, and

participation in the Million Man March. I was able to travel with scholars, stakeholders, com-munity leaders, friends, fathers, grandfathers, uncles, brothers, and family. To top it off, my daughter came to give me a kiss and to see me off!

Conversely, what has been your most challenging experience at Boys’ Latin?

The most challenging experi-ence was the aftermath of the 2nd Black History Month Sum-mit. The responses challenged me to be humble, patient, to find roots of problems, agree to dis-agree, and gain further under-standing through collaboration, truth, engagement, and support. One of the most challenging ex-periences confirmed the need to L.I.E. (Lead, Influence, and Em-power).

How would you characterize your relationship with your students?

I would characterize my relation-ship with my students as trusting, engaging, expressive, familial, and respectful.

In what ways (if any) have you been impacted by your stu-dents?

My students impact me daily to be the man I want to be. As I challenge our scholars to push, prepare, and perform I must do the same. Our scholars make my day. Our scholars have encour-aged me to be and become an example and exceptional practi-tioner.

Is there any advice you would like to give to incoming teach-ers?

All scholars can learn. Daily ask yourself, did I inspire a scholar to do more, be more, and dream more today? A teacher should gain and model the re-spect a person wants to have to manage that which is needed to lead, influence, empower, and educate our male scholars. Teach only if you can sincerely love a scholar no matter race, gender, color, class, or creed.

Mr. Wilson, M.Ed

Continues on page 9


Story OneWhen I went to college, I planned on being a high school English teacher. I had an IEP in high school because I have dysgraph-ia, which is like dyslexia, but for writing instead of reading. The IEP meant that I always had ac-cess to computers for writing as-signments. In college, I learned that most schools wouldn’t be able to provide the kind of ac-commodations I had had. Most schools simply wouldn’t have a computer around for me to have used. I also grew more aware of disparities in education, realizing

that some schools are more pub-lic than others.

I moved away from teaching, and decided I would do something to ensure that I could change “the system.” I’m not sure which sys-tem, but there you go. That was around 2005. I changed majors to International Studies, spent a semester in Egypt, interned at a human rights nonprofit, and started a career in fundraising af-ter a brief stint in winemaking.

I moved back to teaching for two reasons: first, I want to have a career that allows me to do

something I care about. In wine-making, I could have had a ca-reer where I made a lot of money doing something I enjoyed. But if the entire world ran dry of quality wine, I wouldn’t lose too much sleep over it. If the entire world stopped educating kids, I wouldn’t rest so easy. Second, I wanted a career where I had problems that I wanted to solve instead of problems that I wished were someone else’s. In fund-raising, I could say that I was having a positive impact. Still, I didn’t enjoy the work. I started to volunteer at an afterschool program, and I realized that I re-ally enjoyed working with young people, helping them learn and mature, and that’s when I moved back to teaching.

Story TwoThe story above is about me. But the next story is the one that is the most important story I have ever heard, and the one that made me who I am more than any other. I am a teacher because of this sto-ry, and I am who I am as a person because of this story.

When I was in middle school, a survivor of the Holocaust came and spoke to our class. She told us about her life as a child in Po-land. She told us about her father, the Nuremburg laws, the ghettos, the camps, liberation, and sitting in a hospital learning to eat again. She told us that when she is feel-ing unsafe, she still reaches for the place on her back where she used to have to wear an emblem that read “Jew.” She told us how angry she gets when she hears a child who hasn’t eaten in a few hours complain that they are “starving.” She took questions, one after the other, and she even-

man anymore.”

That story is the most impor-tant one I have ever heard, be-cause when I know that a child from one neighborhood goes to a school where they don’t have the same resources that they have for a child from the next neigh-borhood over, I think about that speaker having her bicycle taken away. To treat someone as just a little bit less human is really all it takes to say they aren’t com-pletely human at all.

tually got irritated with what us middle schoolers were asking. She said something to this effect: “everyone wants to know about the concentration camps. But I’m telling you, the Holocaust didn’t start in the camps. When I was nine, I had a bicycle. Then they made a law that said ‘Jews can’t have bicycles,’ and they took my bicycle away from me. When that happened, everything else—everything that happened, from the ghettos to the shootings to the camps—became possible, because to them I wasn’t a hu-

My Hope for My Students Although no one in my imme-diate family is a survivor of the Holocaust, my uncle grew up in a household and community where about half of the adults around him were survivors. One thing impressed upon him from an early age is that an education is valuable because it cannot be taken away. Possessions, homes, even citizenship—those can be denied to a person. But so long as you go on living, your educa-tion is with you, and it is always to your benefit.

I realize now that the education I received as a child is an invalu-able gift, because it has afforded me the ability to make choices about my life circumstances. I want all of my students to have choices that make them happy. I believe that a quality education is the best path to those choices. Most importantly, I teach because I believe absolutely in that first line of the pledge here at Boys’ Latin: education is your birth-right. Education is the birthright of all children. I want to do my part to honor that promise, and I want my students to know that they deserve nothing less.

By Mr. Waskom

Two Stories and My Hope for My Students

One cannot deny that our Boys’ Latin parents are highly engaged and in-

vested in their sons’ education. In fact, I have developed a bond with many parents as a result of their involvement, as I am cer-tain all other faculty members have, as well. As such, it was not a difficult task to identify a parent who has demonstrated year after year, a strong level of commitment and devotion to their son’s education. Mrs. Gravely (the mother of James Gravely), has undoubtedly played a significant role in the progress that James has made, thus far. Through her partner-ship with administration, fac-ulty, and staff, Mrs. Gravely has established a firm founda-tion for her son’s academic and personal growth/success. Therefore, it was no surprise when she readily and willingly agreed to share her experience as the proud parent of a Boys’ Latin student.

