Breaking through the barriers

Last fall, Cathe Brooks struggled to understand the reason Emmanuel showed little interest in his 8th grade English class at the University of Texas Charter School. Day after day, he rejected her encouragement and defied her instruction.

Believing Emmanuel might be willing to discuss the source of his frustration in private, she often took him into the hallway to provide an opportunity to talk. Each time, the results were the same.

"He would come back into the classroom, sit down at his desk and not do a thing," she said.

Unable to make progress - and with Emmanuel failing her class - Mrs. Brooks set up a conference with Emmanuel and his caseworker, Candice Brannan. Mrs. Brooks thought the close relationship between Emmanuel and Ms. Brannan might encourage him to open up.

"Her presence in that meeting caused Emmanuel to feel more comfortable; it wasn't Emmanuel against the grown-up world," she said.

During their conference, Emmanuel shared of his embarrassment to ask questions in class, a burden he had carried since the previous year when he failed English in public school.

"When I failed English, I felt bad," he said. "I felt dumb. Other students understood it, but I didn't. I hated school."

During their conference, Mrs. Brooks assured Emmanuel that he wasn't the only student in class who was afraid to ask questions. She told Emmanuel that he had an opportunity to become a leader and set an example for his peers.

During class the next morning, Emmanuel raised his hand.

"I almost fell over backwards but I answered his question and moved on," she said. "I didn't want to make a big deal out of it. I was so proud of him."

Later in class, Emmanuel asked another question. This time, one of his classmates offered help.

"It was interesting because the student who had a really good answer to the question engaged Emmanuel in the discussion," Mrs. Brooks said. "It made him feel a part of the class."

As he gained confidence, Emmanuel showed more interest in school. He sought help with his schoolwork at tutorials and accepted assistance from Ms. Brannan and friends in his home unit. By the time the fall semester ended, Emmanuel passed all his classes, including English where he improved his grade to a "B." Last spring, he earned recognition on the academic honor roll.

"We were so excited for him; we made a big deal about it in our home unit," Ms. Brannan said. "He worked so hard to improve his grades."

Ms. Brannan attributes his success in large part to Mrs. Brooks and others teachers and staff at the charter school who took a personal interest in Emmanuel and gave him opportunities to succeed.

As a result of her interest in his personal growth, Emmanuel developed a strong bond with Mrs. Brooks. Last spring, he arrived early to school so he could visit with her as she prepared for the new day.

"I think that since Emmanuel was afraid to ask questions, he felt like he wasn't on a level playing field with the other students," Mrs. Brooks said. "I believe that by giving him the opportunity to tell me what I could do to help him, he developed ownership in class and it put him more at ease."

Although he remains a young man of few words, Emmanuel understands the important role Mrs. Brooks plays in his success.

"Mrs. Cathe has helped me a lot," he said. "If I don't get something, she helps me understand it. She's a good teacher."

This article appeared in the Summer 2004 issue of Sunshine. Methodist Children's Home, Waco, Texas