Generating Genius

Generating GeniusLiving the Dream of Educating, Empowering, and Elevating Brown Boys to Greatness!By Craig Martin, M.Ed

I had to pinch myself when I realized that I was front and center stage with my dream of molding brown boy potential before an audience of the world.  Granted, this may not seem so special when you acknowledge the great work being publicized about Urban Prep Academy in Chicago, The Eagle’s Academies for Young Men in New York, and Nativity Prep of Boston.  All three educational juggernauts are positioning African and Latino American males to excel, flourish, and transcend stereotypes and statistics of the American Prison Pipeline.  My dream cast happens to immortalize in a small public school urban classroom in Boston.

Inside Room 204, 26 charismatic 3^rd graders pour into our all-boys classroom only to drop their bags and dash into the class library where they can pour through Ripley’s Believe It or Not for the twentieth time.  It appears they can never get enough of the man who had a 200 pound tumor, the man who can balance 20 soccer balls on his tongue, or the woman with the giant golf ball eyes.  Others find themselves debating whether or not an octopus would beat a squid in a battle royale from the Magic Tree House Sea Monsters’ read for homework.  And a number of others lie on the rug enjoying the new graphic novel additions of The Lunch Lady, Bone, Secret Science Alliance, and Geronimo Stilton, captivating them to a reading stupor.      “Mr. Martin…I NEEEEEEEEED that new Diary of a Wimpy Kid!” cries Adam as he pulls out his collection of books one through six and begins to re-read his favorite section to a peer.

My Architects of Change are in for a roller coaster of an experience, because for most of them, I will be their first male teacher, first African American male adult who is not a coach or administrator, and first African American male teacher who happens to lead an all-boys class to success.  On the first day of school, as we rehearse how to walk quietly in a line and are cultivating ideas on what the number of the day could be, Steven quietly stops near me as says, “Mr. Martin, I like you…you embrace happiness like me.  This is going to be my best year ever!”  And he just walked past me through the hallways beaming with thoughts and emotions.   My role in their lives is illuminating in possibilities as their surrogate father, coach, referee, counselor, cheerleader, mentor, and more.  I represent a mirror reflection of who they could be and my main mission as their teacher is to pull out their best light and help shine it so that the world can see them as someone invaluable to the framework of our communities.   

“Mr. Martin, is everyone we are going to read about going to also be an ‘Architect of Change’?” queries Rafael, after we completed reading a fable on a little brown boy who sought knowledge from an elder who sent him on a mission to help out many members of his community in hopes of receiving the wisdom he so desperately wanted.  From our discussions on 14 year old African American scholar, Tony Hansberry, who patented his own surgery technique, Damon Weaver, 8 year old African American news reporter, who interviewed President Obama, and even King Tut who became leader of Egypt as a teenager, I find ways to illustrate how each person can make a tremendous difference in some way.  It is imperative that they witness and experience successes that counter the narrative that they will become victim to violence, illiteracy, and/or poverty.    “Rafael, that’s a good question.  Time will tell.  But I think you may already know the answer.  Let’s see what happens” I retort.

This journey is grand with promise.  My boys are the smartest in the city and they will work extremely hard to prove it.  However, it will take reprogramming them to believe in who they are and who they can be.  It will take facing years of people telling them they were stupid or slow or trouble makers.  It will require pouring into them love, support, and advocating resources to stand in the gap when challenges arise.  I look forward to what tomorrow will bring as I recount the daily recitation of our creed:

We are Architects of Change!

We believe in ourselves, our school and family, and in our potential!

We are not statistics. We are the Standard!

We will achieve, defy the odds, and fly high like eagles!

We are brothers, bonded, built strong, and ready to make a difference in our community!

We are ARCHITECTS OF CHANGE!

Yes…

We are Architects of Change! 

…and the world is ours!

Lesley University Alumni Video

Lesley University Alumni Interview - Craig Martin, Class of 2007 from Lesley University Alumni on Vimeo.

