Skip to main content

The Laundromat

When my family first arrived in the U.S. from Cuba we had very little that we could call our own. Not only did we rent a small apartment, but whatever furniture we had in our house we either begged, borrowed or stole (the last one metaphorically speaking, of course).

In fact, if you sat in the living room of our home, and all the doors to the rooms were wide open, you would be able to see into the two tiny bedrooms, the kitchen and the bathroom. I shared a bedroom with my older brother. It was all we could do to walk around the bed without bumping into each other or the bed itself, the only furniture in the room.

Needless to say, we didn't own a car.

And, then there was the laundromat.

                                          Source: http://bit.ly/1csaVdm

Because we didn't own a washing machine or dryer - and even if we did there was no room to put them in our apartment - we took a weekly family trip to the laundromat. We did own a shopping cart that did double duty for hauling groceries and laundry with equal ease. I don't remember my brother ever accompanying us on these trips. In fact, my brother was pretty much absent for most of my growing up years.

Source: http://bit.ly/1lkYkyj

After we arrived at the laundromat, we would sort clothes into several washing machines but not before my mother cleaned them out carefully to rid the insides of invisible, but deadly germs. Then, the wait. Twice, first for the clothes to wash and then to dry. I don't remember how I passed the time away but it's very likely that I read while I waited. Finally, we would fold the clothes, put them neatly in the shopping cart - my mother wouldn't have it any other way - and head back home.

I don't have many vivid childhood memories and this one had been deeply buried until it resurfaced at an NCTE annual meeting session entitled, Writing Workshop is for all Students: Using Visuals, Oral Language, and Digital Tools to Maximize Success and Independence for English Language Learners. It was at this session where I ran into Stacey Shubitz and all the memories came flooding back. 

Presenters Maria Paula Ghiso and Patricia Martinez-Alvarez, both from Teachers College, Columbia University, were describing how by putting cameras in the hands of young children and asking them to take photographs of their families and neighborhood revealed a great deal about the children and their families. 

At that moment, I saw myself as a little girl again, making that weekly trek to the laundromat. I wish one of my teachers had valued me then in the way that these teachers are valuing the lives of their young students: rich with family experiences that don't often get to be seen in schools.

Thanks to Stacey for encouraging me to write about this. It feels unfinished but that's how it needs to be for now.




Comments

Popular posts from this blog

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to  have  focused conversations about books?  The answer is easy: teach kids  strategies to help them develop effective conversational skills .  As in

Are we listening?

A child sits alone with a ripped worksheet packet on his desk. He appears to be singing or subvocalizing something though no one hears him. Or, perhaps they're ignoring him. The teacher stands at the front of the room teaching on the SmartBoard. The children follow along in their worksheets. Except the child sitting alone. He is in his own world. No one engages him and he engages no one. My heart aches for this child. He is physically and emotionally removed from the class. I ask him why his paper is ripped. (It's not an accidental rip.) He says he did that on a different day. When he had been frustrated about the work. He tells me that he sometimes sits by himself because the work is too hard for him. He later tells me that he sits by himself because the teacher thinks he talks too much during the lesson.  He says he does that because he wants to find out about the "lives of the other children". My first impulse is to rescue him from the wrongheade