McNair: What is your son’s name?

Mrs. Gravely: My son’s name is James Gravely.

McNair: What grade is James currently in?

Mrs. Gravely: James is in the 10th grade this year.

McNair: What led you and your family to Boys’ Latin?

Mrs. Gravely: What led us to Boys’ Latin is all of the awe-some things we heard about the school. However, I was ex-tremely impressed by the per-centage of students who go off to college.

McNair: What (if any) aspects of Boys’ Latin do you particu-larly like or appreciate?

Mrs. Gravely: What I like and appreciate the most is the close knit community within the school. I also appreciate the level of respect that’s com-manded from the very begin-ning. The structure and the no nonsense environment is a plus as well.

McNair: If there was any-thing that you could change or improve at Boys’ Latin what would it be?

Mrs. Gravely: There is noth-ing that I would change at the school. However, I would like to see a work ready program, or a program that would allow students (at all grade levels) to go and do internships within a business setting.

McNair: How would you char-acterize your relationship with the administration at Boys’ Latin?

Mrs. Gravely: My relationship is fine with the administration at Boys’ Latin.

McNair: How would you char-acterize your relationship with the faculty and staff?

Mrs. Gravely: I would char-acterize my relationship with faculty and staff as open and honest. I feel that I have a good rapport with some teachers. I am still getting to know the other instructors.

Mrs. Gravely: I believe the biggest challenge for James was adjusting to a new school.

McNair: Is there anything else you would like to discuss or comment on?

Mrs. Gravely: Overall, I am very satisfied with the school and faculty. I am also very pleased at the progress James has made just within his 2 years of attending the school. Mov-ing forward, I am excited to see what the remaining school years will bring for my son ac-ademically and socially.

McNair: Has James had any enriching or rewarding experi-ences while at Boys’ Latin?

Mrs. Gravely: James has had an enriching and rewarding ex-perience. His experience has occurred by receiving 2nd hon-ors for a second year in a row. He is now possibly being con-sidered for the National Honor Society.

McNair: Do you mind shar-ing any challenges (if any) that James has experienced at Boys’ Latin?

By Mrs. McNair

Parent SPotlight:

MrS. gravely


McNair: How long have you been a teacher?

Mr. Harrison: Eight years.

McNair: What motivated you to become an educator?

Mr. Harrison: Well, I wanted to become a scientist within my neighborhood or a neighborhood that resembled mine. Educa-tion was not my first choice. I actually began college as a pre-pharmacy major with my mind set on becoming a pharmacist and opening up a pharmacy in my neighborhood or a neighbor-hood similar to mine. However, with some poor choices and de-termination and just the way life works out I switched majors. I became a father earlier than an-ticipated. I was pretty impetuous at times, but I wanted to be a part of my son’s life. What was amaz-ing is that all of the pharmacy programs I was admitted to were out of state and none of the local pharmacy schools accepted me so I did not want to have my son feeling as if he was fatherless. I wanted to be actively in his life and he needed to know who he was, so I had to shift majors. So, in terms of education, I had some volunteer jobs. I always enjoyed spending time in my community so I figured education would be a good fit. I knew that with hard work that being a teacher wasn’t the ceiling that wasn’t the end all be all. There was room to grow and develop professionally to be-come a doctor in education. So, specifically science right, like a scientist I was still able to meet that life goal of being a scientist and impacting, influencing, and inspiring the change I wanted to see within my neighborhood.

McNair: How long have you been a member of the Boys’ Lat-in family?

Mr. Harrison: Whew, so Boys’ Latin has been my first teaching assignment – no pun intended. This is pretty much where I’ve started.

McNair: So, I am sure you forged a lot of relationships then?

Mr. Harrison: Forged a lot rela-tionships; forged different paths period. I was a trailblazer in every since of the word. So my beginning was year two of Boys’ Latin high school.

McNair: So, have you only taught chemistry here or were there any other subjects that you taught early on?

Mr. Harrison: The content area flip flopped for the first five years here. The first two years teaching was chemistry, one year of biolo-gy, two years of physical science and then biology I and chemis-try II that’s what I am currently teaching.

McNair: What grades do you teach currently?

Mr. Harrison: Throughout my eight years I have taught every grade level. A science course at one time or another. However, for the past three years I’ve consistently taught sophomores only.

McNair: How would you char-acterize your teaching style?

Mr. Harrison: Memorable! I am all about creating a memory. Edu-cation is about the memory right? We need to be able to recall and retain important information and repeat it back on some type of assessment or application or pro-cess, so yeah, I think memorable. I try to bring as much energy as possible to each learning experi-ence and try to make it fun, rel-evant, and applicable.

McNair: How would you char-acterize your relationship with your students?

Mr. Harrison: I don’t connect with everybody. I begin each school year understanding that. However, my classroom and the environment that I want is based on just treating people the way you want to be treated. So I think there’s an instant connection be-tween my students and I because we look like each other. You know I see myself in them and I am sure they see themselves in

me or somebody close to them, since we are African-American males. However, even with that instant connection there is still a disconnection. You know, with some guys we are just like oil and water and I’m OK with that but there is still peace. You know, it’s not like Mr. Harrison is a pain in the bottom I can’t stand his class, it’s not like that at all. Some guys I just connect with more so be-cause that’s just simply based on interest and things we talk about outside of chemistry. I think it’s normal. I enjoy working here and I believe my students enjoy spending time here, as well.

McNair: What is it that you want your students to “get” or “learn.” What is that big picture for you?