The Connected Educator

The 21^st Century Connected Educator

If you would’ve asked me if I were a “Connected Educator” a month ago, I would enthusiastically tell you that I try to talk to as many people as I can and have face to face networking sessions as often as my schedule will allow.  However, after reading The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall, I would have to apologize emphatically about how “out-of-touch” I am with Education 2.0. 

After participating in the Connected Educator Month, sponsored by the U.S.  Department of Education; participating in the Learning 2.0. Virtual Conference led by edtech pioneer, Steve Hardagon; discovering my Digital Footprint in Verena Roberts MOOC; and devouring the Connected Educator,  I find myself invigorated in taking charge of my own professional development in ways I could never imagined.

In developing my own connected teacher network, I am collaborating with and availing myself to thousands of teachers around the globe who share a common goal to become more effective educators and heighten student engagement and achievement.  We are creating and engaging in communities of practice such as wikis, blogs, Twitter, Skype, and Facebook where we can share ideas, inquiries, and investigations, and the benefits of a “collective intelligence” is invaluable.   

I implore my fellow colleagues to take a moment to reflect on your own practice as ask yourself one question:  Am I serving as a catalyst for 21^st Century teaching and learning in my own community? 

For those who desire to enhance their practice among a culture and community of change agents, I implore you to do the following:

·    

•     Join Twitter. Find people who share your passions and interests and follow them.  And they will undoubtedly follow you to as you emerge as a force in the community.
• ·        Create and maintain a blog of your practice.  What you do in your work matters and there are teachers and educators abroad who are edifying their teaching based upon ideas you may bring to the table. 
• ·     Be okay with not being an expert.  Connect and collaborate with a supportive cast of educators who are open to supporting you as you fortify your own personal learning network.  There is nothing more powerful than a team of cheerleaders who only desire to see you succeed! 

In conclusion, I want to leave you with this thought from Nussbaum-Beach & Hall, “We all have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims or activists.  A choice to take a stand on behalf of the children we serve. The world is at your fingertips.  Figure out your personal vision for change in your school or classroom.  Learn how to leverage the wisdom of the crowd.  Build alliances.  Find your tribe, your community.  Then do something powerful to promote change.  Sit down with other educators and share what you learn.  Be a transparent learner.  Be the example you want your students to become.  Show them what a learner does to make the world a better place. Choose to be powerful!”

Craig Martin

Blog: http://craigcmartin.edublogs.org

Twitter: craigcmartin12

Digital FootPrint 2012

I have decided to join some great colleagues from around the world to look at the impact of our digital footprints on the global world around us.  I never really thought about how much digital content I consumed until I could not access FaceBook or Youtube while I was in China.  I almost begin to hyperventilate a little bit after the tenth day without it.  Who would've thought that I innately began to foster a strong desire to connect to my "friends" and "family" so much that I would form such an "addiction" to all this content? 

I have decided to take a course called DigiFoot2012 to see how far the rabbit hole goes...

Do you want to know more about Digital Footprints? Click on the link below:

Digital Footprint

I have an opportunity to take the world by storm or enter the Matrix!

Either way...be prepared for a digital blast of Southern Hospitality!

I'm on my way back in time to cover my digital footprints...

Join me if you dare....join me if you care...it can be dark in some places and I don't have a flashlight (cheeses)!

It should be fun.

#skips off into the digital fortress of Web 2.0!

Wisconsin Strike

With baded breath the world is watching this strike in Wisconsin...wondering how this will replicate across the country. Our children are not the only ones who are Waiting for Superman". Teachers are also.

During the month of February alone, my colleagues and I were expected to not only teach the state frameworks, we were expected to host parent conferences on why students are and aren't making the grade; create a whole-school improvement plan in some quasi-disjointed fashion where staff members work in caucuses during lunch breaks, planning periods, and first light breakfast sessions to create a narrative on how we meet the needs of our students; administer assessments made by businessmen and officials who don't even step a foot into our classrooms--ever! One of my colleagues had to maneuver hosting a six-week cultural experience for his students, take his kids to a nine week program that helps students cultivate conflict resolution life skills, and find some time to teach with the three or so hours he had left in a six hour school day. oh, and did I mention spending his lunch break with the half of the class who did not attempt to homework or failed to do it correctly. This doesn't even account for hourly meetings to help our children receive wraparound services so that they can thrive and in some cases...survive, in the classroom. And then there's free after school tutoring that we proctor to ensure that students meet proficiency expectations by the state.

