La Frontera or My Students as Teachers

    We teachers often say that we learn much more from our students than we could ever hope to teach in a year. This took on new meaning as I marched this past spring break on the No Border Wall Walk from Roma to Brownsville, TX, from March 8-16. Though I can boast good high school teachers and an undergraduate degree in English from Penn State, my real learning started a year and a half ago when I moved down to la frontera.

    I knew no one. My nearest family was 2,000 miles away on the other border. I drove my Dodge Spirit from the Saint Lawrence of upstate New York to the Rio Grande of downstate Texas. It took me a while to reconcile a New York minute to a Mexican manana, and for the first few months I was overwhelmed with the new culture and my first year teaching. I quickly realized my few years of high-school Spanish class in Troy, Pennsylvania, was probably not going to cut it in a place where close to 90% of people claim Spanish as their first language.

    And so, thousands of miles away from my fiance and my family, my freshman high-school students taught me about family, about priorities, about volunteerism, nonviolence, and communication. When I was forced to condense my 16 years of education into a single lesson plan day after day, I quickly realized the important lessons I had learned over the years and those teachers who had done a great job. My students were patient, and over the semesters I have gained a working fluency from a multitude of one-on-one tutoring sessions, parent-teacher conferences, and after-school “Teach Mr Webster Spanish” classes.

    They must have been so proud when I went from monosyllabic responses to being able to understand when they used vulgarity in the class (well, at least most of them were happy). Some students still express surprise when they learn I have phoned home to their parents to tell them good or bad news about their child’s progress in my class; the other students chime in with, “DUH! Ya el habla espanol!”

    So, it was with great pride that I shared the following article with my students on the first Monday of classes back from spring break. It ran on in La Frontera on March 12, 2008.

“De acuerdo con el profesor de inglés como segundo idioma de la Escuela Preparatoria Rivera en Brownsville y organizador de la marcha, Mathew Webster señaló que su razón principal de estar en contra del muro son sus estudiantes (en su mayoría inmigrantes), que llegan al Valle con sus familias para tener un mejor futuro.
“En mis clases todos mis estudiantes son inmigrantes y como entrenador de fútbol, también todos los jugadores son inmigrantes, los cuales tienen familias y una vida en ambos lados, manifestó Webster. “Por lo que creo que este muro es horrible y una falta de respeto a la cultura, la vida y a las familias”.
El agregó que la idea de reparar el dique y utilizarlo como muro sigue siendo algo negativo para esta región ya del lado de México se verá como un simple muro.
“El mensaje para la gente del Valle es tener esperanza, el muro aun no existe y tenemos la esperanza de que si unimos nuestras voces contra este lograremos impedir la construcción”, concluyó el maestro de inglés.” http://www.lafronteratx.com/articles/fronterizo_18389___article.html/marchan_muro.html

http://link.brightcove.com/services/link/bcpid1287042959/bclid1287021539/bctid1453536169

In this 15-minute interview, I was able to communicate in my newfound second language that because my students and soccer players are immigrants and have lives on both sides of the river, I believe a wall is a horrible symbol lacking respect for their culture, lives, and families. I was also able to impart that the message this March was trying to send was that the Valley must have hope, because the wall does not exist yet. We must have hope and unite our voices to stop the construction of this border wall.

    My students, barring the one or two who chuckled at my sometimes forced Spanish pronunciation, were overjoyed to see that I had made this much progress. 7^th period even clapped for their maestro. I have rarely been prouder, and neither have they.

    After they said they would continue to give me more lessons, I shared the most important thing they had taught me. The primary reason I am against the wall is not the environment it will destroy, the economy it will cripple, the beauty it will abolish, the politics it will play, or the dollars it will disappear. The main reason I am against any sort of border wall is because my students deserve better than a border wall. Because they have taught me the plight of the immigrant in this country, I will campaign with the rest of my life for real immigration reform rather than symbols of evil like a border wall. Because my students and their families deserve to have the same opportunities as people in the rest of these United States, I am absolutely opposed to any border wall or border-levee compromise that distracts from the real, pressing issue of providing for immigrant students through legislation like the DREAM Act.