Mr. Harrison: Well, the big pic-ture, I think it’s going to sound preachy, but an alliteration of C’s: character, confidence, and com-petence. So, once the learning environment is established I am focused on helping the students develop an academic identity. Once they know who they are, then it’s easier for them to devel-op their passion. So, I think that is step one, helping them develop a sense of self within the class-room within a learning environ-ment within a school. Step two I believe is a natural by-product I believe once you know who you are then you don’t need someone else to validate you. So, they be-come more confident and they become more courageous about learning and develop a veracious appetite for learning new things. Which is another hidden curricu-lum so to speak, like the whole lifelong learning where you can really learn something brand new every single day and find an ap-plication for it. And then compe-tence would be the next part. So, the more experience you have at being adventurous in your learn-ing style or more adventurous in learning new things in a way that reflects you, you become more resilient. So, like failures and mistakes you understand that as being a part of the process and therefore you become more com-petent of a practitioner.

McNair: So you have been teaching for eight years, have you seen the fruits of your labor? Have you been fortunate enough to see the end result for any of your students?

Mr. Harrison: Yeah, so I had our first graduating class as sopho-mores. They were a very rough an ornery group.

McNair: How so, would you like to elaborate on that?

Mr. Harrison: Well, they didn’t know anything about Boys’ Lat-in and most of the teachers that were here were first year teach-ers. We didn’t know what we were walking into, prep school, all boys. I think everybody thought that they had a sense of what they were walking into. It was just hilarious. The teachers, we didn’t know what to expect day in and day out. Prep school, all boys, you would think that’s a lot of self-discipline, a lot of in-

trinsic understandings, things we would think ideally are innate to them. However, they didn’t know. They thought that Boys’ Latin was the best thing since baked bread. They thought that someone would say something to them in Latin and hocus pocus they would be great. However, we had a lot of success stories and it gets better each year. The guys that hung in there and graduated, they come back. They paid me a visit, we exchanged numbers. Some of them are making moves out here in the world.

McNair: What has been your most rewarding experience at Boys’ Latin?

Mr. Harrison: Being able to teach guys that look like me. That’s why I am here. That’s why I am here. I think they need a pair of footprints to follow.

McNair: Do you feel like your students are cognizant/aware of the impact that you’re having on them?

Mr. Harrison: I think some are. However, I remember when I was a teenager and I had a lot of posi-tive men in my life. I couldn’t wait for that guy to be quiet. Let me do what I want to do, please or give me the creative space. I heard your instructions. Give me the creative freedom to get the job done my way. I don’t need the lecture ever five seconds, dad, or uncle, or big brother, or you know, cousin. Look, just let me do me. You know a lot of those little nuggets of truth right, I didn’t realize until I was out in the world playing myself and I made some bad choices, and it was those conversations that stayed right, because it had sub-stance. It wasn’t something like they were trying to placate me or just trying to keep me happy for the moment. They were generally sharing knowledge with me that they knew would be beneficial. Maybe not at that moment, but somewhere throughout my life-time there would be dividends. So, this is a part of my return on that investment, as well. You know, by giving back. But then that’s also how I was brought up.

McNair: Conversely, what has been your most challenging ex-perience at Boys’ Latin?

Mr. Harrison: I don’t look at it as a challenge. It’s more so a learn-ing opportunity right; an oppor-tunity for learning. Honestly, just the shifts you know we’re all in here trailblazing. You know it’s a new school a new idea you have an all boy school, charter school at that, in West Philadelphia.

McNair: So what do you think that means? You really just said something poignant. An all-male charter school in West Philadel-phia, what does that mean? What impact does that have in the neighborhood?

Mr. Harrison: Well, the mission. I think the mission for Boys’ Lat-in is excellent. I think it’s an ex-cellent mission and it’s no secret

that there aren’t enough African-American male faces doing big things in the world. That’s lo-cally, that’s nationally, and with respect to African-American males, globally. You know, we have great stories and we have a tremendous amount of suc-cess stories. But when I look at the newspaper every day, when I watch the news, I need to see other guys other than just actors, athletes, and politicians. There’s more to America than actors, ath-letes, and politicians.

McNair: So African-American males such as yourself, that’s why it’s imperative that you guys continue to pay it forward so that our youth, they see. They see and they begin to understand.

Mr. Harrison: That’s true!

McNair: What message would you like to give to the students at Boys’ Latin? So, if you could give that poignant message, that pivotal message, what would it be?

Mr. Harrison: (deep reflection)

McNair: Just speak from the heart, speak from the heart. I know a lot was already encapsu-lated in what we talked about.

Mr. Harrison: Just be true to yourself. I think that’s it, be true to yourself.

McNair: And I know a big part of that is knowing how to define one’s self.

Mr. Harrison: Right, loving yourself. It’s like a domino ef-fect, if you love yourself, if you know yourself, if you respect yourself, and if you have a sense of dignity, a sense of self-worth, then you would not want to be surrounded by a bunch of fool-ishness. So that would naturally spiral out to your immediate family, your community, your colleagues, you know, I think that’s it.

McNair: Is there anything else you would like to discuss or comment on? Anything that you wanted to say that we did not have an opportunity to talk about?

Mr. Harrison: No, I guess for what it’s worth if there’s any-thing else you would like to speak about?

McNair: Well, not at this time. I appreciate you being honest and sincere and allowing not only myself, but the students to get to know Mr. Harrison and what your perspectives and philoso-phies are. I am sure that’s going to have a lasting impact, as well.

Mr. Harrison: I hope so… Lord knows!

By Mrs. McNair

Teacher Spotlight Mr. Harrison


By Mrs. McNair

Teacher Spotlight Ms. Bilbee

McNair: How long have you been an educator?

Ms. Bilbee: Off and on for about eight years. This is my third year teaching at Boys’ Latin.

