Tag Archives: A.B. Davis Middle School

Getting My Son To Eat Lunch

19 Thursday Jan 2012

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Lunch at a DC public school, (the closest approximation to the pizza lunches I've observed this school year), March 14, 2011. (http://betterdcschoolfood.blogspot.com). Qualifies as fair use under US Copyright laws, as photo is used only to illustrate subject of post, not for reproduction.

I’m out of new ideas, old ideas, tried and true ideas. In the three and a half years since my son began kindergarten in Montgomery County Public Schools, he has become increasingly picky and undisciplined about eating his lunch. He eats breakfast, snacks throughout the evening, and eats his dinner just fine. But lunch, oh, lunch — it’s been a struggle.

Noah hates sandwiches, ALL sandwiches. He stopped eating peanut butter and jelly almost a year and a half ago. For most of second grade, I bought Noah chicken nuggets, the organic kind from Whole Foods, toast them, put them in a Thermos, pack a separate container with ketchup, and had confidence that he’d eat most or all of it. Then last March, I did one of my random lunches with him at his school, only to discover that Noah had been throwing away his lunch from home, for at least two months according to one of his friends. “The nuggets are too hard and cold,” he said.

My son all but gave up on the lunches served at his school two years ago. By the second month of first grade — October 2009 — Noah would only eat the chicken nuggets lunch or the hot dog lunch. By the end of that school year, it was just the chicken nuggets lunch. Given my observations of two dozen or so lunches served at his school since August ’08, I can’t really blame him. Holmes Elementary’s cold PB&J sandwiches, A.B. Davis’ grilled ham and cheese sandwiches (at least by how they smelled), and Mount Vernon High School’s “murder burgers and suicide fries” would be like eating at Ruth’s Chris Steak House for Noah and his compadres these days. (By the way, thanks Akbar Buckley for the burgers and fries refrain, wherever you are).

Noah proud of his cinnamon sugar donuts, December 18, 2011 (maybe should serve for his lunch now). (Donald Earl Collins).

I’ve spent morning after morning fixing lunches that I hoped Noah would eat. I’ve done everything I know and then some. Let’s see. McDonald’s McNuggets and fries, cheese pizza slices, Oscar Meyer Lunchables, turkey drumsticks, chicken drumsticks, meat slices, bologna sandwiches, turkey sandwiches, beef patties, spaghetti and meat sauce, apples, chips, Goldfish, cookies, homemade french bread, fruit snacks and Fruit Roll-Ups, pancake and bacon, and hot dogs. His response. “The hot dog is cold, and the bread is too hard,” or “I didn’t have time to eat,” or “I don’t like sandwiches,” or the slice of pizza was “too big.”

This is where we are. Noah, like every other student, needs to eat in order to function at maximum capacity academically. But my guess is that the constant noise of his lunchroom and the chaos that is recess is a distraction for him. MCPS’ stripped down budget and bare minimum USDA-approved lunches don’t help stimulate his digestive tract either.

It’s not like he could walk home for lunch like I did all through elementary school. Kids within half a block of Noah’s school aren’t allowed to walk home, given the times we live in. And we live a mile and a half from his school anyway. Short of picking him up for lunch every day — which I doubt he’d want — I’ve lost my footing on this issue. I don’t want to go there with disciplinary actions, not with food, not with the way kids handle food these days. Hmm…

The Beatdown

05 Saturday Nov 2011

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Ironing out balled up paper, a bullying symbol, November 4, 2011. (Donald Earl Collins)

An anti-bullying video’s been trending in the social media sphere this week, in which a teacher demonstrates to her class the effects of bullying on a student’s psyche. All courtesy of balled up, stomped on and unfolded yet crumpled pieces of paper. It’s a good, though incomplete description, because it doesn’t address the great feeling of superiority that those dispensing the verbal, physical and psychological abuse get from bullying their classmates.

Though I seldom have thought of myself as someone who was bullied, by today’s definition, that’s exactly what happened to me for the better part of five months of seventh grade, from November ’81 through February ’82 and late-May to early June ’82 (see my post “The Legend of Captain Zimbabwe” from May ’09 for much more). I guess I’d been called so many names by so many people in 7S so first few months — and, to be truthful, did the same in response to a fair number of classmates myself — that I didn’t think too much of it as November ’81 began.

