The Silver Tongued Jesuit

Br. Frederico Gianelli has been assigned to Verbum Dei for the next several years.  Although he is trained in palliative care and serves as a campus minister, he also comes to Verbum Dei with a passion for landscaping and facility improvement that is amazing to see.  Like the Pied Piper of beautification, Br. Fred draws others into his magical transformation of the Verbum Dei campus with his charm and enthusiasm.

Br. Fred and Cristina Cuellar

Already, he has cleared out old vegetation and replaced it with bark dust that makes the campus look fresh and clean.  You will find new tress in three of the planters where old dead ones once stood.  He has also cut out overgrown areas of the 300 corridor where there used to be cactus and palm trees that looked like they were from Skull Island in a King Kong movie.  But what is most amazing is the fact that Br. Fred wants to put a statue of Saint Ignatius in front of the chapel.  To do it, he has persuaded a number of donors to help fund the creation of the statue, as well as move the old Eagle statue to a new location to make room for Saint Ignatius.

In order to move the old statue, Br. Fred needed a forklift.  Not one to let anything stand in his way, Br. Fred asked a local recycling center if he could “borrow” their forklift.  When he told them it was for Verbum Dei, they offered to share the lift for free because they said, “Verbum Dei makes such a wonderful difference in this community.”  We are truly grateful for the spark of inspiration that Br. Fred brings to Verbum Dei.

Gratitude

As Thanksgiving quickly approaches, I want to take a moment to reflect on the importance of gratitude in living a spiritually healthy life. Sometimes we get caught up in the daily struggles of life and we forget to take the time to pause and remember for whom and for what we are grateful. In Catholic theology, though, gratitude holds a place of special importance. After all, we celebrate Eucharist at each Mass, and Eucharist translates to “thanksgiving.” Each time we celebrate Mass, we give thanks to God for the many blessings in our lives.

As mentioned, though, we sometimes get overwhelmed with our days and have a hard time seeing those blessings. For me, those blessings usually come in the form of people: people who love me, people who support me, people who make me laugh, or sometimes the person with the cart full of items at the grocery store who let me cut in front when she saw I only had 2 items to purchase. I believe that I focus my gratitude on people instead of things because our relationships with others are so much a part of who we are. We might want to deny it at times, but the reality is that, for better or worse, we are who we are based on our relationships with family, friends, acquaintances, creation, and God.

We held our Freshman Retreat in the beginning of October this year with the theme “I GOT U.” It works not only as an acronym for how to enter into a retreat (Intentional, God in all things, Open, Timely transitions, U get out what you put in), but also as a reminder of the type of community we want to build here at Verb. We are not just classmates, students, teachers, and colleagues. We are family. We know we can rely on each other and on God. And when we see someone else in our Verb family who needs us, we are quick to respond with “I got you!”

To help me focus on who and what I am grateful for each day, I keep a gratitude journal on my laptop. Each night before I go to bed, I jot down at least three moments during that day for which I am grateful. It helps me remember my blessings. Not surprisingly, my three “things” that I typically jot down are people: students, colleagues, family – people who I had a positive moment with that day. They are people who showed me through actions that they “got me” and people who allowed me to say to them, “I got you.” And, of course, I am always grateful for God continually saying “I got you!” to each of us every day.

Sophomore Parables…

Christian Scriptures is one of my favorite courses to teach yet, it can be challenging to get students to see the relevance of scripture in their lives. I begin this course by asking students to reflect on their own lives, their own stories. I remind them that they have a unique story to tell and then we move to make the connection between their stories and the stories of our faith. As we read and study the Gospels, I challenge them think about how this might be relevant in their lives. In the Gospels, we read that Jesus used parables to teach about the Kingdom of God. He made sure that these parables were drawn from everyday life, were thought provoking and challenged the contemporary perception of the Kingdom of God. This year, I challenged my budding theologians to use their creativity and write a modern day parable based on one we read, analyzed and reflected in class.

Presenting…

“Imagine you are running in a Marathon. At the end of the race [there] is a prize. You will run and run until you reach there. On the way, you might trip and fall. A person will be there to help you and he will help you when you trip and fall and is determined to get you to the finish line. He is determined until you finish your run. After the marathon, you will be celebrating with the person who helped you, so you shall earn the prize. If you don’t you will give up the marathon and wont, get the prize.”