McNair: What motivated you to become an educator?

Ms. Bilbee: I would say I was most motivated by the educators that I had at my high school. I was really interested in English and Social Studies and talking with my teachers it really opened my eyes that this was something I could do and would be good at.

McNair: Excellent! So that’s probably something you can pass along to your current students.

Ms. Bilbee: There’s always the hope!

McNair: So, I was going to ask, how long have you been a mem-ber of the Boys’ Latin family, but you already indicated three years?

Ms. Bilbee: Yes, this is my third year.

McNair: What subjects and grades do you teach?

Ms. Bilbee: I currently teach English 11th grade. However, I do have experience at some of my other placements teaching American History, World His-tory, and Geography.


Ms. Bilbee: That’s a good ques-tion. I don’t know… let’s see.

McNair: For instance, if your students were going to describe you, what would they say?

Ms. Bilbee: They’re probably mad at me right now because I gave them a paper. However, I would like to think that they con-sider me fair and flexible. You know, I do want to push them. But I only push them because I think they’re capable of doing the work. Which now, they’re not too happy about. However, everything shouldn’t be easy in life because then you never fig-ure out what you’re made of.

McNair: How would your stu-dents characterize their relation-ship with you?

Ms. Bilbee: I think we have a good relationship. I think that they know that I respect them. So even though I might push back on things it’s not in a rude or demeaning way. It’s not be-cause I don’t like them. It’s be-cause I know they are capable of something better than what they are doing. And I think as a result of that, I can get a pretty good re-sult from them. I’m not yelling at them just to yell at them; I want them to work hard and reach their potential.

McNair: What is it that you want your students to “get” or “learn”?

Ms. Bilbee: If they put their mind to it and put the effort in, they can do it. I think a lot of our guys get frustrated easily because some-thing doesn’t come immediately to them. However, that doesn’t mean that they won’t be able to; they need to kind of push. What is that Frederick Douglass quote, “Without struggle there is no progress.”

McNair: So do you see the growth in a lot of students in that regard?

Ms. Bilbee: I do! When they ac-tually put in that effort, yes. One of the bigger pushes I have been trying to do this year is students’ writing and then actually revis-ing that writing for a better prod-uct. And I have seen the growth, when they put in the work.

McNair: During your tenure here at Boys’ Latin, what has been your most rewarding expe-rience?

Ms. Bilbee: I think the one-on-ones with the students. Whether they come for help, whether we’re just hanging out during lunch or after school, it’s nice to see a lot of the students outside of the student mindset and I think those are things that can carry over nicely into the classroom if you have that relationship and they know that somebody will reach out to them, you can get a better product.

McNair: And I have witnessed that good rapport that you have with your students.

Ms. Bilbee: Thank you!

McNair: Conversely, what would you state was your most challenging experience?

Ms. Bilbee: I think challenging, it’s still happening. I think our students are pulled in so many different directions that it’s very difficult for them to get their homework done. Anything out-side of school it’s hard for that completion so trying to squeeze everything into the school day or trying to take that into consider-ation is hard because there is just so much to cover and so little time to do it in.

McNair: If there was one central message that you could give to your students what would it be, and not just your students but the student body as a whole?

Ms. Bilbee: I would say it ties back into the effort. Maybe trust yourself and push yourself and you’ll go far. It might be a plati-tude but I think it matters. I think a lot of guys think they can’t do it and so they don’t want to. They shouldn’t be afraid to fail.

McNair: Is there anything else you would like to discuss that we haven’t touched on or anything you would like to comment on?

Ms. Bilbee: Get your commu-nity service hours in and do your homework; read your books!

McNair: How long have you been a teacher?

Dr. Kaur: I have been a teacher for perhaps 14 to 15 years. But a high school teacher for five years. However, I have been an educa-tor for much longer than that. I have taught at the University of Toledo, as well as the University of Pennsylvania, where I taught and trained undergraduate and graduate students.

McNair: What led you to be-come an educator, what moti-

vated you?

Dr. Kaur: As a student, I want-ed to do research. Therefore, I received the training to be a re-searcher; I did not think I want-ed to become an educator. So, I went into research and a part of the research entailed training young scientist. When I started conducting the training, I really started to enjoy that aspect of my scientific experience. Hence, my interest in teaching started there.

Additionally, during my experi-

ence at Penn, I had high school students coming to me for sum-mer training. However, the education system in the United States was very new to me. I was born and raised in India. There-fore, when the students came in they would talk about their high school (they were mostly from Philadelphia). I was amazed at the things they were talking about because some of the stu-dents were worried about their fellow classmates dropping out. I couldn’t understand why the students would drop out. It made no sense to me because I had no background knowledge. When one comes from India to Penn, he or she is coming to a famil-iar environment; more money and more resources. Everyone was motivated and academi-cally inclined. Therefore, in that atmosphere I did not know that education was such a big prob-lem within the city. Something else that bothered me when I arrived at Penn was that there was a large contingency of other populations; however, there were no African-Americans present. I was perplexed in that I knew African-Americans lived around Penn; however, where were they going for a higher education? In India, one would attend the clos-est university as it just made the most sense. However, that was not the case in Philadelphia. Therefore, as my students con-tinued to come during the sum-mer, my conversations with them helped me realize that there was a greater need elsewhere.

McNair: How long have you been a member of the Boys’ Lat-in family?

Dr. Kaur: This is my third year teaching at Boys’ Latin.

McNair: What subjects and grades do you teach?

Dr. Kaur: I teach three different science courses. I teach Anatomy Physiology, AP Environmental Science, and Neuroscience. Ad-ditionally, I teach mostly juniors and some seniors.