    To last year’s students of F210 and this year’s students of F114, thank you for the life lessons you have taught your teacher. I pray I have been able to impart some life lessons to all of you as well.

http://s239932935.onlinehome.us/index.php/brownsville-walk.html

Speech for an Education Club at UT-Brownsville

    I was asked to come speak here tonight on the No Border Wall Walk, issues of immigration, and my occupation educating high-school ESL students. As an English teacher, it is always heartening to find a common theme, and there most certainly is a vein running through all of these somewhat disparate topics. Martin Luther King, Jr. put it this way in his essay “Loving your Enemies”:

An element of goodness may be found even in our worst enemy. Each of us has something of a schizophrenic personality, tragically divided against ourselves. A persistent civil war rages within all of our lives…This simply means that there is some good in the worst of us and some evil in the best of us. When we discover this, we are less prone to hate our enemies. When we look beneath the surface, beneath. the impulsive evil deed, we see within our enemy-neighbor a measure of goodness and know that the viciousness and evilness of his acts are not quite representative of all that he is. We see him in a new light. We recognize that his hate grows out of fear, pride, ignorance, prejudice, and misunderstanding…”

The concept that man is innately good and will do good if educated, encouraged, and allowed to do so by law – this concept shapes my hopes and my dreams and demands my participation in immigration, education, and nonviolent demonstrations such as the No Border Wall Walk.

 

    Unlike many teachers, I had not always dreamed of being a teacher. True, I had excellent teachers and mentors who shaped my young life, but I always thought they had shaped me to be a writer, an artist. It wasn’t until I actually set out to be a freelance writer in New York City that I realized the hard truth – not only was it next to impossible to get a job without first having a job, it also would bore me to death to stare only at words all day long. So, I applied to Teach For America and was accepted to teach English in the Rio Grande Valley.

    At this point, my audience must know that one of my favorite verses comes in Esther 4:14, “…And who knows but that you have come to [this] position for such a time as this?” That is precisely how I felt, coming to Brownsville, Texas, the poorest city in the United States, just as the Secure Fence Act of 2006 was passed. Teaching English-as-a-Second-Language students caused me to experience firsthand the immigration process, the excruciatingly slow wait of approved immigrants awaiting their lottery number, the pained reality that for some families, to leave Brownsville would be to leave their loved ones, huddled just across the river.

    ESL education is my job, and I try hard to equip my students with the skills they need to be literate. My goal is for them to be able to mean what the write and write what they mean, but also to be discerning of any message they encounter. However, I also realize my job as a teacher is only one part educator. The role of mentor has been paramount to my students and to my job satisfaction.

    In an effort to impart the ideas of social activism and nonviolence, while also readying my students for college, we spent a 6-week grading period reading inspiring documents by King, Chavez, Gandhi, Thoreau. Every 6-week marking period, students are required to internalize this spirit of volunteerism and community service. Because I feel most people are just waiting for an excuse to do good, it is easy for me to ask this of my students. And most of them have responded with impressive results. Many students attended school-sponsored service outings to the Gladys Porter Zoo, Sabal Palms Audobon Sanctuary, Boca Chica Beach, and Vermillion Elementary School. Some students even invented their own good turns, from mowing lawns and babysitting to cutting hair and painting a house.

 

    Teaching also excited my passion for immigration issues. Over the years teaching ESL students and other recent immigrants, I have become a staunch advocate of compassionate, comprehensive immigration reform. Instead of a border wall of any thickness or design, our nation and the globalized world need the United States to lead with progressive immigration legislation which decriminalizes immigrants, vastly remodels or replaces the current quota system, and which allows current residents viable means to earned citizenship.

    This passion for immigration puts me at odds with the border wall, for moral issues as well as social, economic, and environmental ones. Because I feel that people are good but sometimes make wrong decisions, I feel that liberalizing immigration reform would allow both American citizens and the 12 million extralegal Americalmosts a chance to do “good” by immigration. Given the opportunity and the hope, would-be immigrants would try the legal means which have previously been denied or delayed them. Given the right laws, Americans could welcome immigrants and refugees with open arms into our diversifying communities, our flagging economy, and our cultural melange.

 

    And that is what finally brings me to espouse nonviolence as the proper and only means of advocating against the border wall and for immigrants and the border region. Nonviolent demonstrations, unlike any other form of protest or persuasion, allows both sides of a conflict the opportunity to live up to their absolute best. The nonviolent protester advocates in a way that encourages goodness, and the opposing groups are challenged to compromise and/or amend their thinking to the “more excellent way” (1 Corinthians 12:31 NIV).