About two weeks after my fight with Brandie (see “Adverbs and A-Holes” post from last month), I experienced a serious physical bullying altercation (there were one or two attempts by neighborhood kids while I went to Nathan Hale and Holmes Elementary, and a couple of attempts in high school). The best way to describe it is that I got jumped and then beat-down after the end of the school day on the first Friday in November ’81.

It wasn’t a random jumping or beat-down, and not one that involved Davis’ Black or Latino students, who were always described to us super-nerds as “dangerous.” No, the perps in this case were from what I euphemistically called the “Italian Club,” a full two years before we had an official Italian Club in high school. They’d been on me in 7S homeroom and in Italian class with nearly constant verbal abuse for the two weeks or so since my scuffle with Brandie. Apparently, my decision to ignore them didn’t work well enough.

The leader of this pack of uncouth Italian or White working-class preteen Humanities boys was “A,” who presented himself as between John Travolta’s character on Welcome Back, Kotter and Arthur Fonzerelli from Happy Days. A’s favorite move those Humanities middle school years was to walk into our homeroom and belt out The Police’s “Roxanne” refrain, as if he were Eddie Murphy in 48 Hours. The way his band of Italian or Italian-esque brothers hung around him, you would’ve thought he was a rock star, someone like his fave, Mr. “White Wedding” himself, Billy Idol.

A Christmas Story (1982) screen shot of bunny suit kid, December 11, 2009. (http://myhealthypassion.wordpress.com). Qualifies as fair use under US copyright laws, between low resolution, cropping, and intent of use.

Led by A, about ten 7S classmates attacked me after school as I was on my way out the school’s side door closest to the Humanities wing to walk home. They grabbed, punched, and kicked me, and called me everything but a child of God. A, of course, wasn’t actually involved in any of the dirty work of beating on me. Like a about half a dozen other 7S classmates, A watched as he directed his gang.

That was my third A Christmas Story moment. Except I’d been better off wearing the pink bunny suit over my kufi! Bullying is a funny thing, even when you’re one being bullied.

But unlike the piece of trampled, stomped, balled up paper, I wasn’t scarred in the sense that my self-esteem was shattered. Far from it, my self-absorption and delusions of academic grandeur shielded me, made it possible for me to iron out most of the wrinkles in my psyche from being jumped that day. It took my grades, a crush, and events that played out at home, at 616, to shatter my childhood.

Of course, being called a “dumb ass” as if it were my nickname, or “Captain Zimbabwe,” as a proxy for “Negro” or the N-word, wasn’t exactly besides the point. Nor was the idea that a bunch of White kids could decide that they could gang up on me essentially because I was an enigma to them. Like me being weird, uncool and smart was too much for their pubervescent heads to handle.

The best revenge, though, was going through puberty myself, to find myself growing ten inches in twenty months, between March ’82 and December ’83. That, and taking care of my body, mind and spirit over the past thirty years. Not that I have a dart board of my tormentors or anything, but I think it would be hilarious if any of them attempted to bully the 225-pound me today. Of course, I’d probably laugh so hard that they’d get a couple of licks in, at least before my sense of righteous rage would kick in.

The moral here, I guess, is to have a sense of how to deal with bullying if and when it does occur, to not shrug it off as “boys just being boys” or, for that matter, “cliquish girls being cliquish girls.” By middle school, though, it’s not just about reporting it to teachers or parents. It’s about other students stepping in, and students the subject of bullies’ discontent defending themselves. And that is what I’m instilling in my son. Of course, I’ll step in when necessary, too.

Flexing muscles, as in too bad I didn't have these 30 years ago, November 4, 2011 (Donald Earl Collins).

Trick or Trick

31 Monday Oct 2011

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Charlie Brown fooled by Lucy and the football, again, October 30, 2011. (http://www.flickr.com).

I’ve never really liked Halloween. Probably because most of my Octobers growing up in Mount Vernon, New York were pretty horrible ones. The worst of those late Octobers were in the early 80s, starting in ’81.

That year, Halloween was a forbidden holiday in my life anyway. But the trick was on me. On a day just before Halloween, my day’s meal consisted of an ice cream sandwich as hard as a rock. The lunch at A.B. Davis Middle School that Friday — as it was most Fridays back then — was a grilled ham and cheese sandwich with fries, not exactly a Hebrew-Israelite’s diet. It was also about thirty degrees outside and partly cloudy, unusually cold for early fall in New York. So I stood near the steps leading down to the back of Davis, which led to the athletic field below. The field had turned a dirty yellow-green, the color of mid-fall. It matched how I felt about my life on that day.

