Holler if Ya Hear Me

Pressure

"The first thing that happened was that I got involved with a gang, mainly 'cause I wanted to make some money. So I started selling drugs around where I was staying" (Michie 15).

Tavares had an "I don't care" attitude in order to take care of himself and not worry about others. He also had a lot of pressure on him to take care of himself and others around him. If he wanting anything he had to be on the one to get it or do whatever it took to get if for others.

Single Parent

"When I graduated from Ellison, I was still living with my mom. My father wasn't there. He wasn't never really present in my life" (Michie 14).

Travares had a very strict mother that wouldn't allow him to do much. She dropped out her sophomore year of high school which is why she was so strict for Travares to work on in school. He eventually moved him with his aunt because he wasn't getting along with his mother and became influenced by his twenty-two year old cousin who was into drugs and illegal acts.

Creativity

"I just stopped going (to school), man I hated school anyway. I always hated it. One reason why because I didn't have any patience. I wanted to do what I wanted to do. And other than that, school was just...boring!" (Michie 16).

In middle school, Travares really liked hands-on and group activities. They were a lot of fun because he got to make it up as he went and had complete control.

school only became about the books.

Once he got to high school, the teachers took all the control and therefore took away all the fun. Everything became about books and no one really paid much attention to him.

Potential

"Tavares's skill at discrediting witnesses and laying bare lame arguments had stolen the show" (Michie 11).

In 8th grade, when Tavares was given the opportunity to create, he become extremely passionate about his work.

Once Tavares entered high school, he would not turn in his book work that was assigned each day. He spent most of the class period distracted by looking out into the hallway and unable to stay focused in the classroom. His motivation really took a turn when he moved in with his aunt. He has missed a lot of class and will not make up his work.

"What affected me most growing up was my environment. You hear people say, "You live in a bad neighborhood, you ain't gonna do nothing for yourself." The guys in my neighborhood tell me that" (Michie 39).

Known as "Lil' Money', Hector was majorly influenced by the Latin Jesters. He was the enforcer and made many guys do a lot of illegal crimes for him. He even shot a guy in the mouth.

Jesters

Broken Home

"My father was never around. If he wouldn've been there things would've been different. I never would've been on my own" (Michie 39).

Hector never felt like his mother cared a lot about him. She seemed to believe everyone else, but Hector. She worked a lot and the kids were babysat. She was reported to DCFS and lost the kids for almost a year. That year was especially hard on Hector and his relationship with his mom never really reconnected.

"I hated school, but I had no choice. I had to go 'cause my mom would lock the door and throw me out. I hated math the most because I didn't know how to do it. But I didn't want the other kids to know, so I just didn't try" (Michie 37).

Hector never felt like the teachers paid enough attention to him and would act out just to seek attention from others. Hector was in a Juvenile Detention Center, therefore teachers already had a preconceived notion about him and labeled him as problematic. He eventually was sent to an institution for mental and drug abuse.

Lack of attention

Committed

"For seventh grade Ms. Weiseman referred him to the Freeman Unit a public school for adolescent boys with "severe behavior disorders" (Michie 34).

Nobody stood up for Hector so he was influenced a lot by violence and gang bangers around him. He was sent to detention centers and drug treatment centers. He did not like these centers at first, he thought no one would listen to him. But he eventually accepted the help and now wants to be a Marine.

Lacks Confidence

"People used to call us 'the troublemakers,' so I used to walk the halls thinking I was all bad" (Michie 56). "But the problem's not the teachers. The problem is me" (57).

Armando always wanted to do well in school, but he struggled especially with reading and spelling -- so much so that he erased a hole in his paper making spelling corrections.

He felt early on that there wasn't a place for him in school. Most of his teachers did not realize the imbalance of power in their favor. When they said to him that he's "no good," he internalized that. He believed that because he sees other students with gold/Honors IDs around their necks that it can't be anyone's fault but his own. "I'll try my best, but the teacher will still tell me, 'Armando, you're not doing good'"(57).

