This post is written by Darius Phelps. You can read more about Darius at the bottom of this post.
As bell hooks argued, some forms of writing create “a space where we are able to confront reality in such a way that we live more fully.” Having been an educator for thirteen years, I believe that teaching students to write should be a practice that comes from the soul, especially if we want to foster a true connection between ourselves, our students, and the intimacy of writing. For me, growing up, poetry had been a sanctuary, the space in which words were the only thing that brought me comfort. As a young man of color, I found solace in the work of Korean rapper, and author, TABLO of the Korean hip-hop group Epik High who spoke out on issues such as struggling with mental health, depression, assimilation, and even struggling to experience joy as a young man. Inspired and enamored by his work, I began to write poetry myself, letting the words and emotions flow as they came, without restriction.
Dr. Maxine Greene (2000) argues that we must advocate for the inclusion of arts in the classroom in order to help foster a deep understanding and foundation for imagination. She stresses that there are multiple voices and multiple realities for, “We must now allow the enthusiasm for publicity about changed methods of reading instruction to obscure the facts of exclusion and neglect.” (p 36) Writing is part of the conversation, and through these crucial conversations, we foster dialogue. In Chapter 9 of Releasing the Imagination, titled “Writing to Learn”, Greene (2000) reinforces this idea When teaching writing, more specifically narrative writing, I use my own personal narrative as a guide/model for my students, showing them that there is power in being vulnerable and sharing what lies on their hearts. I remember the days when I was a student, especially in elementary school; I didn’t have a connection with writing inside of school because I didn’t see myself reflected in the prompts or discussions we would regularly have.
Once I became a classroom teacher, I discovered that diving into writing and teaching as a way to express ourselves via social-emotional learning helps us become better teachers for our students, even challenging us to face our own struggles head-on. With it, we learn to speak well and with emotion, to emulate that emotion, and to be more attentive to words and the emotions that they convey. (Storey, 2019) The power of the pen is one that is truly immaculate, and I feel that can be combined with the implementation of SEL. Social Emotional Learning (SEL) is a lifelong process for both the teacher and the student. In order to develop self-awareness, self-control, interpersonal skills, and all the intangibles that are paramount of work, school, and life, both adult and child must be willing to do the inner work that is necessary to allow these areas to manifest into something that they can apply to real-life, everyday situations. I believe that the process of doing that inner work requires honest self-examination, painful self-excavation, and restorative healing.
Effective educators use various strategies to improve their pedagogy and to reach their students. It is crucial for teachers to not only understand where their students come from culturally but also truly see them as individuals. Anyone can be/become a culturally relevant teacher no matter what age group, area, or subject you are teaching. Ladson Billings (2009) stresses that the key is to go in with an open mindset and see your students for who they are and what they are capable of doing; don’t focus on the negative. As we instruct them in both literature and writing, we must truly believe each and every one of our students can and will succeed. In order to transform them as students, we must be willing to instill this in them and show that we care, and I believe that poetry can be that bridge to vulnerability.