The only reason I even had a rock-hard ice cream sandwich for lunch was because I’d won one of our seventh grade social studies teacher Mr. Court’s bets. He’d made an incorrect historical assertion in class, and I caught it, collecting a quarter from him that morning. Still, I learned, fully and truly for the first time, how

A Single Vanilla Ice Cream Sandwich, 1994. (Renee Comet/National Cancer Institute). In public domain.

poor me and my family had become, all while bitterly jamming the ice cream sandwich down my throat. So much for discovering my inner Hebrew-Israelite self through fasting and eating kosher foods!

I very quickly grew to hate hearing the words Hebrew-Israelite, especially since I’d never been to a traditional synagogue, much less Israel, Palestine, or even Ethiopia. Our Hebrew-Israelite ways had left us with little to eat when I was at home. There was a benefit to all of this. It made the fasting part of fasting and prayer easier. Not easy, just easier. My first Yom Kippur ceremony was difficult. We fasted on fruit for three days, and I barely made it through school each of those days. I almost passed out from the lack of food.

My older brother Darren, meanwhile, had decided that “the day of atonement” and all things Torah didn’t include his stomach. By the end of October, I would watch him take his kufi off as he boarded his bus for The Clear View School (see “About My Brother” from December ’07). I caught Darren walking near our apartment building with the last of a Hostess’ Apple Pie and its wrapper during Yom Kipper. He had snuck around the building to eat his contraband. What made this transgression worse was that Hostess used lard to create its desserts. And Darren, once caught, just stared at me and smiled.

My Mom was too busy and tired for me to think about complaining to her about this or about the issues I faced during my first days of Humanities. For more than three years, my Mom’s income had dropped so much compared to rising food and energy prices that we didn’t have food in the house for the last ten days of every month. Sometimes we didn’t have heat either, because we were usually two or three weeks behind on

Anthracite coal (like the lump of coal that was my life in '81), March 7, 2007. (United States Geological Survey). In public domain.

the Con Edison bill. I also knew that we were consistently behind on rent. I felt as isolated as a kidnapped tweener chained to a radiator in a walled-off-window basement.

Lack of food and heat at home weren’t the only problems. My Mom had popped out two of my younger brothers in the previous three years. We lived at 616 in a 1,200 square-foot, two bedroom and one bathroom apartment, so overcrowding had become an issue. Me and Darren were sharing a bedroom with our two siblings.

Not only did I start to believe that my then idiot stepfather Maurice Washington — oops, Judah ben Israel — had colluded with his version of God to play a cruel trick on my mother and my family. Not only did it finally dawn on me that we had slid into poverty somewhere between beginning on ’79 and Halloween ’81. But I knew that we were in a family crisis, financial, material and spiritual. And there was nothing, absolutely nothing, I knew to do about it. Not even asking for candy would’ve helped.

Adverbs and A-Holes

22 Saturday Oct 2011

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Good or well cartoon, January 24, 2009. (Gaurav: http://mbatutes.com). Qualifies as fair use under US Copyright laws because of lower quality resolution with purpose for describing a part of speech.

Puberty is such a strange time in life, whether you’re male or female. It’s even worse when you don’t have the maturity to deal with the changes, physical, social and emotional. Add to that no real guidance from parents, teachers or other adult figures about how to deal, and you have a recipe for disaster, even social suicide. That became the case for me thirty years ago, in a fight with a history, with my late ex-classmate, Brandie Weston.

But I planted the seeds for it almost a year and a half before, the second Saturday in May ’80, the very first time I met Brandie. My father Jimme had taken me and Darren to his “girlfriend’s” two-bedroom apartment on Mount Vernon’s South Side. His alleged girlfriend — drinking buddy, really — turned out to be Brandie’s mother. When Brandie walked through the apartment door an hour into the visit, I greeted her with the words, “Wow, she’s fat!,” as if I’d complimented her on her great beauty (for full story, see “First Impressions and Brandie” post from May ’10).