Gang Affiliation

Armando lives in a neighborhood that he knows is unsafe. He doesn't like it that he can't be outside without hearing a gunshot. Then the next morning, often he would that a classmate had been killed.

He had a run-in with a gang -- the Chi-Town Players. To anyone else, Armando fits the description of just another gangbanger himself, but he isn't. So when Chucho and the other Jesters start throwing signs to Armando and his friend, Raul, they don't react. That didn't satisfy the Jesters, so they beat Armando up as Raul ran away.

The racist practice of red-lining has historically cordoned off segments of cities and restricted people of color to housing in the most vulnerable, crime-ridden areas. Generations later, families still feel these effects. The Back of the Yard is a primarily Hispanic neighborhood, generally considered undesirable because of its proximity to the slaughter yards (of Upton Sinclair's Jungle infamy).

Armando's parents are very involved. His father is a landscaper and wants Armando to graduate -- "I don't want you to work like me, like a rabbit" (Michie 57).

His mother tries to keep him motivated to attend school; she attended school only to the 6th grade. She did not have the privilege of an education because she had to drop out and help her family run their store. Armando understands this dedication to family. "... if I was in that situation, I'd have to do the same thing" (57).

Parental

Involvement

Attendance/Suspensions

As he would've been in most schools in America, Armando was a part of the disproportionate number of students of color who are suspended or expelled. He learned that it was a losing battle, even when the teacher was in the wrong. Some teachers don't use their position to advocate for their students, instead they believe their students should be totally subservient. When told to sit by the door after arriving late to class, Armando was later told "You can't be sitting there blocking the doorway like a slob" (58).

Understandably, he was taken aback at being spoken to like a dog. But he didn't say anything because he had already been suspended many times. He learned the "rules" of privilege and power: "I just stayed quiet 'cause the teacher's gonna win anyway. The teacher's always gotta win. Always. 'Cause they got the words" (59).

Words have power.

Human-type

Lourdes understands that a stereotype is a single story.

She faced racism as early as 4th grade when a new student in her class and couldn't speak English. The teacher berated the new child and Lourdes never forgot it. "I thought America was supposed to be a place where all different cultures can come and learn from each other."

When she and her family moved from the Back of the Yards to a predominantly white neighborhood, her new neighbors commented about the previous owners were Mexican, they were loud, and they were always having parties. Lourdes recognized this micro-aggression and was rightfully offended. "Trying to assume that just because we were Mexican, we were gonna do the same thing and be like them. And that was the first day we were at the new house!" (Michie 95).

Parental

Involvement

Lourdes' parents, especially her father, are involved in her academic and social successes.

When Lourdes's parents' store was robbed by Mexican people, she knew not ALL Mexicans are bad. "You just can't make a judgment based on one person or one incident ... I guess I think that way because of my parents. They never said anything bad to me about other races" (MIchie 96).

The antithesis of the stereotype of uninvolved father, Lourdes's dad is very supportive of her. He encourages her acting and singing. But he also expects a lot from her: working at the family store, good grades, practice, etc. "It's hard sometimes, but I'm not gonna give up ... My father told me once that I was the hope for bringing up the family ... So that's what I'm going to do."

Lourdes does well in school, but she knows that the narrative of textbooks is often one-sided. She recognizes the white-washing of American History when she learns about Columbus "discovering" America. Native Americans are marginalized, or "othered," in most textbook accounts.

Lourdes responds to interactive instruction. When the new (Caucasian) teacher has the students journaling, she shows Lourdes and her classmates that she values their culture. She goes on to ask Lourdes about Mexican music, showing Lourdes and her classmates that they all have something to contribute to the learning in their classroom.