“Think of heaven like a gaming clan. It starts with a leader. Then, it begins to grow over time. Getting more members and the clan starts to go global. It is like heaven and Jesus/God as our leader and us as the members joining the clan.”

My hope is that by not only engaging the Gospels but also engaging their own lives, my students can grow in their faith and come to understand that their own story is part of this larger story of Christianity. How would your modern parable read?

My Story

Growing up, I was the only girl of color in my elementary magnet school.  I struggled with reading and was put in the ‘Orange Uh-Oh’ reading group.  I didn’t know then, but later learned that my parents had to fight long and hard for me to receive the support I needed to be a success in my academic career and continue in the magnet program.  The discrimination they endured while they were in school, and saw their daughter going through, drove them to fight for something better for me.  They won their fight, and I thrived.  Having later learned of my elementary experience, I was determined to make sure that all people are treated with respect, given every opportunity for success and to make my parents proud.

I continued on my path, not knowing where I would end up.  I proudly earned a B.A. in Sociology at CSU Dominguez Hills. After obtaining my B.A., I decided to try my hand in teaching and fell in love with the process.  I decided to further my education and am blessed to have obtained my M.A. in Educational Administration, as well as gained experience in grades K – 10 as both a learner, educator and administrator.

I never expected to be a teacher.  I didn’t know what I wanted to be, but I knew I wanted to do something that would leave a positive imprint on society.  Upon reflecting on my journey, it is evident that God’s hand has always been leading me to where He needs me to be.  A counselor, a friend, an encouraging word, an educator.   My experience has allowed me to assist hundreds of students improve their skills and see them thrive in a positive environment.  Seeing them walk in the classroom on day 1 as an unsure student, and walk out standing tall and thankful for what they have learned is a great gift.

The journey has not always been smooth, but it has brought a plethora of knowledge and experience that I have needed to complete God’s work.

I am blessed to be able to share that with the Verb community.  Thanks for having me!

The Privilege of Time

Older generations have always rolled their eyes at the younger generation’s complaints of how hard they have it. To be fair, I wouldn’t trade an hour of my day for that of my grandmother’s when she was a young adult. Her daily encounters with overt racism, sexism, and every other experience of oppression she endured would undoubtedly make any reasonable person roll their eyes at my recent tantrum caused by my 5th cracked iPhone screen. That is not to say I do not encounter issues that are traumatic and overwhelming to my emotional and physical wellbeing but some of our first world problems cannot compare.

And so, it is with our students. Whether in an affluent school or school serving working class children, country school or rural, suburban or urban, our students are carrying psychological, emotional, and spiritual loads that would overwhelm even the most seasoned among us. And yet, within the classroom, many educators continue to create classroom policies and procedures that presume the opposite.

My co-blogger today is Mr. Tyon James. Tyon is a member of the Class of 2020. He is a member of the National Honor Society and a leader of multiple organizations on campus.

I asked him what assumptions he feels teachers make regarding how much time students have outside of their class. He offered to solicit input from his friends on social media. Here’s what they said:

You’re Not the Only One! Teachers assume students have no responsibilities outside of school.

“There’s never really enough time for me-for real personal development. To actually figure out what I want to do and to do things I like to do.”

Teachers tend to forget that not everyone takes on the traditional role of a dependent child in their household. Some people play more of a parenting or adult role in their own lives and the lives of others. When teachers say, “This is your only responsibility!” and “You have nothing better to do!”, it puts blame on the student. That’s showing disrespect for my time and experience.”

“I sometimes wish I had more time. More time to sleep, to talk to my family, to do something I want to do and not something I have to do.”

Teach teacher! Teachers assumes the class is their personal talk show. They use the allotted class-time to talk about irrelevant things that don’t hold substance or merit within the subject matter.

They talk about irrelevant things and things that don’t relate to the lesson, they focus on the bad kids and talk about what they are doing wrong and end up taking all our time. Outside of school, they give us homework that is more like busy work than something you can actually learn from.”

 “I feel like they are not respectful of our time because of the way they teach their curriculum. For example, I have teachers who have us watch Crash Course videos in class. Like… if I wanted an online teacher, I would not be going to public school.

Hold Up, Wait! Teachers assume their subject takes priority. Teachers don’t give enough time to complete assignments.

Teachers give too many major assignments due the same day for multiple classes.”