“In My Shoes”
by Darius Phelps
If you only knew
what it was like
to walk in my shoes
You’d know my steps
marched to the beat
of different tunes
Music, art, and poetry
all different clues
Pieces of the puzzle
to my past
The weight of the world
heavy like a stack
of cement bricks
and no one
would hold me back
from overcoming life’s tricks and turns
but never… burned
In my shoes,
You wouldn’t last a day
Surviving Hell’s fire
Like a blistering summer in May
No matter the trauma, the heartache, or the pain
I’ve come out stronger, better, and wiser with much more to gain
For even flowers bloom, after April’s rain
If you only knew
what it was like
to walk in my shoes
When we share our emotions, we foster meaningful discussions that are applicable in students’ day to day lives. I encourage teachers to challenge their students to think critically and outside the box, encouraging them to tackle emotions such as depression, grief, perfectionism, and even abandonment with various forms of discussion. Each person comes with a unique understanding of life, love, freedom, and emotions. Emotions equal freedom because you can’t control when a certain emotion washes over you or rises up, within you. If schools are built on deep relationships, and consent is embedded in the framework of relationship-building, we truly learn how to be self-aware, to recognize how others want to engage with us, and to face our own demons. (Hooks, 2021)
“Where I Am from”
By Darius Phelps
I am from the pages of battered book
From fiery passion and grit
I am from the daily prayers of my grandmother
Loved endlessly, protected, and cared for
I am from the falling petals of a sunflower
radiant, yellow, and soft like the sun
I am from dinner on Sunday’s and hard work
From Mattie and Eddie, raised by my grandparents
I am from their loving and selfless hearts, the purest love I’ve ever know
From playing outside and using my imagination to dream endlessly
I am from the early Sunday mornings at church and praying before bed
I am from Riverdale, Georgia
From chocolate cake and sweet potato pie
From the endless nights watching grandma bake
The early mornings watching mom leave for work
photograph by photograph
Snapshots of my childhood memories
That slowly fade as time passes by
These are the memories that I hold closest
Where I am from, appreciating what is now gone, remembering that place I used to call home
Where I am from, will never compare to where I am headed
I am Darius Phelps
In the classroom, teachers can utilize poetry prompts such as Georga Ella Lyons “I Am” or “Where I am From” or even ask students to write about their experiences with a day in their life of being in “In Their Shoes.” In doing so, we both create and provide a safe space for students to come openly with their trauma, pain, and grief and freely express their significant losses in their writing while paying homage to where they come from and light the path to where they are here.
The world of poetry opens our minds to explore our own voice and even find a new one in the process, especially when using it to discuss a wide variety of topics. Poetry can teach us about ourselves and others in a deep and meaningful way. Instead of writing or reading a generic story about us or someone else, poetry provides the freedom for the writer to not only feel but to fully experience exactly what the writer went through, in a way that honors both their voice and experience. During that journey, the reader’s experience becomes enhanced with the use of similes, metaphors, alliterations, imagery, foreshadowing, and other literary devices. These factors that poetry can offer are what makes our writing that much more personal, and what’s personal for us can end up being a universal message for our readers and our students, allowing them to give their ancestors’ stories a voice, a reason, and a platform to be shared, heard, and acknowledged by all.
We must prioritize freedom of expression through writing opportunities moving forward both in the home and school settings so that children can begin to form relationships, especially the ones with themselves. Dr. Rudine Sims-Bishop’s significant framing of multicultural literature as providing windows and mirrors into lived experiences and Morrell’s (2005) call for critical English education open opportunities for excavation in the classroom. I believe that with vulnerability comes authenticity for “Understanding and identifying trauma among students should be grounded in the context, while also considering the range of experiences for diverse individuals within the context.” (Alvarez, 2017)
To do so, we must lead by example, meaning, we as educators must be open and honest about our trauma, struggles, and grief for students to write and formulate their own personal narratives through whatever method speaks to them. It is through our vulnerability that they will lead towards the liberation of their own respective experiences. If there is anything I want my students to know, it is that writing is about freedom of expression. Be you, regardless of anyone else’s opinion. You are destined to change the world, don’t ever forget that, and let your let shine.
Darius Phelps is a doctoral student at Teachers College, Columbia University. He is an adjunct professor at CUNY Queens, Hunter College, Teachers College, and intern at Brooklyn Poets. An educator, poet, spoken word artist, and activist, Darius writes poems about grief, liberation, emancipation, reflection through the lens of a teacher of color and experiencing Black boy joy. His poems have appeared in the NY English Record, NCTE English Journal, Pearl Press Magazine, and ëëN Magazine’s The 2023 Valentine Issue. Recently, he was featured on WCBS and highlighted the importance of Black male educators in the classroom. Darius can be contacted via email at: email@example.com.