Active Learner

Nationality

They moved to a new neighborhood to get away from the crime of The Back of the Yards. Lourdes understood why her parents wanted to move to a "calmer, somewhat cleaner, and perhaps safer" neighborhood than The Back of the Yards. But she missed the Mexican flavor of the music in the streets, the paleteros, and the displays of national pride. The new neighborhood was "sterile, bland, and lifeless by comparison" (Michie 95).

Her father is a constant influence in how Lourdes sees the world. He tells her of holidays, customs, and traditions that he had to leave behind in Mexico, and Lourdes feels this deeply. "...That's part of the price of coming here -- you lose part of your culture. I don't want that to happen to me. I consider myself Mexican ...I was born here ... But I don't care. Mexican is what I am. It's in my blood." (98).

Overcoming Stereotypes

Paloma is very strong - willed and quick-witted.

She does not allow herself to be viewed as a victim or a villain.

She advocates for herself in a respectful manner; yet, remains

assertive in her position on defending the stereotypes she faces.

Paloma is not oblivious to how her race and ethnicity are

portrayed in the media.

Her focus was to debunk these negative perceptions, not just for society

but for her peers to live up to their

ability. “Children are more likely to associate positive

characteristics (wealth, intelligence, leadership) with white

characters and negative characteristics (poverty, stupidity,

laziness) with minority characters,” (Michie, 106). Lack of

cultural pedagogy by teachers led to teaching inefficiencies, and disproportionate educational achievement within the

privileged students in comparison to the poorer students. Paloma

is fully aware how her teachers perceive her peers,

"I have been lucky. I've had teachers who have

given me inspiration - it's what's

inside that counts," (Paloma, 117).

"I couldn't teach kids to honor and respect their rich legacy as Mexicans, if I only did in vague terms....the kids educated me and enlightend me. The stories they told allowed me to see the larger picture of struggles and triumphs that shaped their lives and those of their families," (Michie, 93).

Tradiciones y

Valor

Paloma has a great support system in place at home. She comes from a hard-family that owns a construction business. They provide for Paloma's needs and wants. Paloma remains humbled by her parent's hardwork.They support her educations and decisions. Paloma's mother went back to school when she and her siblings were much older. She got her GED and became a U.S. citizen. Paloma's parents model family values, traditions, deep faith, and strong work ethics. "My parents are my hereos. They both had obstacles and still made it. They (heroes) have to have qualities you can relate to. For me, it's my parents," (Paloma, 116).

"The most important thing I learned in Media Studies is that I have a voice in society," (Paloma, 117).

Back of the Yards

Goal-Oriented

Paloma aspires to do great things in life. She's motivated to use her voice to empower others in her neighborhood. Despite the negative reputation of the Back of the Yards, she is proud of her home. Paloma hopes to be an inspiration and promote change in her community and help the people.

"I do things before anyone can stop me," (Paloma, 118).

"Paloma wanted to help her neighborhood, which is why we must encourage our students to use their voice and stand up for what they believe is right because everyone especially, young kids need to be heard, (Michie, 214).

Education

Paloma comes from a close, hard-working and supportive family. Her family has never forced her to pursue going to college, but has always supported her dreams. She is an over-achiever and does excellent academically. Paloma had indicated interest in becoming a lawyer, but she decided to go to college to become a teacher. Her desire has not changed in returning to the Back of the Yards, to create change; this time it's through her teaching she will inspire children just like her, from her neighborhood

where she will use her voice to help

them achieve their potential, just

as she did.

"Pay attention to your students, you never know what they are going through,"(Michie, 128, 129).

Dysfunctional

Family

Ruby's home life is a difficult one. She lives in a small, cramped apartment with her 16-year old sister, her sister's baby and her mother. Ruby and her mother do not get along at all. They argue a lot, and Ruby defies her mother's rules. Ruby's mother is not active in her education. She does not show any interest in Ruby's learning, and just continues to call Ruby "dumb," and other insults.

Ruby puts this tough exterior in front of others because that is the only way defensive mechanism she knows. She doesn't trust teachers, she thinks they don't care about the students or what they have to say.

