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Excerpts from Why Fly That Way? by Kathy Greely
Perhaps this specific group of students stands out not because of what the students were or were not but because of what they became. There were many challenges, difficulties, obstacles, and failures. There were times of despair and frustration. At times I felt totally ineffectual and defeated. And yet, gradually, I saw a motley crew of insecure, resistant, fearful, and at times mean-spirited young adolescents become a community willing to work through difficulties together, tolerate and appreciate differences, take risks and go beyond their "comfort zone," and let themselves care. I realized, by the end of the year, that I had witnessed a real transformation - both of individuals, and of the class as a whole. I felt an urgency to write down their story because I didn't want to forget how we got there. - From page xiii in the Introduction
Then it hit me. If I told them all the reasons why I thought that they couldn't do it, they wouldn't do it. I had to take the plunge as much as I was asking them to take the plunge. I had to believe in them so they could believe in themselves. They would learn to trust each other when they knew that I trusted them. We didn't need more talk; we needed to do. I had been waiting for that magic moment to happen, the signal that would tell me the time was right. But, I'd forgotten that the magic doesn't just happen; it is made. It is made when one is willing to step out of the safety zone, take a risk, and believe. - From page 67
I wanted to kick myself. All year long, I had been pushing kids to work together, to establish trust among themselves, to be willing to take risks, to follow through on responsibilities to others, to support and encourage their peers rather than tease and "dis" each other. I believed that I had to see the evidence of this before we could begin the play. I had seen glimpses of growth throughout the year: the Expert Projects, the ice skating trip, some class discussions. But it was the playmaking process itself that forged a profound commitment to the community. The play called for a deep understanding of history, personal reflection, and an examination of one's own values and actions. It demanded that students take risks, try new things, and trust each other. Its success depended on each one's taking responsibility, caring for each other, and giving each other critical but supportive feedback. It inspired them to do their best and to demand the best of each other. Perhaps this would never have happened without all the groundwork we laid over the year. But that may, I vowed that if I ever did another play with seventh and eighth graders, I would start working on it from the first day of school. - From page 103
We all know the power of one person to touch the life of a child. We know that seeds can be planted that blossom years later, sometimes in the most unexpected ways. Indeed, in absence of other rewards or incentives, this belief fuels many of us to keep doing the hard work of teaching. But I can't help but wonder how many more lives could be touched, how much more our students would learn, and how less random our work would feel if we worked together to teach children to be human beings. - From last paragraph, page 125
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