They don’t give enough time to finish assignments and they take the entire class time explaining instead of explaining for like 5-10 minutes and then letting us explore and helping us with any questions.”

Are You Going to Grade This? Teachers assume we don’t know what meaningful work is. They assign “busy work that is meaningless and boring. It’s a waste of time.

Teachers waste my time by giving busy work and not actually going over the class material. I believe that students have different learning styles and teachers should be able to utilize all those styles, so every student is engaged. Busy work is not for everyone.”

Is This Thing On? Teachers assume in-person communication is more effective than online communication. Some teachers aren’t very tech savvy. They seem to only want to interact in the classroom.

When they read your email and never reply! And then wait 3 days later to address you in person.” 

We are not calling for less homework (ok…most aren’t). But we are asking for teachers to be more thoughtful and intentional about what they are assigning.

Well said Tyon! Teachers, if we must assign work on their personal time it should be relevant to the course and to their lives. The facts are that time is a commodity and free time is a privilege. Our students need us to be open to creating spaces where all students can succeed, thrive, and be well- even those without the privilege of (free) time.

One Big Family

It is always easy to reminisce on my time as a student at Verb. Walking down the corridors, the field, or even speaking to the students are always a reminder of my time here at Verb. I always remember the constant support and guidance from teachers, coaches, and staff. We as students bonded over homework assignments, sports, and everything else going on in our lives throughout our teenage years. We created a brotherhood that will last a lifetime no matter the distance or the different paths that our lives will take. The Verb became a second home, a place for us students to develop as young men with and for others.

Now in my third year back at home I have seen all the long hours and hard work that everyone at Verb endures. Constantly seeking to grow not just for ourselves, but also for the students. The constant theme is not, how I can make this situation better for me, but rather how can this situation be better for the students. It is this passion and love that I see on daily basis that makes me want to grow and become a better person for everyone around me. It makes me appreciate what my teachers and the staff did for my family and me.

As the admissions season continues and we as a department start getting assistance from the teachers, staff, and students I notice that we all care about one another. We all pull together to ensure that any visiting student, or family has a memorable experience of the work that we are doing here. It does not matter if it is 70 students visiting or just one, the experience is equally as impactful as the next. Everyone on campus greets the visitors with a warm smile, a quick greeting, and every single time students and parents leave the Verb knowing that we are a family. Any prospective family leaves the campus with the feeling that this is not just a place of higher learning, but also a place of community – a family. Any student or family that visits will know that who we are and what we do.

WE ARE VERBUM DEI!

Post-secondary Planning

Post-secondary planning is never an easy task, but when you add the additional layer of being a first-generation college student, things seem to become a bit more challenging. At 16 and 17 years old, students are asked to plan to the direction of the rest of their lives. While this decision can be undone later, a lot of students do not see it that way. Students want to find the right fit for them from the beginning of their college career, so whether that is a trade program, a 2-year college, 4-year college, or enter the workforce – either way, students go into senior year with a plan.  For many Verbum Dei students, they are the first in their family to apply for college, and as a college counselor, it is my duty to help students navigate through the process of finding the best fir for them.

When thinking about fit, for many, it goes beyond their GPA and test scores. Many students consider the schools’ reputations, location, academic programs, etc.  For many Verb students, however, the number 1 factor is financial fit. The issue with using financial fit as the determining factor is that most financial aid packages are not available until March or April and students need to commit a college or university by May 1st. A good way to estimate college cost is by looking at cost of attendance, scholarship programs, financial aid from the institution, and plugging the students’ information into the Net Price Calculator tool, linked here: https://collegecost.ed.gov/net-price  So, what can we do on our end to support students in identifying the other aspects of a best fit college in the meantime? I will list them below:

  1. Consider all the factors connecting students to the best fit for them outside of financial fit (i.e. academic fit, location, Verbum Dei success data, and social emotional fit)
  2. Meet with students regularly and loop in their parents to chat about why certain schools are on their list and others are not
  3. Have a healthy mix of reach, match, and safety colleges/universities on their list.
  4. Use resources available to the students to learn as much as possible about a potential college/ university (i.e. Net Price Calculator, Verbum Dei Alumni, College Fly-in Programs, Summer Programs, and College/University Repetitive Visits)
  5. Making sure the student is comfortable with all the decisions they are making about their futures

Finding the best fit can be a challenging process, but the reward is so great knowing that students are in a place where they feel comfortable living and learning which leads to better retention rates and student stress levels. Here is a video on what the reward feels like, enjoy!