Teachers don't call her mother to compliment the things that Ruby is able to do well; instead they call when she is disruptive or is caught doing something wrong.

"Ruby is talking and says some comments aloud. Mr. Shepherd instead

of remaining calm and finding out the reasoning behind the action he flips out and kicks her out of the classroom," (Michie, 123).

Disruptive /

Disrespectful

Ruby is a bright and outspoken student. She has so much

to offer, but she lacks the eloquence in her expressive language. Her approach is combative and argumentative.Even though Ruby lacks the proper way to express herself, she poses authentic questions. She challenges her teachers, like Mr. Shepherd and anyone she may not agree with. She has wonderful rapport with Ms. Hoskins, who is a soft-spoken educator. She appears to understand Ruby better than anyone. Ruby believes in advocating for herself. She is labeled Learning -Disabled (LD), which plays a role in her anger. Ruby's letter to Mr.Shepherd was well-written. She demonstrates critical thinking and problem solving skills;

yet, he never finishes reading it.

Ruby is misguided and misunderstood; she lacks

of family support making Ruby defiant,

combative and more defensive.

Know your students.

Build relationships!

"Watching Ruby, I recall that as

an eight grader she was a burgeoning feminist, challenging the sexist views of her male classmates," Michie, 131.

Opinionated

Ruby wasn't inherently meant to be a problematic students. She had her opinions; she didn't feel like women were treated fairly, and so she voiced it. "Women should have equal rights in every way...if she wants to work, the husband shouldn't tell her she can't," Ruby 132). She was passionate in her beliefs but not unreasonable.She and Mr.Shepard didn't see eye-to-eye, and had a difficult relationship, but Ruby tried to

change the ways of not only herself, but by trying to understand the position of her teacher. In an attempt to create a better relationship between the two,

she wrote a letter to him. Despite Ruby's efforts, Mr. Shepard did not take her seriously. Her voice goes

unheard.

Listen to your students.

Changing the Narrative

“They (teachers) couldn't look you in the eyes and say you be

somebody in life, because they didn't mean it.” (Ruby, 132)

Just

Another Statistic?

Mr. Michie visits Ruby when she is 17-year's old. Ruby is at her

apartment,and he sees her sitting outside with 2 children on her front stoop.

At that time, Mitchie met with Ruby, and learned she has dropped out of school, lives with her boyfriend with her 2 children. Ruby talks to Michie about her desires of wanting to attend college, but never had the opportunity because she got pregnant at a very young age. Ruby admits that she wished she would have waited to have her children older, but that she wouldn't change anything. She understands the consequences of her life choices, and lives with conviction. She maintains that she is living her best life, changing the way she raises her kids from how she was raised to allow them better opportunities.

When reflecting on school and reflects on how most students believe school itself to be a hassle, she remains firm on the belief that both students and teachers should try to understand each other better

in order to create a fun and effective learning environment,

"too many teachers do not care."

The same things she referenced in her letter to Mr. Sheperd.

Ruby remembered those

teachers as uninspiring and even demeaning.

Juan is showing promise in class

The student teacher in History is new and trying to help but is nervous.

“But he’s cool, though. I think he’s doing a pretty good job. At least he’s trying. The other teacher would just stand there at the podium, and talked and talked and talked. And the kid next to me, he's snoring, you know?" (Michie, 2009, p.153)

Children will appreciate effort even if we aren't experts.

Juan

The first history teacher did not know Juan's name. "She kept confusing me with the guy across the room for me. She called me Francisco. She's turn and look at me and go, Francisco read that.' But the student teacher, he knows me he picked up my name from the beginning" (Michie, 2009, p.154). This obvious microaggression is just another way for Juan to see that school/ education/ the teachers do not care if he is involved in the process of his education.

