By Dr. Tabora Johnson
It was the start of a brand-new semester, and I was over-the-moon happy to have a 7th-grade humanities class. While some teachers dread teaching middle school, I love it! The sass and spice of the students are colorful and make every day one that calls for you to show up with a wholehearted yes!
In walks my new student, Jamal. He loved American football and was built like a quarterback—so much so that when asked to share a picture, he chose one of himself in his yellow uniform, carrying his helmet. After completing numerous surveys to assess students’ interests, learn more about their culture, and determine their current reading levels, I discovered that my bright-faced 7th grader Jamal was reading at a 3rd-grade level. I was mortified! Panic set in as I wondered how on earth I would get him to grade level or higher, but I made the decision right then that it was possible.
That year, everything I planned was with Jamal in mind. How do I engage Black boys? I studied how to create a classroom library that would appeal to young Black boys. I researched the best ways to pair students for academic success. I learned about ability and personality pairing and used my intuition to seat Jamal next to another male student who was reading above grade level. Each Friday, we ditched the textbooks and reveled in creative writing. Everyone was required to read twenty minutes per day—that was the rule, no exceptions. This was going just fine until winter break!
Over the nearly two-week break, I informed students that they had to read at least 20 minutes per night. Jamal’s mother was furious! She asked for a meeting with me, and I’ll admit I was nervous, but I was prepared to take an affirmative stance and continue nurturing Jamal’s love for literacy, with a sharp focus on getting him to grade level or beyond. That year, the statistics about reading levels and the school-to-prison pipeline were everywhere. I was clear: I wanted all my students reading, loving reading, and on a journey toward college, well-being, and freedom.
Armed with passion and nerves, I sat and listened as Jamal’s mother fumed about me assigning homework over the break. With all my heart, I shared with her that I cared about her son’s future and only had his best interests in mind. I told her what I had read about reading and incarceration and explained that it was my intention to help Jamal improve. Something clicked during that meeting—she heard me. I assured her there was no other homework and that he could select any text he wished. We came to an agreement.
That year, our class continued to work through the messiness of learning and growing our love for reading and writing. By the end of the year, Jamal’s reading level was at grade 7, and I was elated beyond words. It took consistency, fighting for his success, and telling him repeatedly that “he can.” I think of Jamal from time to time, and I am so grateful that I had the courage to show up for him—even if that meant taking a stance for reading during the holiday break.
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