Discovering How the Lines Between Teacher and Student Can Blur

The kids sat, transfixed, as the DJ and hip-hop legend Grandmaster Flash explained the early days of rap — that it wasn't just about cool music; it was a whole new form of social activism. They also listened intently to the skits and speakers on AIDS awareness — more intently than I expected. We had entertained them, but we'd also done more much more. We had discovered a great way to help tough city kids learn. 

This experience was part of College Saturdays, a program I created where we bring together high school students for classes and special events like the one I just mentioned. As a Project Director and Instructor for the Brooklyn College Community Partnership for Research and Learning, I also help run the service learning program and teach a service learning class.

In addition to my job, I'm chairperson of the Flatbush Crown Heights community advisory board, a group that promotes adolescent pregnancy prevention and AIDS awareness. And when I 'm n ot at work, I'm a student again — a Ph.D. candidate in the English program at the City University of New York.

Tie ideas to actions -- the strength of service learning: Students are encouraged to take their interests and run with them at Guilford, especially when it comes to service learning. Students organize and staff 10 different weekly service commitments in the Greensboro community, like after-school tutoring programs at the Montagnard Dega Association, African Services Coalition and Pathways Center; a literacy project at McLeansville Prison; and Project HOME, working with the Greensboro Housing Coalition concerning area substandard housing.

Even though I went to Guilford, a school that encourages service learning, I didn't really get involved in activism until after I graduated. I guess it just sort of seemed like a natural step.

When I first went to college, I didn't really know what I wanted to do. But Guilford pushed me in new direct ions and let me tailor a program that was just right for me. The faculty was a big part of that, because they helped me do some amazing stuff I wouldn't have been able to do any-where else.

Here's an example. I wasn't an honors student, but I wanted to do a senior thesis — something I could hold in my hands after I graduated. So I decided to write a book about contemporary poetry in South Carolina, where I'm from. Becky Gibson, my adviser, and Jeff Jeske, one of my English teachers, supported me all the way. When I was done, I don't know who was more proud — Jeff or me.

Jeff also taught me a few things that help me in my own classroom. When I'm teaching, I always start class with a free write, where you calm down, focus and shut out the outside world. It's similar to some-thing that Jeff does; he always starts his classes with a moment of silence.

Outside the classroom, Guilford's Quaker values influenced me in a couple of ways. When I came to campus, the idea of consensus -- which encourages conversations between those who might never talk to each other -- helped teach me not to judge people. Since Guilford has no fraternities or sororities, I met all kinds — and many of those people are friends I still have today.

Despite how busy I am, I believe being a teacher and a student is the best of both worlds. It makes me think about the faculty at Guilford; because of them I can connect what is on the page with the real world and make it come alive. For my students' sake and my own, I'm really glad they did.