e·lu·sive

When I heard the word elusive, I automatically think of  something out of my grasp. Something far fetched or difficult to obtain. Although some of my goals seem harder than others, I feel that no realistic goal is unattainable. Knowing ahead of time the criteria of what it takes to accomplish your goal creates a time frame and steps to follow. Yes there are bumps along the way, but if you are dedicated and willing to work hard, its possible to follow through.

Nowadays the universal language, commonly used by all is the language and usage of technology. Despite one’s background or demographic, students gravitate and understand the medium of technology.  Whether it’s a PowerPoint, or movie, or an application on an iPad or iPhone, students find learning more attainable and understandable through the use of technology. Although we are a class that relies heavily on hands on learning, using technology such as Edmoto or Learnedness as communication forums only reinforces the information discussed in class. Being current and up to date with what our students are interested in allows us to keep them focused and driven. Textbook work is a lost cause, however, if the same information were accessed from online, your students are back on track. We live in a time were technology has overcome all other alternatives and we either jump on board or we get lost in the shuffle.

Growing up, I went to several schools. My parents divorced and remarried and I went from town to town, making new friends and losing old ones. It wasn’t until I finally moved to Valley Stream when I felt at home. Although I didn’t know anyone, I was excited to finally have a place to call home; a place to say was mine. My school ranged from seventh to twelfth grade in one building. It could be overwhelming for an incoming seventh grader to be exposed to so many ages at once. However, the building was small, and within weeks, you knew everyone in your grade, if not the school.

Throughout elementary school I never had a favorite subject, not until my seventh grade social studies class with Mr. Moniaci. I didn’t know it at the time, but it was both our first year at the school. He was full of energy and was passionate about this field; his passion invigorated his students. It is this type of passion that fuels students to learn. His drive and love for history influenced me to work harder, study hardier, and push myself to become what I always wanted to be, a teacher.

Mr. Moniaci, although stern and quirky in his own way always had control of his classroom and the respect of his students. His presence and knowledge superseded anything else. His opinion provided us with insight beyond our years and his relationships with students were based on trust and admiration. I took two more classes with “Mr. Mo” throughout my years at Valley Stream North, and although I have since long gone, his compassion and determination are characteristics I hope to convey to my own students.

Let me preface my idea with a personal experience as a way to further elaborate the basis of the book…

As a six-year-old in a new school, I felt like an outcast. Not because I didn’t know anyone but because I was unable to fully understand everything that was going on around me. I spent my days at school, doing my work and keeping to myself, and my nights at home with my family. We ate as a family, went out as a family and above all, understood one another. Until that year, I always felt I lived an ordinary life with my family or that I was “normal.”  I would have never thought that speaking Spanish would ever be considered out of the norm.

However that year, my perception was changed. I no longer felt “ordinary” and began having less confidence in myself. Every day, precisely after lunch, a young woman would lightly knock on the door and ask for me. At first I thought I was getting into trouble, as did the rest of the class by the faint ‘Ooh’s” I heard in the background as I got up. But I was actually getting help with my language skills in an ESL class.

The woman at the door with her pastel sweaters and long flowing hair was not a disciplinarian but rather a caring woman with a fondness for teaching and determination to help her students succeed. Through these individual sessions and her drive, I was able to learn English at my own pace. I finally began to enjoy being in school and was proud of myself for being able to complete the activities and tasks that were asked of me. I could carry on conversations with my fellow classmates and not feel awkward or embarrassed by my previous language barrier. I was able to fully adjust to my new environment. Even at home, my parents and I began to learn from my one another.  I had crossed the cultural divide.

I remember my mother being hesitant about allowing me to take part in this special program. I believe that because, at the time, she may have not known the English language so she was skeptical, maybe even a little afraid of what exactly the class was about. What if she was being judged or I was being singled out? However, as time went by and I could explain what the classes
consisted of, as well as express my enthusiasm for what I was learning, she understood the importance of such a program. Working with an individual who is as excited about what you are learning as you are, made all the difference. In one instance, I sat in a classroom with various crayons before me, and I recall vividly the moment I could say their names and explain why green was favorite color. My face lit up knowing that I was speaking like my other classmates and I was even more amazed that I understood what I was saying. It may have also been the push my mother needed to take ESL classes herself at the local high
school. We were learning together; a process that only made our family stronger and enabled us to assimilate without being self-conscious of our incapability’s or differences.

And although I was born in this country, it was not until I learned the language that I truly felt American. Therefore, being able to understand and speak this language could be a unifying element within our country. Hispanic immigrants realize this particular notion, to them, becoming English speaking is the same as becoming American. English is not just a vehicle for communication; it is the social and political markers of affiliation and belonging and with their best intentions try to arrive to this conclusion. But learning English is not so easy and immigrants are surprised and often discouraged by the contradictory
pressures to become English speaking and the many roadblocks and barriers they discover and had previously explained in order to be fluent in our language.

Being able to have experienced this and as a teacher and coach, I see the impact and importance of such a class. I sit back and watch as the student faces light up. They are truly devoted to their mission and to the betterment to themselves, their lives and their futures. I would love to write a book speaking on the behalf of English Language Learners. It has been a topic near and dear to me. I think ELL are often overlooked and have a lot to say. A book gives them a voice and allows students and educators a chance to truly see through their eyes.