    There are thousands of people in these United States simply waiting to speak out and leave behind the silent majority. Dr King wrote in his Autobiography that, “The ultimate tragedy of Birmingham was not the brutality of the bad people, but the silence of the good people,” and there are countless Americans stateside and abroad who are trying to end the tragedy. “There is no force more powerful than an idea whose time has come.” This Victor Hugo quotation which Dr. King riffed on many a speech sums up the importance of my life philosophy. The time for immigration reform has come, the need for nonviolent protests is readily apparent, and the necessity to educate our youth “in the ways they should go” (Psalm 32:8 NIV) – all these are upon us.

    Let us work diligently under the assumption that our brothers and sisters are simply waiting for the right opportunity to act on the good. Perfect love, the kind that drives out fear, is necessary to be successful in life’s meaningful endeavors. As former SNCC Chairman and current Congressman John Lewis writes in Walking with the Wind,

It is a love that accepts and embraces the hateful and the hurtful. It is a love that recognizes the spark of the divine in each of us, even in those who would raise their hand against us, those we might call our enemy. This sense of love realizes that emotions of the moment and constantly shifting circumstances can cloud that divine spark. Pain, ugliness, and fear can cover it over, turning a person toward anger and hate. It is the ability to see through those layers of ugliness, to see further into a person than perhaps that person can see into himself, that is essential to the practice of nonviolence. (76)

May “perfect love drive out fear” as in 1 John 4:18, and may everyone begin to work towards their ideals with the inspiring epiphany that all men are not only created equal, but also good. For extralegal immigrants and multi-generational citizens, Christians and agnostics, Republicans and Democrats, all we need is the chance.

Presidents on Immigration – Past, Present, Future

    On this President’s Day, let us recall our long and storied past Presidential stances on immigration. The Fourteenth Amendment of 1868, which codified national citizenship policy for “all persons born or naturalized in the United States and of the State wherein they reside,” has allowed many immigrant children to live with rights for which their parents must win the “lottery” (quota system). Countless children I teach each day have the Fourteenth Amendment to thank for their status in Brownsville, Texas. President Andrew Johnson dragged his heels against this and all the other Civil Rights Bills, much to his Republican party’s dismay; however, the bills were passed and continue to stand as some of the most important immigration legislation today.

    The literacy test, which was first introduced in 1895 by Henry Cabot Lodge and which took twenty-two years to finally pass, was vetoed by a myriad of presidents such as Grover Cleveland, Woodrow Wilson, and William Howard Taft. Cleveland’s reason for the veto was that the terrific growth of the United States up until 1897 was “largely due to the assimilation and thrift of millions of sturdy and patriotic adopted citizens” (Roger Daniels’ Coming to America, 277) He also declared that immigrants of the not-so-distant past were some of the nation’s best citizens. In his steadfast veto, Cleveland addresses the issue of citizenship requirements and ends with a conclusion that may be very insightful to our nation’s current preoccupation with national security and terrorism. Cleveland said,

It is infinitely more safe to admit a hundred thousand immigrants who, though unable to read and write, seek among us only a home and an opportunity to work than to admit one of those unruly agitators and enemies of governmental control who can not only read and write, but delights in arousing by unruly speech the illiterate and peacefully inclined to discontent and tumult” ( Roger Daniels’ Coming to America, 277).

Perhaps our country’s leadership could come up with smart background checks which do not discriminate so much on nationality but criminality and past employment.

    Taft’s relentless veto was based solely on the economic necessity for a large and constant immigrant base. His reasoning echoes the reasoning of the Bracero Program, worker visa programs, and short-term migrant labor initiatives. Taft’s rationale was that, “the natives are not willing to do the work which the aliens come over to do” ( Roger Daniels’ Coming to America, 277). The beauty of immigration is that few immigrant families stay in these entry-level positions – the steady influx of immigrants who are upwardly mobile is a dynamic, short-term phenomenon for new immigrant families.