Dr. Kaur: I think it goes to my scientific training. I am a very inquisitive person and I try to instill that in my students. There-fore, my students question why their bodies react/respond the way it does. They question what is happening in the environment. If they notice something, they want to know the explanation behind it. I feel very fortunate that the courses I teach have the concept of curiosity ingrained within them. For instance, in Anatomy Physiology I am teach-ing students about their digestive system. Therefore, my students come in with so many questions about the subject.

McNair: How would you char-acterize your relationship with your students?

Dr. Kaur: Of course I believe in

interpersonal behavior. I think students learn through that. I think my relationship with the students gets better each year. For instance, the first year I was here I was new to the school. Therefore, it took several months for the students to know me. As a result, my relationship with the students wasn’t that close. However, my second year was so much easier than my first year. Students learn about you from other students. Hence, they come to your class knowing what to expect. It makes it easier because you don’t have to do the ground work; some of the other students have done it for you. Overall, I believe my relationship with my students becomes stronger be-cause I learn more about their culture. I try to know what songs they listen to. I try to know what games they’re interested in. Knowing these facts about my students helps me know what is going on in their lives more than I knew before. I hope that my re-lationship with my students con-tinues to grow in this manner.

McNair: What is it that you want your students to “get” or “learn”?

Dr. Kaur: It would be, do not stop asking questions. When you have a question and you are trying to find the answer be ex-plorative enough to find the right answer, or analyze the different answers you get. Do not just take

By Mrs. McNair

Teacher Spotlight Dr. Kaur

Continues on page 7


or accept any answer based on who said it. Students should have the analytical ability to figure out which answer makes sense based on the data, based on the origi-nator of that answer. So, even if students are doing research on Google, they need to know what source the information is com-ing from. Students must be able to distinguish between credible and non-credible sources. Within this age of information, the most important thing students need to know entails what is the right in-formation.

McNair: What has been your most rewarding experience at Boys’ Latin?

Dr. Kaur: It comes from stu-

dents, other faculty members, and administrators. When a stu-dent comes and tells me that I helped them in achieving their goals, I helped them pass their keystone, or I helped them get into college, it is very rewarding. For instance, a student came in yesterday to thank me. I asked him why was he thanking me, and he stated that he was thank-ing me just for being his teacher. I felt like what else could be more rewarding. However, it’s not just from the students. Several times I have been thanked by the ad-ministrators; thanked for what I am doing. I think acknowledg-ment coming from one’s super-visor is important. It is needed sometimes. I feel like everyone is so supportive and encourages, and recognizes that. I think it’s just rewarding on both ends.

Abdul: How long have you been a member of the Boys’ Latin family?

Mr. Alam: I have been here for three years; one year in sixth grade English, and two years as a

Freshman Composition teacher.

Abdul: What motivated you to become an educator?

Mr. Alam: I used to work in the corporate world in New York City. However, when I knew I wanted to leave, I was a volun-teer basketball coach for kids up in Spanish Harlem. That’s when I realized they really needed and wanted good positive male role models. It took me about a year to eventually get out of that New York job, but I eventually made a change because it was a good fit.

McNair: Conversely, what has been your most challenging ex-perience (if any)?

Dr. Kaur: I think the most chal-lenging aspect is that I want a lab space. And I don’t have one! And I have been telling this to every-one… look at this space, this is a mess. We need a better space. Kids love to do experiments. However, we have one sink in here. If they’re doing an ex-periment, that means that thirty students will have to wash their hands and the equipment. How-ever, thirty large students in this little space is just not conducive to the standard of education in which I want them to have.

McNair: So for you, it’s not just the space, but what it could rep-resent?

Abdul: What subjects and grades do you teach?

Mr. Alam: All freshmen, all Composition.

Abdul: How would you charac-terize your teaching style?

Mr. Alam: I think that I am someone who is big on class-room management. I don’t like a lot of nonsense to be happening in my room. However, I think as the year goes on the kids know what to expect. Therefore, they understand what I need, and they understand what they need to do. So, I set expectations up front. I also think I am really consistent, so kids appreciate that.

Abdul: What is it that you want your students to “get” or “learn”?

Mr. Alam: I want them to know that writing is more than just essay writing. I think that re-ally happens in a creative writing unit. So, you have to learn the formal writing to get all the skills that you’ll need. But, the creative writing unit is when you can re-ally blow the door open and do a lot of fun stuff, and have writ-ing be something bigger than just school writing. So, writing can be a tool for your own personal growth, or your own therapy or whatever.

Abdul: So you’re saying that it can bring out the potential in your students and help with their creativity?

Mr. Alam: Yes, definitely!

Dr. Kaur: Yes, imagine how much more they could do. If thirty students have to wash their hands, and everyone takes about thirty seconds to wash, it’s going to take about fifteen minutes.

McNair: If there was a message that you could give to the stu-dents, what would it be?

Dr. Kaur: I would tell them that Boys’ Latin is an amazing place and that they’re very fortunate to be here. We offer the stu-dents amazing teachers, amaz-ing opportunities, and a sense of brotherhood. They should make the best of it. They should rec-ognize what they have. They should appreciate it and make the most of their time here. Cul-tivate friendships, cultivate a feeling of brotherhood, and use those opportunities, such as the

Abdul: What has been your most rewarding experience at Boys’ Latin?

Mr. Alam: I think it’s the aspect of forming relationships with different guys. Knowing that when the guys come to school, I am someone they can appreci-ate seeing and want to be around, and can have a good time with. However, they can also get work done. Therefore, it’s like having a relationship in which work gets done, but I am also someone they can trust and talk to.

Abdul: Conversely, what has been your most challenging ex-perience at Boys’ Latin?