Life-long Positive Effects

On the first day of school I read a thank you email from an alumni that not only brought a smile to my face, but it also validated that the work that we all do at Verb is something to be proud of.

He recalled the times we talked about test-taking skills and grade check-ins. He shared everything he was thankful for – I was surprised that he still remembered conversations we had during his freshmen year!

The relationships we build with students can create  life-long “positive” effects, but most importantly we have an impact in students fulfilling their long-term goals and their dreams.

We are Verbum Dei!

Instructional Framework

There have been several new instructional practices added to the Verbum Dei High School repertoire this year – all of which focused on improving student academic success.

Among these new practices is the implementation of the Instructional Framework. This framework will ensure that every teacher in every classroom will incorporate Learning Targets, Direct and Indirect Instruction, as well as the use of Summarizers at the end of each lesson. Students benefit by first by being made aware of what they will be learning. When students are told what they are about to learn, they are more receptive to the instruction they are about to receive. The Instructional Framework also benefits students by requiring teachers to create lessons that allow students to engage with the subject matter rather than be passive receivers of content. Finally, studies show that students who are allowed a few minutes at the end of the class to summarize the information they have learned will retain more of that information than if they had not summarized it.

I encourage you to take a look at the Instruction Framework yourselves to see what teachers and students have been up to in their classroom this year!

Please click below:

Instructional Framework

Being a Black Man From My Perspective

When I was a young boy, I often asked my parents, “why are you so hard on me and expect so much of me?” They told me that the world would not be kind to me. To be honest with you, I didn’t really know what he was talking about, but I nodded my head anyway.

I grew up playing basketball, but I always knew I wasn’t destined to go to the NBA so I used education as a tool for success. I had never heard anything positive about being an African American male from society. Dr. Martin Luther King, Jr.  is the reason why I’m a member of Alpha Phi Alpha Fraternity, Inc.

I wanted to dispel the myth that African American men are uneducated, lazy and don’t take care of their families. I’m neither of what I just described. Is there pressure being a black male? The answer is yes! I feel it every day. I have to work harder than everyone else.  I always have to prove myself and I have to carry myself accordingly. One question I ask all the time is, why do I have to do these things because I’m a black male? It feels like I can never relax for a second. Why is it that people don’t trust black males? They automatically assume the worst from us and don’t let us make a mistake; it’s the end of the world. I love being a black man and all that comes with it. I know who I am, but society judges me differently. Why can’t I wear a hoodie? Why can’t I wear a certain hairstyle? Why am I judged so harshly? Why are the rules different for me? Why do I get pulled over by the police? Why can’t people see me for who I am and not “just” a black man?

I understand it and deal with it accordingly, but what about my young Verb students?  How are they handling it? Are they comfortable in their own skin? Why do teachers teach down to black men?

I would say, I have been very successful throughout my journey. I feel like when I win, we all win, but reality tells me that isn’t the case. As black men our success’ and failures divide us as men. The work environment can feel like a street environment because your success can be another man’s misery, so you have to watch your back? What happened to I win, we all win?

These circumstances make you surround yourself with only like-minded individuals but that again forces us to separate ourselves from each other. In my mind, when President Barack Obama won, I won!  I thought the success of Barack Obama would get people to see me in a different light. I guess I was wrong. I’m not giving up the fight because being a black male is awesome thing to be and I wouldn’t have it in any other way.

The belief in God gets me through my tough days as well as my good days. He knows what my calling Is. I want to thank my parents for preparing me for this world and teaching me to love myself and who I am. For that I am so comfortable in my skin. Dr. Martin Luther King, Jr. as an Alpha I’m carrying out the legacy you started and I promise I won’t let you down. To all of my Fraternity brothers, you guys make it cool to be Black & Educated. Mary Innanculli you gave me my first leadership position at Seton Academy. Brother Tim King founder of Urban Prep Academy you let me shine so bright and let me do my thing from a leadership standpoint. I am so well prepared. Father Privett & Dr. Odom you guys believe in me so much that words cannot express how I feel. I appreciate the both of you because you have let me loose to do positive things and mentor our young men.