Irony, of course, has been one of the ways I’ve come to be sure that there is a God. Why else would I have ended up in Humanities and in the same classroom with Brandie in September ’81? I had no doubt that Brandie told her Pennington-Grimes friends about the incident as soon as she saw me in class on the first day of seventh grade.  Every time I saw them, my shy “Hi’s” were greeted with grunts, names like “dumb ass” and “idiot,” or just plain ignored.

My cold war with Brandie became a fight only weeks into seventh grade. It wasn’t much of a fight, though. It was in Mrs. Sesay’s classroom, our 7S homeroom where we started the day, ended the day, and had our first-period English class. At the end of this day in October, Brandie was clearing out of room from the back, passing by my seat on the left side of the classroom toward the door.

“Dumb ass,” Brandie said out of nowhere, as usual.

“You’re stupid,” I said, not even bothering to look up as I put my plastic Mead, three-ring and five-subject notebook in my book bag.

Mike Tyson laying out Larry Holmes, January 22, 1988.

Within a couple of seconds, I got pushed from behind. I turned, and Brandie threw a punch into my chest. I threw one back into her right arm as she recoiled from landing her first punch. We were fighting in the back of the classroom.

It was two semi-nerds in a fight of words, lots of shoves, and a flurry of half-hearted punches. It was an ugly display, like watching a Larry Holmes fight or Muhammad Ali in his last days before his retirement. In one corner, at five-foot-two and 120 pounds was me, in the other, at five-foot-seven and about 150 pounds was Brandie. I certainly didn’t want to fight a girl. Brandie seemed to think that she could pound me into the ground, hitting me on top of the head a few times.

At one point I punched Brandie in the chest, only to find that her chest felt spongy. It dawned on me that Brandie had breasts. I stopped pushing and punching her right then and there, somewhat in shock from the revelation.

“You’re a pervert!,” Brandie yelled while two of her friends pulled her away from me.

I didn’t know what “pervert” meant — not that I would’ve admitted such a thing, since I was the “smartest kid in the whole world.”

“Well, you’re an adverb!” I yelled in response. Someone I pulled that out of my brain to call Brandie in response.

Of all the words — adverb? That ended our fight in horrific laughter from Brandie and the classmates who witnessed it. It was another About A Boy moment. It was a weird moment, even for me. I was embarrassed, all but sure that my classmates thought that I was incredibly dumb.

My fight with Brandie had awakened some sleeping wolves, what I called the Italian Club long before we actually formed one for our Italian class. And these preteens had social adjustment issues that made me, Hebrew-Israelite and all, look like a model preteen by comparison — a story for another post. But, still, on the next to last Friday in October three decades ago, I made myself into the adverb greater, as in an asshole to a greater degree. Seriously.

The Visit

18 Tuesday Oct 2011

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Close Encounters Of The Third Kind (1977) Screen Shot, October 18, 2011. (Donald Earl Collins).

Over the course of a decade, between January ’02 and December ’09, I exchanged emails, interviewed by phone and visited nearly thirty former classmates, teachers and administrators from Mount Vernon, New York public schools for my book manuscript Boy @ The Window. Not to mention family members willing to be honest about life in Mount Vernon and 616 East Lincoln Avenue. Not to mention my family intervention nearly ten years ago. The saying “you can’t go home again” is such an understatement.

At times, my walks down memory lane have left me verklempt, or feeling that I’ve entered the Twilight Zone. Meeting with a former tormentor from my Davis Middle School days was strangely pleasant, while talking with my class’ salutatorian was both illuminating and a little weird. I met with some former Humanities classmates who seemed more ornery than former Georgetown coach John Thompson after a sleepless night dealing with idiot refs. I talked on the phone with former classmates and teachers who either couldn’t remember details about our school, or flat-out lied about some of the things they had said to me and about me twenty-five or thirty years ago.

But of all of those meetings and time machine-like encounters, none made me more nervous than my interview with Crush #1 five years ago. I was nervous for any number of reasons. I hadn’t seen her in nearly seventeen years when I went to see her in the Old South in October ’06. My plan was to be up front about my crush, my borderline love for her back in ’82, which would make anyone anxious or feel really silly, I guess.

And I was stuck at this point of my memoir, the part about how my crush on Crush #1 came about, and how abuse and domestic violence at 616 brought it to a crashing end, between March and August ’82. I knew what to write. I just didn’t want to relive all of those emotions, as they led me to seriously consider suicide within a year and half of all of that.