    Woodrow Wilson, in 1915, spoke out on the ethical the cause of immigrants. His veto to the literacy test rested on the fact that the bill would reject new immigrants “unless they have already had one of the chief of the opportunities they seek, the opportunity of education” ( Roger Daniels’ Coming to America, 277). Again, this same argument holds true and needs to be taken up by so many groups opposed to a physical border wall. One step into a school on la frontera will reinforce the fact that so many immigrants come to these United States seeking a better education for their families. The DREAM Act (Development, Relief, and Education for Alien Minors Act), which has failed to pass in several bills both in 2006 and 2007, would ensure that all schoolchildren who are high-achievers in our nation’s classrooms would have the opportunity, regardless of income or citizenship, to study at institutions of higher education and apply themselves to becoming skilled workers. Had he lived another 93 years, Woodrow Wilson would be one of the staunchest advocates of the DREAM Act, which could have proved one of the most empowering and inspiring legislations of the second Bush administration.

    The literacy test passed in 1917, and was soon followed by Calvin Coolidge’s Immigration Act of 1924 which set the first nation-based quota system for all incoming immigrants (the Chinese Exclusion Act of 1882 only applied to “sojourners” from the largest country in the world). This Act also marked the beginning of the first official Border Patrol.

    Arguably the last President to be extremely pro-immigrant died with a couple bullets in 1963. His dream was to revamp immigration legislation to “base admission on the immigrant’s possession of skills our country needs and on the humanitarian grounds of reuniting families” (John F. Kennedy’s A Nation of Immigrants, 80). JFK firmly believed that the quota system was discriminatory at a time when Martin Luther King and the civil rights movement were also making strides toward a Civil Rights Bill. Kennedy goes on to write that,

The use of a national origins system is without basis in either logic or reason if neither satisfies a national need nor accomplishes an international purpose. In an age of interdependence [read “globalization”] any nation with such a system is an anachronism, for it discriminates among applicants for admission into the U.S. on the basis of accident of birth (John F. Kennedy’s A Nation of Immigrants,75).

 

Had he lived longer than 46 years, perhaps the United States of America would not still have a quota system which permits only 24,000 people from any country to migrate to our land, regardless of whether their sending nation has a population of China’s 1.3 billion or Monaco’s 32,000.

    One of the last substantial pieces of immigration legislation was the Immigration Reform and Control Act of 1986 (IRCA). Signed by Ronald Reagan, this has since been decried as an act which only worsened problems and which amounted to scotch-free amnesty. While neither of these are the case, IRCA did not ultimately address the true problem. By treating the symptom of illegal immigrants rather than the immigration legislation which criminalized them, Reagan departed from Kennedy’s lead and opted for the easy, immediate solution. While IRCA did make a substantive difference in the lives of 2.7 million people, it did not address the real problem which finds our country with 12 million residents on the wrong side of current immigration laws.

    The final “immigration law” on the books is one which physically, socially, economically, and ethically affects our nation’s immigrants, citizens, and borderlands. The Secure Fence Act of 2006, supported by President Bush and, sadly, both Democratic candidates Obama and Clinton, paved the way for a 700-mile fence along our 2,000-mile southern border. This “secure fence” would reroute extralegal immigrants to the most dangerous desert sections of our border; it would be an affront to American immigrants past, present, and future; it would be a tremendous waste what some estimate to be $5 billion while border communities such as Brownsville and Hidalgo County continue to be the poorest in the nation; it would serve as a severe distraction from the necessity for comprehensive, compassionate immigration reform; it would strand extralegal residents on this side of the border; it would separate loved ones; it would cripple border economies which thrive on the influx of international business; it would destroy precious and rare ecosystems and wildlife which cannot be found anywhere else; and it would cause our young nation of immigrants to wall ourselves off from our neighbors and the globalizing world at large.

    Let’s pray that true immigration reform will come with the next Presidency. If protest is prayer in action, then please join your prayers with ours, put your feet to the street, and join the Border Ambassadors and concerned citizens in the March Against the Wall as we walk 120 miles from Roma to Brownsville, Texas, this March 8-16.

People of Faith United For Immigrants- Lutheran Church

While the Lutheran Church Missouri Synod (LCMS) claims to have no “…special wisdom from the Word of God to determine which laws should be changed, if any, or how to change them,” it still has come out strongly in favor of increased refugee admittance and family reunification. Unlike LCMS, The Evangelical Lutheran Church of America (ELCA) focuses some humanitarian efforts on “newcomers without legal status” as “a permanent sub-group of people who live without recourse to effective legal protection opens the door for their massive abuse and exploitation and harms the common good.” <http://www.elca.org/socialstatements/immigration/> Both of these churches, despite their divergent views on extralegal residents, have historically striven for justice for the refugee and the asylum seeker.