Mr. Alam: When I taught six grade, it was the first year the middle school opened up. It was just 12 adults in the building and 150 students. Just the one grade, sixth grade. It was my first year of teaching. So, during your first year of teaching you’re trying to figure out who you are as a teacher within the classroom, and at the same time, you have to teach. And so, it became pretty difficult. Therefore, the first few months was kind of all a blur. But as the year went on, I kind of figured it out. But that was really tough. Not only was I new, but the school was new. So that was a unique situation.

Abdul: What message would you like to give to the students at Boys’ Latin?

Mr. Alam: I think that there are a lot of forces out there that will stop or slow down the growth

extra-curricular opportunities and community based opportuni-ties. Most of the students are do-ing it, but not everybody is there yet. And if students are playing a sport, we have excellent coaches, so do what you want to do.

McNair: Is there anything else you would like to discuss or any comments you would like to make?

Dr. Kaur: I think we started a good thing this year working to-ward developing a student coun-cil, and I think we need to do more about that. I think we need to have more of a student voice in developing some minor things. I would really love to see a school store, I think that is needed. And I think students need more sig-nificant roles in the leadership academies.

and success of the urban Black male. I want to remind the guys that they’re in an amazing place where they have teachers who don’t want them to be a statis-tic and an administration that doesn’t want them to be a sta-tistic. We want students to know that this is the place to go for a better life. You’re going to go to college. You’re going to find success outside of Philadelphia. You’re going to see what it’s like to not end up on the streets and not end up in prison. The way the school is set up, the culture in the school, as you know and all the students really know fosters a safe place to be. You don’t have to really worry about your safety in this school.

Abdul: There are many other schools that have metal detec-tors, and a lot of security with guns.

Mr. Alam: Yeah, there’s a lot more fights in other schools. We happen to be in a really good place in that regard.

Abdul: It feels like a family when you come here.

Mr. Alam: For sure!

Abdul: Is there anything else you would like to discuss or com-ment on?

Mr. Alam: I don’t know what there is. Maybe I should end on a quote. How about I end on a Dr. Seuss quote, “Be who you are and say what you feel because those who mind don’t matter and those who matter don’t mind.”

By Abdul Phillips

Teacher Spotlight Mr. Alam

Teacher Spotlight: Dr. Kaur Continued from page 6

Look Who’s New

Ms. Kennedy Front Office Receptionist

Mr. OwenAKA Coach Owen

SSO

Mr. Mueller Literature/Composition

Teacher

Mrs. King Composition Teacher

Mr. AustinSSO


Ms. MinInstructional Support Teacher / Case Manager

Ameen: How long have you worked in special education?

Ms. Hershock: Well, officially I have been working with students who receive special education services since 2008. Although, prior to that when I was in col-lege, and I was studying special education, I had a lot of experi-ence student teaching with dif-ferent populations in different schools. So, it kind of goes back a few years prior to that, too.

Ameen: Why did you decide to work in the field of special edu-cation?

Hershock: Well, when I was a student in my primary grade, so first, second, third, even up to fourth grade, I received speech therapy which is a service that is provided through special edu-cation. It really helped me a lot when I was younger. I had some difficulty pronouncing words that had “r” and “s” in them. And when your name is Heather Her-shock, it’s kind of tough when you can’t say words that have “r” in them because it’s in the first and the last name.

It helped me feel more confident. It helped me to participate more in my classes. I think that support was very valuable for me. I kind of always knew that I wanted to work in a school, and I wanted to work with children; even from a really young age. So, when I was in college, I actually studied el-ementary and special education. I also had student teaching expe-riences in both. However, I just really feel in love with special education.

Ameen: What led you to Boys’ Latin?

Ms. Hershock: I’ve worked in quite a few different schools in the city. I’ve worked at a lot of grade levels. However, I was re-ally intrigued at the prospect of working in a single gender school because I‘ve never had that ex-perience as a student or profes-sional. I always went to co-ed schools. High school, again, was one of the grade levels as a professional I hadn’t had the opportunity to work in. I taught everything from preschool, ele-mentary, and middle school. But I was also excited at the prospect of having the experience work-ing in a high school setting.

What led me here ultimately, was that I was close with some-one who worked here. She raved all the time about how wonder-ful her school was, how much she loved it, and how happy she was while she was here. She just made it sound so great I had to see for myself.

Ameen: Are you enjoying it as much as she did?

Ms. Hershock: I think so. I think that I am. I like that in my job I get to interact with students from all different grade levels. I get to interact with families and parents, as well. I like that it’s always something different, it’s never boring. So yeah, I am en-joying it. It’s been a really great experience so far.

Ameen: What’s the best thing about Boys’ Latin?

Ms. Hershock: The students! I think that’s easy, right? That’s an easy question. I think the gentle-men that attend this school is the best thing about it. The staff also is phenomenal; that’s a close second. However, I think what makes this school really special are the guys that go here.

By Ameen Harris

Ms. Hershock Director of Special Education


Ms. Min: This is my second year post college. However, prior to joining the Boys’ Latin team, I was able to have an in-ternship with the State College High School District under the transitions coordinator. Through that experience, I was able to sit in on IEP meetings, go through on-site job training for students with disabilities, as well as co-ordinate brochures and parent information meetings.

Ameen: What led you to work in the field of special educa-tion?

Ms. Min: This is a very inter-esting question because grow-ing up I never saw myself being here at this age. However, look-ing back on the different oppor-tunities that I’ve had, naturally I truly believe everything hap-pens for a reason. For instance, I grew up with a cousin who has severe autism. My whole life, I witnessed my aunt struggle with trying to take care of him. He ended up having to move out to a group home because he grew to be much bigger than her. Additionally, in my senior year of high school, there was a semester where I was able to take an elective which allowed me to work with students in the life skills program. I helped the students sort buttons and zip-pers, and helped them with re-ally basic functions. However, although I was sixteen, seven-teen, or eighteen at the time, it opened my eyes to a population of students that I would have never interacted with if I did not have that elective.

