The New York Times
by Joe Nocera
December 16, 2013
In 2006, an idealistic New York public schoolteacher named Kevin Greer joined the faculty of an idealistic new high school, Brooklyn Community Arts and Media. Greer had previously taught English to 12th grade honors students at Dewitt Clinton, a huge high school in the Bronx. At B.C.A.M., which hoped to inspire students with an arts-driven curriculum, he would be teaching ninth graders. Most of the students had not chosen B.C.A.M., but had simply been assigned to the school. They weren’t nearly as self-motivated as Greer’s former students. Many if not most of them read below grade level.
Greer’s first approach to teaching these students was to refuse to concede to their obvious difficulties. He taught Plato and lectured about such things as “the rhetorical strategy of repetition of a phrase at the beginning of clauses. We call it anaphora.” He seemed distant from the students, and they reacted in kind, yawning or talking among themselves. Greer knew he was not getting through to them. He was frustrated.