Louisville Magazine

DEC 2018

Louisville Magazine is Louisville's city magazine, covering Louisville people, lifestyles, politics, sports, restaurants, entertainment and homes. Includes a monthly calendar of events.

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42 LOUISVILLE MAGAZINE 12.18 Did you play them music and have them analyze it? "Oh, yeah. ere's music going constantly. My students work to rap instrumentals. at's been one of my tools for being eective as a teacher. I'm only 31 years old; I'm relatable. at's probably the biggest advantage I have. I look like these gentlemen. I dress like them. I like Air Jordans like they do. I listen to Lil Wayne like they do. I make it a point as a teacher to stay relevant. I hate using this word, but: hip. When you can't relate to the students, it's harder to teach them. Or you ‚nd yourself getting on them for something they enjoy. "I meet the students where they're at. If you need rap music to learn math, I'm going to bring in my whole hard drive. Clean music, of course. Or — a lot of my students live in poverty. ey face situations where they go to the grocery store and mom only has 50 dollars for the week. How is she going to budget it? I wouldn't say, 'Well, Johnny's going to the store and wants to buy some apples.' ey can't relate to Johnny. ey relate to mom going to the store and making the money stretch. at'll stick with them. "You know what Fortnite is? ere's a silly little dance in the video game that the boys love to do. In any other school setting, if one of the boys broke out in that dance, they might be reprimanded. In my math class, if a kid gets a question right and they want to do the Fortnite dance, I'm not going to stop 'em. ey're not hurting anything. You're having fun, you're learning. Matter of fact, if you give me four great days of learning, we may play Fortnite on Friday. "ese things that I'm teaching them are the things that were taught to me by my father. at's what made the dierence between me being here doing this interview and me doing federal time like some of my buddies. When I was growing up, being in rough situa- tions, I had my father's and Mr. Nix's voices in the back of my head." Tell me about "brotherhood," which is a word I've heard used to describe the school. "We actually pride ourselves on that. We post live videos every day. Every morning we have a ‚ve-minute session called Pass the Love. Our principal, Mr. Gunn, will usually stand up on the table and he'll play 'Lean on Me.' For that three to ‚ve minutes, every gentleman has to stand up and go to another gentleman and pass the love. ey hug, tell each other, 'Love you, I appre- ciate you.' It's not an option to sit down. Even if you're having a bad day. ere's going to be three or four oth- er young men that are going to love you through that rough moment. We intentionally do things to break that mold of men having to be cold and thorny and not show love. As a man, I can't stand that. It doesn't make you any less of a man to show love." What got you into teaching? "You know when you'd have those career days in elementary school and they'd tell you to dress up as the career you'd like to be? I can very clearly remember dressing up as a teacher when I was in, like, fourth grade. Hair in a bun, glasses, a little sweater on — not far from what I'm wearing right now! My mom's a teacher. We have a lot of educators in my family. It's just been something I kind of knew from the start. e more classes I took in college, the more it a™rmed that this is what I really wanted to do." You're teaching classes in Spanish? "Here at Hawthorne, we do Spanish immersion, kindergar- ten through ‚fth grade. (Glickley taught in Guatemala and established the ‚rst Spanish-immersion school in Florida.) Our students spend half the day with a math and science teacher who only speaks Spanish in that classroom. It's a bilingual education model where the students are immersed in the language. e content expectations are the same — the same standards as in regular math and science; they just do it in Spanish. e other half of the day, they do language arts and social studies in English. We focus speci‚cally on math in Spanish because it's such a visual subject area. Like writing the numbers — we'll teach them how to spell the numbers in Spanish — but when I'm teaching and putting numbers on the board and speaking in Spanish, it's still clear what we're working on. But we have a literacy component within the class. Our goal is for students to be bilingual and bi-literate by ‚fth grade." Is the population at Hawthorne mixed or mostly Spanish speakers? "We currently have a lot of native Spanish speakers in the classroom. It's really special for them, because they become the experts in the classroom for the language. It's nice, because the other students are all looking to them to help classmates express themselves better. In my ‚fth-grade class, we play games, set a timer, see how long we can go to speak- ing Spanish. Really challenge the students now that they have had ‚ve or six years of Spanish to speak to each other. Which can be the biggest obstacle, because you look at your friend and they speak English. You have to challenge them to speak in another language together." What's a tool or trick you like to use in the classroom? "We've been having a lot of conversation about keeping kids engaged at our school. Doing more project-based learning. ASHLEIGH GLICKLEY 14 YEARS TEACHING HAWTHORNE ELEMENTARY FIFTH GRADE

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