The stance of the ELCA echoes the LCMS, however, in its call for increasing the number of admitted refugees and asylum seekers into the United States. According to the ELCA website, after WWI, when 1/6 of Lutherans were a refugee or asylum seeker, their church became very active in advocating for displaced peoples, resettling some 57,000 people. Although refugee numbers have been decreasing in the past couple years, Lutherans continue to help about 10,000 refugees resettle a year, 1/8 of the annual total for the entire country. I can personally attest to this church’s effective refugee advocacy, having taught refugee children from Bosnia, Somalia, Sudan, Kenya, China, Taiwan, the Philippines, Laos, and Vietnam in Minnesota ESL summer school. For its efforts in reforming refugee and asylum-seeker policy, the Lutheran Church should truly be lauded.

 

In its 2006 Resolution to Support Refugee/Immigrant/Asylee Resettlment, the LCMS states the following:

WHEREAS, Holy Scripture directs Christians to show love, care, hospitality, and assistance toward the strangers and foreigners in our lands; and

WHEREAS, Millions of refugees are in desperate need of our Christian charity and support; and

WHEREAS, Lutheran Immigration and Refugee Service (LIRS) is the second largest agency currently providing for the orderly admission of refugees to the United States (as regulated by Congress); and

WHEREAS, The ministries of LIRS offer congregations opportunities to provide Christian charity and support; therefore be it

Resolved, That we encourage our congregations, Districts, synodical church officials, boards, and agencies to petition our federal and state governments and their agencies to continue funding existing refugee or immigrant or

asylee resettlement programs and agencies; and be it further

Resolved, That we encourage our congregations, individually or jointly, to contact LIRS, LCMS World Relief, and/or local Lutheran social agencies or services for information and assistance to resettle at least one refugee or immigrant or asylee family as soon as possible and that this action be taken to carry out the Great Commission.

http://www.lcms.org/

The most challenging, and progressive, portion of this resolution is its call to parishioners to get involved. If every single American sponsored an undocumented resident or refugee, then millions of people currently living without rights and in constant fear could have the chance to live open lives, work for a fair wage, and enjoy the rights of the country in which they reside. If our definition of refugee and asylum seeker was broadened to also include immigrants from countries with any large “push” factor (economics, drought, lack of meaningful work, education), then surely the majority of extralegal residents here in the United States would be covered by American, and Lutheran, refugee policy.

 

Although the ELCA and LCMS has not officially supported the 2008 No Border Wall Walk from Roma to Brownsville, TX, from March 8-16, the ideals and objectives of the sponsoring Border Ambassadors would most certainly align with most of their church doctrine. Real immigration reform, immigration reform which stresses family reunification and the humane immigration of many more refugees in need, is the ultimate goal of this nonviolent community act. A border wall is, at best, a poor substitute or farce for real, lasting reform in immigration and bi-national policies. At its worst, such a wall will only make for more restrictive immigration legislation, will serve as an affront to our Southern neighbors, and further criminalize the newcomers in our country without documents. Undoubtedly, the Lutheran Church has welcomed countless angels without knowing it (Hebrews 13:2), and the Secure Fence Act of 2006 will only serve to tighten immigration laws and make it harder for churches like the Lutherans to continue to minister to refugees and asylum-seekers.

Words are…Power!

WORDS ARE….POWER

    This call-and-response begins class every single day in F114. I impress upon my students that I love my job because literacy is the heart of life. If you do not have a working literacy, you are forced to believe everything you hear. Without the ability to read, analyze, and check sources, my students must take everything I tell them at face value; and while I would never intentionally lie to them, there are plenty in this world who are less scrupulous with the truth.

    At the heart of students’ success is a working literacy. OCHEM, Fluid Mechanics, Intro to Statistics, World Geography, Government – all of these courses are based on a working written language. This fact is highlighted in border schools, where ESL students comprise the vast majority of the student population. The success of each students can largely be predicted by that student’s literacy. Additionally, Mexican culture was a primarily oral culture until just a few years ago, and still many parents and their children do not prize the capacity to mark and interpret black strikes on white pulp.

    Which brings me to the subject at hand. The national push to “modernize” our educational system can be summed up in a dark anecdote published by Time Magazine.

Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on electronic screens. Older folk defy death and disability with metronomes in their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls–every place Rip goes just baffles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. “This is a school,” he declares. “We used to have these back in 1906. Only now the blackboards are green.” [“How to Bring Our Schools Out of the 20th Century” Dec. 10, 2006]

 

The past few years of NCLB have seen the American education system throwing millions of dollars to “technologize” its neediest schools. A week after Amazon.com released its revolutionary Kindle ebook system, some may be signing the death warrant of paperback books and their inclusion in our educational system. Grants abound for electronic funding and computer purchases, and private backers love to revolutionize and modernize needy schools (as opposed to buying them 500 books 1/10 the cost).

    Currently, border schools such as the one in which I teach subscribe to 3-5 different computer literacy programs aimed at different student populations. They also “utilize” at least that many test-preparation programs for reading. Many schools have SmartBoards in every class, several boast ELMO’s, and virtually every school is equipped with the bare necessities of their thousand-dollar LCD projectors. Still, however, at the end of the day, my particular school, like many other schools, lacks the capacity to provide books for its students. IN my particular case, I can only supply books for one of my 5 classes. Our school houses only 60 copies of Romeo and Juliet, despite the fact that all 900 freshman are required to read it each year.

    In the well-intentioned hope of modernizing, we are are neglecting the very heart of literacy – personal, private, independent reading. It is good and well if a students can interpret words in a movie or HTML, but they must also be able to glean information from a single sheet of pressed wood. Nothing can replace the physical joy of breaking in the spine of a new book, of completing that last page, of conquering a book, of downing your first full novel.

    At best, these technological frills are good supplements. Our students will not learn reading if they are never enabled to have reading homework. I have printed 100 copies of Huckleberry Finn from the amazing Project Gutenberg for my students, just so that they could interact with the text and take it home to read independently. I have also utilized a grant to purchase a book for every single one of my students to read and keep. For some, it was the first book they had ever read; the book took on new meaning as a trophy for them and, quite often, for their family. And by entrusting students with their own books, we as educators are teaching them personal responsibility and independence. The excuse that books are old-fashioned, costly, or unnecessary will not hold true unless there are no more books at all. The excuse that technology is the future is based off the implied fact that students possess basic literacy. With increased access to text but decreased literacy skills, our students can never hope to succeed in today’s world.

Words are Power.

Objects at Rest

    Some days at school, a teacher feels like a car colliding with an oak tree. Our job is easy, or at least easier, when we are educating and mentoring students already active in sports, the community, their churches, or their homes. The students which give teachers, schools, and communities the hardest time are those students at rest. This sums up the nationwide educator’s complaint of apathy at its worst.

    How does one move an object at rest? As a teacher, we exploit any prime motivators in our students’ lives in an effort to get them moving towards successful learning. But when a student lacks coaches, involved parents, spiritual advisors, or an employer, there is little to nothing a teacher can do to lever them. Intrinsic motivation such as grades and “self-respect” only influence someone who is interested in change or motion.

    This sentiment is present to some extent at all schools. A border school, however, and specifically a school in the poorest border city in the United States, has these motionless drifters in ample abundance. The students who must be the most motivated in order to succeed are often the most listless and defeated. Some of this is because they have been discouraged in the past, beaten down by authority figures and offered little prospects of succeeding.

     However, some of this has to be the environment in which they live. The border is a unique area of the United States, no doubt. It is the home to huddled masses waiting for their loved ones to one day cross the border. La frontera is an alternate reality, where Spanish and English and Spanglish all are legitimate and equally useful in all contexts, public and private. The border is poor, and the economics of poverty can be seen in the gaudy show of “wealth” through bling, cars on credit, stereos, and designer clothes. Many of the border’s residents do not have the means, whether legal or economic, to head north, and slowly that desire ebbs away from them. As a result, they are content to live in their parents’ house until they marry at 35, content to endure a minimum-wage job, satisfied to live and function in a largely illiterate or literary-neutral location.

    How, then, does a teacher ignite dreams in students which are not there? Is it even right, to light fires under students which may only burn them and their families? I sit at my laptop drinking coffee, clutching my Protestant work ethic and my hopes and dreams, wondering if it is ethical for me to foist them upon my students, if I even can. Perhaps a teacher’s job is twofold: 1.) to teach every student to varying extents; 2.) to give those students who seem destined for more the means to achieve something outside their environment.

    Through all this, it becomes painfully clear that a teacher never teaches a class; we can only ever teach students.