Juan

Father: Adrian Coria

Father is a roofer, but he spent a considerable amount of time as a trafficker. He wants a good education for Juan because he did not have one, but there is no communication of that with Juan, so instead of communicating his desire for a better education, Adrian nags Juan to do better. It severely harms their relationship. Because the male figure is not valued in the educational process, there is no recognizable way for this conversation to happen naturally.

Student effort is reflected in the grade

Juan is losing interest in his classes in high school, even his video editing classes. He does not see a pathway for success, so it is unlikely he will graduate and even less likely that he will become a director. Was there ever a chance for him to achieve his dream? "It's like my dream could come crashing down, you know? Everything" (Michie, 2009, p.154).

Father: None Listed

Father: None Listed

"That's why my mother means so much to me. I consider her my mom and my dad. She's my parents, you know? I always say that I don't have a real dad, cuz even though I lived with him till I was in sixth grade, he never really showed love towards me. … But still, she has all this strengthen her, and all this courage, and even after my dad left, she kept pushing, you know she always says she wants us to grow up to be better than her, but I don't think she's a bad example. She says it like she doesn't want us to end up like her, like she thinks she's stuck, that she can't even give us the things we need, but she gives me everything I need. I'm not a materialistic person. She gives me everything I need emotionally (Michie, 2009, p. 187)

Yesenia is stuck in a home where her father beats her and her mother and her mother cannot leave because she cannot take care of the family. The lack of education created a lack of opportunity for Yesenia's mother and that is why it is valued in her family. When teachers set lower expectations for minority students, we rob them of the chance to change their lives. We need to make education a means of upward mobility. In order for students to advocate for themselves, they need to have higher expectations for themselves and that comes through modeling from authority figures: parents, guardians, teachers, etc.

Honors

"But seventh grade was kind of a bad year for me anyway. That was the year I got put in the gifted classroom, and I felt kind of excluded from everybody else. … I got pushed a lot harder in there, and that was good. But what made me mad was a lot of the teachers expecting more out of us, just because we were supposed to be the gifted class. They expected us to be well-behaved, perfect kids" (Michie, 2009, p.185)

When a teacher refuses to alter curriculum or pedagogy to meet the needs of the classroom, he or she immediately shows the class that their input is not necessary nor will it be value. If a child does not see themselves in the educational process, they will not participate. If a teacher will not develop interpersonal relationships with their students, they will be unable to develop an asset-based pedagogy. all students bring assets. Every child without exception has a way to be taught. A teacher must be adaptable in his or her teaching approach.

Yesenia is a disruption in class.

Yesenia is a disruption in class

"I think a lot more teachers should take the time out to see what the kids really have, the potential they really have, instead of just the grades they make. For some teachers, it's all about the grades. … I'm not saying teachers have to be my best friends or anything, but they should at least show they care if the kids learn. They should be serious about their job. They should like teaching, you know what I mean? Cuz what happens is kids giving up on themselves. They think nobody cares so they end up dropping out or getting pregnant or getting into gangs" (Michie, 2009, p. 186).

Yesenia's desire from her teachers is not complicated. She wants to know that her teachers care about her above the number she can earn in a classroom. Making the connection with your students in the best way we can engage them in the education process. Especially in these unprecedented times, without the caring actions of our teachers, it would be so easy for our students to remove themselves from their education. We have to work harder to show them there is value in learning outside of a grade on a paper.

Address

Michie chooses to end his novel with the interview with Yesenia and I want you to hear her final words. She is smart and is able to be traditionally successful in her classes but she debates if she will finish school, or if she will drop out. It isn't a matter is struggle or intelligence that makes this decision hard, she is struggling with purpose.

"But there's problems, and I want to try to make it better, to do something to help. I think that's kind of what keeps me going: I want to be able to look back at my life at the end and say I did something that meant something. I don't want to be just an average person. I want to stand out. I want to be able to say I actually made a difference" (Michie, 2009, p.188).

It is our job to make education important. Teachers have the singular responsibility to make children advocates for themselves and that is not easily done. Making education personal and relevant can be done, but not without connection.