Salvador Dali, The Persistence of Memory (1931), October 18, 2011. (http://www.moma.org). In public domain.

What I walked into on that rainy October ’06 day mirrored my own Silver Spring, Maryland residence. It was a modern-day carpeted flat in an apartment-home townhouse, appearing as lived-in by the scattered toys in the living room and foyer. Crush #1 was making stew peas. If I’d been in another frame of mind, a look of shock would’ve come over me. Crush #1 cooking? Put that above the fold of the New York Times! Yet since I was willing to expect anything from the new Crush #1, I wasn’t all that surprised.

Her husband greeted me warmly, which was a bit of a surprise. I’ve been around enough couples to get a sense of how these kinds of interactions are supposed to work, regardless of sexual orientation. It’s where the husband or the “man of the house” sizes me up, regardless of my intentions. Crush #1 walked out of the kitchen and gave me a hug, the kind friends give each other after seventeen years apart.

Then I met her daughter, this chip off the not-so-old block, a great combination of Crush #1’s and her husband’s facial features. She was an adorable four-year-old wanting to learn about the world around her. We shook hands and made animal noises for about two minutes. I felt at home. It was as if I walked into my apartment and had to chance to see myself, my wife, and my kid in action, with sarcastic banter and silly noises included.

There was so much to discuss and so little time. So I started where the twelve-year-old in me would’ve if he had a voice. I asked about her mother, her family, her growing-up years in New York, her time in school and in Humanities. What came out was so different from what I expected because it was so similar to my experience and because our similar experiences occurred during the same time frame.

It was all so normal, so typical for people from our respective backgrounds, so, well,  human. I liked this real-life version of Crush #1, and not in that twelve-year-old, I-think-I’m-in-love kind of way. That was something else I really didn’t expect. Not only did I enjoy the visit. I enjoyed getting to know one of my ex-classmates for the first time.

Humanities: First Contact, Full Circle

09 Friday Sep 2011

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Creme Anglaise in a pitcher next to a ladle, the closest thing I could find to represent my foodie image of "creme de la creme," the mantra of Humanities administrators during my six years of travails, September 9, 2011. (Source/http://recipetips.com).

It’s been thirty years exactly since I made the most horrible set of first impressions in my forty-one years of life. My first day of seventh grade at A.B. Davis Middle School in Mount Vernon, New York was also my first day in the Humanities Program, a magnet program for the gifted track (and also the way the powers that were decided to desegregate the school district in ’76).

But it was so much more than that, for better and certainly for worse, at least for me. It was the flip side of a coin that represented the worst six years of my life (the coin’s other side being my life at 616 with what can only be loosely called my family). But it was also the six years of my life that made the past three decades of success, struggle, more success, and more struggles possible.

After putting together Boy @ The Window — in which a large measure of text was devoted to what occurred with and around me during my time in Humanities, one question still remains. Did my time in Humanities, with my classmates, teachers, counselors and principals have to be as difficult as they were — and not just for me? There’s no real way to answer that question, because “of course” is a cold and callous answer, while “of course not” belies the important psychological changes that made me a better thinker, student, writer and person as a result. But if I could, I’d build a time machine, jump into my eleven-year-old version of myself, and make sure to have my dumb ass take my kufi off for my first day of school in 7S. At least then, I would’ve been normal-weird, instead of standoff-ish weird.

My main problem, though, was that I arrogantly believed I was the smartest person in the world. I paid dearly for having that kind of naiveté, to the point where certain classmates still see me as that idiotic preteen, and refuse to see me any other kind of way. Too bad for them, for I know I’ve long since changed.

That day, at least for the past decade, has also reminded me of another beautifully warm, powder-blue sky day that turned tragic. With two days before we reach ten years since 9/11, I think about the way I used to be, and see so many similarities to how we see ourselves as a nation. “We’re #1,” we love to say, even though we’ve long since stopped being #1 in so many respects. We have the largest economy and military, the largest debt, make the largest contribution to climate change and pollution, and complain the most about how the rest of the world isn’t like us.

