For That One Moment

that you read the writing of a student who has gotten out of the assignment exactly what had hoped (or more)
that is a beautiful moment.

In a unit on regionalism, I gave an assignment to ask a family member to tell a story (one from his/her life or a traditional story/fable/myth), make notes, write the story in narrative form, then reflect on the experience. This student found her mother eager to tell stories of her life--it surprised the student; she hadn't heard many of them. The one her mom shared started about a move when she was young and became the story of experiencing civil war in her home country.

Her final paragraph:
"My mom started to cry and stopped talking. She didn't talk anymore but I understand how painful time she was been through. I hold my mom's hand and sat quietly couple minutes next to her. Few minutes later I left the room and started to work on my project. I don't care what I will get in my project but I really thankful to my teacher for giving me this project which gave me the opportunity to hear the unknown, painful story of mom's life. I wish no one have to been through this kind of war. Because of the older people's fight, kids have get hurts all the time which is I think not fair."

I really believe in drawing on students' "funds of knowledge," but don't think students always see the things/people/experiences around them--let alone themselves--as knowledge sources. I leave my student teaching with a reinvigorated conviction that the most marginalized students have some of the most important and powerful stories to share... and don't even know it.

Someone PLEASE give me a job so I can empower students to read and share their worlds? And so I can work with these kids every day? It seems unfair to find a passion then give it nowhere to go.

Keep your fingers crossed, friends.