However, throughout it all...we find moments during the day to check in and find out why kids may have lost their smile for whatever reason, facilitate small group and one-on-one sessions to reinforce the previously taught lessons, and just chat and laugh over lunch to see how they are doing.

Why is it that the world seemingly turn a blind eye to the fact that teachers are many times Super(wo)men themselves and are doing their best to love and elevate our children to happiness and success with what we have.

The protest in Wisconsin is only the beginning. Its time that the world realize that education should be the first priority. Not military insurgences into other countries. Not Carmello's 65 million dollar contract over 3 years. Not Lindsey Lohan's drug addictions. But education. If we are not willing to invest into our children--what message are we really sending? Superman must be taking a lunch break.

Mental Grind

I have a twelve year old young man who is debilitated by his ADHD condition.

I sat in a meeting with his mother, his advocate, and a team of people of specialists and teachers as we tried to dissect this young man who I adore a great deal.

He's a voracious reader and when he's interested in something...he takes his research and learning to the 15th Power. My class was reading this story that was an aside to the Diary of Anne Frank. It was about this Japanese man who lived in Germany and was an official who could give visas for German citizens to move throughout Europe to avoid the Holocaust. The young man of mine not only digested the story and video that I had shown on the Holocaust. He went to the library and begin reading up on the Auschwitz. I was amazed. He had learned so much about how unfairly the Jews were treated by Hitler. And he became this reservoir of information that also shocked his classmates.

Back in this meeting we talked about his inability to attend to the lessons in class, his depression and low self-esteem in being able to manage his focus ability to complete grade level classwork, and the reality that without some real interventions put in place quickly he may be swallowed up in middle school.

Its disheartening to see him cry in frustration and anguish at not being able to sit in a room with his peers and complete a single assignment during the day. You can see a visceral desire to excel but he's held hostage by this "monster". I so want to help him to be a better young man.

We all agree that his ADHD, attention deficit hyperactive disorder, will hinder him from being the best young man he possibly can. I don't believe we need to medicate all kids who have a little bit too much energy...but I believe this young man needs it. With it, I believe there are no limits to his success and achievements.

Having him in my class has inspired me to do some serious research on ADD/ADHD and adolescent brain development. *Smile* I want to be able to run a school in which a strong understanding of contemporary adolescent development is the foundation in molding tomorrow's leaders.

Boosting Brain Power with Adderall?

Change: A Brave New Voice

Lost Count: A Love Story

Yes We Can!

Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education reveals that the overall 2007/8 graduation rate for Black males in the U.S. was only 47 percent.  Half of the states have graduation rates for Black male students below the national average.  The report highlights concerns that New York's graduation rate for its Regents diploma is only 25 percent for Black male students.  New York City, the district with the nation's highest enrollment of Black students, only graduates 28 percent of its Black male students with Regents diplomas on time. Overall, each year over 100,000 Black male students in New York City alone do not graduate from high school with their entering cohort. These statistics—and the other alarming data in this fourth biennial report— point to a national education and economic crisis.
Without targeted investments to provide the core, research-proven resources to help Black male students succeed in public education, they are being set up to fail.
The report highlights the success of New Jersey’s Abbott plan, which demonstrates that when equitable resources are available to all students, systemic change at the state level can yield significant results. New Jersey is now the only state with a significant Black population with a greater than 65 percent high school graduation rate for Black male students.
By providing the public with this data, we hope to continue to spark action from advocacy and philanthropic communities to hold policymakers and school districts accountable for facilitating changes needed to provide Black male students the opportunity to learn and succeed. 

from: http://www.blackboysreport.org/






To view the report:
click on link: http://www.blackboysreport.org/bbreport.pdf