I then worked with students there that participated in the Special Olympics which is a huge event for students with disabilities. I saw that it was a different community that I felt very sympathetic and empathet-ic toward. After that experience, I went to college and majored in Rehabilitation Human Services. I originally thought that I was going to go into the field of counseling, whether it entailed substance abuse and alcohol, marriage and family therapy, or trauma. However, somehow along the way through that ex-perience, I ended up interning for the Special Education de-partment.

Then it just so happened after applying to an alternative teach-ing program I was assigned to special education. I knew that although it was not my top pref-erence per se, I think I was at least able to recognize that I had some gifts or experience to en-able me to work with that popu-lation; hence, I wanted to try it. Overall, growing up I always heard that special education is a good education, so I guess I am where I am needed.

Ameen: What has been your best experience working at Boys’ Latin?

Ms. Min: Being able to relate to kids who very much remind me of myself and my brother grow-ing up. I think many times, es-pecially today, a lot of kids are pressured to fit into societal norms. If you don’t follow a certain track, however, it’s so easy to be labeled a failure; so easy to be labeled as one who does not fit in. However, many times I wished while growing up that my teachers would have understood that there was so much more to me than just be-ing a student. I was a daughter, I was a sister, and I had other roles in the community and in my personal life beyond being a student.

I think when you’re so young and dealing with different trau-mas growing up, your mind and focus aren’t at school. And with such a limited/short life expe-rience, it’s hard to see beyond high school, and it’s so hard to see beyond college because you’re not there yet. And, if you don’t have the right mentors in your life it’s hard to figure that out by yourself. I’ve come this far not because of my own in-tellect or being because I know that I was not self-disciplined or self-motivated enough to be here. But it really took one or two mentors in my life to guide me toward finding my passion, to help me find the resilience that I needed.

When I am able to establish re-lationships with students that many teachers speak negatively about, or I am able to see a side of students that you can’t re-ally see in a typical classroom, I think that is the most rewarding thing for me.

Also rewarding is letting a stu-dent know that I see him be-yond just being a student who is supposed to sit in a class and just comply. I acknowledge that he is a teenager going through a lot of things and that school is just one responsibility in his life. However, letting him know that he has to get school down first so that his future responsi-bilities will be easier.

Mrs. McNairInstructional Support Teacher / Case Manager


Mrs. McNair: This is my sec-ond year working in special education.


Mrs. McNair: My decision to work in this field was based on knowing that there was a tre-mendous need in this particular area of education. When one ex-amines the devastating impact that our educational system has on marginalized students in the general education population, you can only imagine the lev-el of difficulty experienced by students in special education. Hence, I want to help make a positive difference if I can.


Mrs. McNair: Thus far, my best experience has been working with our students and having the opportunity to watch them grow both academically and personally.

Ms. MannInstructional Support Teacher / Case Manager


Ms. Mann: This is my first year.


Ms. Mann: I thought that it would be a good way of giving back to the community; it’s an important field.


Ms. Mann: Getting to work with the students.


Conversely, what has been your most challenging experience at Boys’ Latin?

The most challenging part has been teach-ing on someone else’s schedule and giving their assessments.

How would you characterize your rela-tionship with your students?

I would say that these boys look at me as a role model, teacher, confidant, and mother. They trust me and believe I have their best interest at heart. I can ask these kids to do anything and they will do it because they don’t want to disappoint me. They know I care about them and they are safe in my care.

In what ways (if any) have you been impacted by your students?

I have been overwhelmed with the way the boys have welcomed me into their lives. They teach me something every day. I love their smiles, their laughs, and the way they act when they learn something new. I have grown so close in such a short amount of time and I am not looking forward to leav-ing them.

Is there any advice you would like to give to incoming teachers?

I would tell an incoming teacher to respect these young men. When they respect you they will trust you. When they trust you they will learn from you. If you have a student you are having difficulty with take five minutes to enter into their world. Ask questions, listen and don’t judge. There is a saying that children who need the most love ask for it in the most unlovable ways, remember that. Although, many look like grown men, they are still children. And every one of them is someone’s precious child and should be treated as such. Al-ways remember you can learn from them as well as teach them. Stay grateful for your presence in their lives, it is a great op-portunity to be able to influence and teach young minds. Always look for the good in them and set the bar high, they will rise to meet it when motivated properly. Show them you are human. Praise, care and con-nect. They will learn more from you than just subject matter. Be the teacher they tell their kids about.

Op-EdI Would Rather Eat Out for LunchBy Malik Lewis

Why are the School Lunches So Awful?By Anonymous

What is the Point of the Senior Project?

I want to know why we can’t leave the building to purchase our lunch or at least be permitted to order

food from a restaurant and have it de-livered to our school. We should be allowed to do so because some people don’t like the lunches that Boys’ Latin has to offer. Well, I happen to be one of those people because the school never has anything that I like. Now, I’m going to tell you the truth; people know me for being quiet and laid-back. However, I am going to speak out because I want this to change. I hope that a lot of people hear me and stand up for what we want!

The senior project is a waste of time and a major inconvenience because students have other im-

portant things to do. For instance, seniors have a significant amount of homework to complete each night. Also, some students have to work. For example, I have to work after school several evenings per week; sometimes until 11:00 pm at night. Additionally, some students may have to take care of their younger brothers and sis-ters after school. In those instances, students may have to pick up their brother and sister from school and then watch over them. This could en-tail feeding their siblings and making sure that their homework gets done. What is the true purpose of the senior project, anyway? Will it help us get an actual job or help us be success-ful in life? I don’t think so! Therefore, in my opinion, the senior project is a waste of time, and it interferes with the other important things seniors have to do.