Like me three decades ago, America is naive and arrogant. And unfortunately, it faces competitors — some as unfeeling as my more entitled or more unscrupulous classmates — who are clobbering us in education, economic growth, health care, social welfare, even in protecting their citizens and their citizen’s freedoms. It’s sad, because there are millions of people now experiencing the severe fall into poverty — and all of the pressures that places on marriages, parenting and children — that I faced, very unsuccessfully at first, thirty years ago.

I’ve come full circle. Between the struggle to find a home for Boy @ The Window and my struggle to continue to do meaningful work as a writer and educator, I find that even on my worst days, my best days thirty years ago were a thousand times worse.  My first contact with academic competition, Whiteness and diversity, racial strife, religious differences and straight-up elitism is what has given me a greater appreciation for who I’ve become since that sunny day so many years ago. As well as how much I’ve gained.

Teachers That “Demon”-ize History

29 Tuesday Mar 2011

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Qin Shihuangdi, China's 1st Emperor, book burner and scholar burier (except for historians of the Qin kingdom), 221-210 BCE. In public domain.

As I promised ten days ago in my “This…Is…Jeopardy?” post, this one continues my thoughts about the inability of most students and teachers to appreciate how to really teach and learn from history. To think that what most in the profession call social history has existed for a half-century, yet few outside of academia actually teach history in this manner. That between the schools of education that prepare them, the curricular paradigms adhered to by state boards of education and the rules and regulations at the district and school building level, few history teachers encourage their students to imagine. Or to think critically. Or  to ask “how” and “why” questions.

And we pay for these educational atrocities every single day, in our public discourse, in journalism, in international politics. Not to mention in our idiotic discussions of race, class, gender, religion, sexual orientation, in just about every endeavor that involves thinking beyond our selfish selves.

Michelle Bachmann Portrait, US Congress, January 14, 2011 - A case in point. In public domain.

The worst example of this for my money was my eighth grade US history teacher, Mr. Demontravel. Or as he preferred in the last three months of eighth grade in the spring of ’83, Dr. Demontravel (he had finished his doctoral thesis on the Civil War. Or as I liked to call him throughout that year, “Demon Travel.”

Beyond the trivia of him finishing his doctorate, Demontravel’s teaching style, while terrible, was also one that remains all too typical in our public school (and unfortunately, some of our colleges as well). His was a class that sucked the life out of history for most of the Humanities students at A.B. Davis. Like most teachers of K-12 social studies or history, it was an important and obscure dates, important names, and key places class.

Unlike most social studies teachers, his teaching methodology was the epitome of lazy. Every class, five days a week, Demontravel would put up five questions on the blackboard for us to copy down and answer using our textbook. At the end of every two-week period, we’d get a fifty-question multiple choice exam made up of those questions written out on the blackboard over the previous two weeks, helping Scan-Tron stay in business.

Demontravel rarely stood up to lecture or do anything else. Lectures for him might as well have been appearances by Halley’s Comet, only the lectures were far less memorable. This process went on unabated for forty-weeks, four marking periods, seventeen exams (counting the final), an entire school year. Calling this boring would only get you into the door of the intellectual famine Demontravel subjected us to in eighth grade.

Over the years, I’ve had hundreds of students complain about various versions of this kind of history teaching. That they hated history, didn’t understand its purpose. Many students have loved my teaching of social history off and on over the past two decades, and have told me so, that there interest in a particular issue or topic was peaked as a result of one of my courses. But there are some, perhaps as many as ten percent of my students (about 200 in all) who would’ve preferred the mind-numbing methodology of teaching history as trivia. For that group, Demontravel would’ve been a preference over being able to

Newt Gingrich, potential 2012 GOP candidate, at CPAC meeting, February 20, 2010. (Irony is that Gingrich, an opponent of social history, was a history professor for eight years before turning to a political career.) Gage Skidmore. Permission granted via Creative Commons and attribution to Gage Skidmore.

understand that, like life, history is full of irony, hurt, passion, hatred, and serendipity.

Maybe this is a losing battle, that most students will never have a teacher with the ability to inspire them to think beyond the trivial when it comes to history. Maybe this is a losing battle because there are far more demons traveling through K-12 as social studies and history teachers than there are people like me, or my late teacher Harold Meltzer, for that matter. I have a feeling, though, that generations from now, future students will look at this aspect of hypocrisy in American education and just shake their heads. They won’t understand why it was so hard to teach the truth of how and why good, bad and ugly things occurred in US and world history.