By Anonymous

Students at Boys’ Latin Should Not Have to Stay in School Until 4:00 or 5:00 pm!

OK, don’t get me wrong. I like the main course served with our lunches. But the rest is awful!

I don’t mind the desserts either. But when you have to pay for it, that’s where I see they have crossed the line. They are making us pay for the stuff we want. But at other schools, they are eating hot dogs and fries with a bag of chips and more. They get an actual meal. But we have to have lunches (forgive me if I sound harsh), that homeless people eat. My question is why? Why do even the worst schools in Philly get the best lunches? I don’t understand it. It doesn’t make sense that we have more teenagers going to college and becoming successful, but yet we get awful lunches. Once again, my question is why? Why do we get the worst lunches? It can’t be budget cuts because really, we have a flat screen TV and enough snacks to store away until the end of the world.

We should not have to stay in school so late because stu-dents have better things to do

instead of getting out of school at 4:00 or 5:00 pm. Some of us may have to go to work or practice. Students may also have a lot of homework and studying to do when they get home from school around 6:00 pm. Therefore, the time Boys’ Latin should officially end the school day is 2:45 pm or 2:50 pm; if the principal agrees!

By Anonymous

Why Do the Students at Boys’ Latin have to Wear Uniforms?

We should not have to wear uniforms! We barely want to come to school anyway.

Therefore, it only makes coming to school even worse because we are be-ing forced to wear something that we do not want to wear. There are many reasons why students oppose wearing the uniforms. For example, the uni-forms are uncomfortable. Boys’ Latin uniforms are the worse. Everybody hates the blazers and the tie. Also, we are forced to wear Eastland, too. We can’t even wear the shoes we want to wear. And we have to wear these baggy pants. When we don’t wear our uniforms, we are given a detention. I think we should have the freedom to wear whatever we want since we at-tend an all-boys school. Other schools wear what they want to wear and per-form just as well as Boys’ Latin.

Having to wear uniforms also takes away from a student’s personality. We as students, cannot be unique while wearing this uniform. For example, you can barely tell us apart when we are in a group. I would rather wear anything other than our uniform. It’s like we are in jail. If we could wear anything we wanted, then maybe stu-dents would enjoy coming to Boys’ Latin. And maybe the students would even respect their teachers more. Half of the reason kids don’t want to come to Boys’ Latin is because of the uni-form policy. A lot of problems come with the Boys’ Latin uniform. The uniforms cost too much, they are un-comfortable, and they take away our individual personalities!

By Anonymous

My First Year: Ms. Maccario Continued from page 3


Life and How We Live ItWe are the sum of experiences that

we encounter as we go through life.

Day to day struggles and triumphs are experienced by all of

the world’s creatures.

As human beings, when we encounter

a challenge, we have freedom to choose how to react.

Every decision that we make leads us down a different road. We will never come to exactly the same

crossroads.

Every decision that we make has significance.

The tiniest choice that we make reverberates throughout the entire

universe.

My LifeI was a dare devil,

I always raised the level, I got bruises and scars,

But that didn’t stop me from going bizarre.

I would jump and skate, But it wasn’t my fate,

I have to find something else to do, Before I don’t have a clue

Because who is to say My life won’t be taken away.

SportsSports are complex in

that they are a way to escape our lives as well as a way to look

at our lives in a clearer way.

In the world of sports the line of victory and defeat is quite clear.

There is no question of what team you are on or what position you

play within the team.

These things are not always clear in real life.

Escaping to the world of sports is an opportunity to think about these questions in our own

lives.

Poetry Submitted by Desmond Sevor

By Devone Jackson and The Masked Hatter By James Gravely


Boys’ Latin of Philadelphia Student Pledge

(English)

Education is my birthright. Education is the birthright of all children.

Education is the pathway to freedom, the freedom to achieve my personal dreams.

Education is the path to justice, justice for every man, woman, and child.

Education is the path to power, the power to change the world.

Education is the path to joy. The joy of learning is a privilege. Education is

my full-time job. It requires hard work.

I commit myself this day to focus on my studies, to be an active participant

in my learning process, and to always seek guidance from my teachers whenever I need help.

I commit myself this day to respect myself and my fellow students; to honor my teachers and the entire school community.

I commit myself this day to scholarship and to train my mind and push myself to work hard.

I commit myself this day to my family and my community. I make these commitments freely and publicly.

(Latin)

Educatio ius genere ortum meum est.

Educatio ius e genere ortum liberorum omnium est.

Educatio ad libertatem via est, quae libertas

ut possim conficere proposita privata datur.

Educatio ad iustitiam via est, quae iustitia

viro cuique et feminae et puero debetur.

Educatio ad potestatem via est, qua potestate mutare mundum possum.

Educatio ad gaudium via est. Ga udium discendi privilegium est.

Educatio officium perpetuum meum est.

Dedicationem et opera gravia requirit.

Hoc die spondeo intendere animum meum ad studia mea atque me promittere in ratione discendi atque semper

quaerere consilium a magistris meis quandocumque egeo auxilii.

Hoc die spondeo observare me et

condiscipulos meos atque honorare magistros meos et totam civitatem scholae.

Hoc die spondeo me eruditioni atque exercere animum meum atque me impellere ut laborem graviter.

Hoc die spondeo me familiae meae et communitati meae. Haec obligo libere et aperte.

latin times - d3jc3ahdjad7x7.cloudfront.net · admiration and love. for stu-dents, the name...

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