W8D1 End of the summer

I’m pretty sure this will be the last post for the summer. It is a week until school and I have a number of projects I’d like to get done before then. I need to get them done since that first week of school I’ll still be finishing up this job, and starting my regular job.

Right now, I’m at a site near Times Square. The classroom is quiet, just the hum of the air conditioners and the sunlight is coming in behind me over my right shoulder. Occasionally, I can hear the beep of a horn, but it is distant. I like this room in the afternoon. It is reasonably comfortable, and the windows are tinted in a way that makes it seem like the sun is setting for two hours. It seems an appropriate place to write this particular entry. That, plus it’s an hour plus to get home, and I still have to shop for dinner.

I’ve been reflecting back over the summer a lot during the past week or two. Clearly, this summer was different than last summer in Chicago. In many of the ways it was different, it was harder. New York is a harder city than Chicago: a harder place to live, a harder place to get around (especially the way the trains have been), and the people seem a little harder, too. I feel as though I struck up with more strangers in Chicago than here. (Research from last year’s blog: “Do you get the sense that I talk to a lot of people here in Chicago? I really do. I talk to three or four strangers a day. More on weekends. People are really nice here and like to talk.”) In New York, I’ve probably struck up three or four conversations total. Three turned out to be teachers.

Being a scientist, I realize that it could be Chicago, or it could be me. The jury is still out.

The main question is “Would I do it again?” Yes, yes I would. Though some things have been hard, there are things I can do to mitigate them next time (assuming GWC will have me). First, I’d find a better place to live. Though the apartment I have is nice, reasonably priced, and in a nice neighborhood, the commute is difficult. It’s not so bad in the mornings, but it can take between an hour and an hour and forty minutes in the evening. Also, once I get home, I am loathe to go back out to the grocery store or to buy things. Eleven stories down, then eleven back up again, with bags. I have gotten better at them, but it is a lot. There is a farmers market once a week about fifteen minutes away, but there is just one vendor, and the produce is mainly not local, and of similar type that I can buy in a grocery store. The closest full sized (more than 10 vendors) farmers markets are more than one hundred blocks away, and require a two plus hour round trip (including about fourteen flights of stairs each way). Food gets heavy. So, a better living situation is necessary.

This is also my first year in the job. I’ll do a lot better next year. There were many challenges that were new to me this year: self-harming students, students whose siblings were killed, students whose friends attempted to take their own lives, students who had difficulty adjusting to group work. Now that I’ve handled those things, and more importantly, seen how GWC handles them, I have confidence that I could do this again.

I suppose, though, the biggest factor in deciding whether to do this again goes much deeper than that. I think that my work here helped me not get washed away by all that happened this summer. I had a profound sense that I was doing here is deeply meaningful work. I wasn’t just busy, but busy doing something that really mattered, something that was going to change people’s lives for the better, and further, something that few other people have the combination of skills to do.

A lot of what I’ve been thinking about this summer goes back to a course I took in college, called something like “Self-Determination Theory”. I had no idea what it meant either, which is why I took it. (If you take a course where you don’t know what the title means, you are bound to learn something.) If you know what it is, you may have read about it in Drive: The Surprising Truth About What Motivates Us, by Daniel Pink. Essentially, the idea is that we are intrinsically motivated by three things: autonomy – the sense that we can choose what we do; competence – (or mastery) the sense that we are good at something and getting better; and connectedness – (the desire to interact, be connected to, and experience caring for others, sometimes called purpose). Studies show that these work way better than money, fear and rewards for getting people to do things. Think about it. I know many of you are (or were (but really still are – sorry, it never leaves you)) teachers. If you were identified for being a great teacher, which would you rather have, a bigger paycheck, or administration getting out of your way so you could do your work? I know what I’d go for (and they do). If you want to lure good teachers to troubled schools, develop a culture at them where a teacher can feel like they are doing a good job, connecting with students and colleagues, and the bureaucracy doesn’t get in the way. It would work better than raising salaries, I bet. (If you understood the meaning of and , you have what it takes to be a coder, by the way.)

Anyway, I get those things in droves in this job;

Autonomy – Everyday, I wake up and I decide where to go, where I am most needed, go there and do what I need to do. Headquarters discontinued weekly check-ins after week three. I choose what I do.

Competence – I feel like I have what it takes to do this job. I am still working on some skills, like be a better listener. Heck, I’m still working on all the skills – I am trying to become a better coder and a better leader, too. I don’t think I had sufficient skills before this year, though.

Relatedness – I have a real sense of purpose here. I’ve also made good connections with the majority of my teaching staff, as well as many of the students. Granted, the connections with students aren’t as numerable, or as deep, but the teaching staff were my new kids – I’m old enough to be a parent to any of them.

That’s where I stand. Yes to do it again. Only time will tell.

W7D2 I think I got a code in my node.

First, I want to say that although I haven’t been writing in this blog as often as usual, I have still been writing; writing computer code. I have had a project on my mind for three years (I actually started it once or twice), and I am starting it again. I’ve gotten a bit further this time. It is taking me longer than it might for two reasons:

  1. I am doing what is called test driven development. You’ve heard of teaching to the test? This is coding to the test. You write the tests first; if I put this into the program, I should get this other thing out. Then you write the computer code that passes the test(s). So far, I have 274 tests (and code that passes 273 of them). It takes longer initially, but ultimately, you save a lot of time debugging. If I make a change in my code, then I can quickly run all the tests (it takes about 0.8 seconds) to make sure I didn’t break something else. When my code does break unexpectedly, as it did just before I stopped coding today (hence the 273), I can find the problem, add that input as a test, and be confident that it will not fail the same way again. It’s really hard to think up all the test cases ahead of time – you are looking for ways to break the code, so you add them as you go along.
  2. I am learning a new computer language, Python. It’s not nearly as hard as learning a new human language, which is why I don’t agree with replacing human languages with computer languages in school, as has been done or is under consideration in four states. Computer languages have many fewer words that human languages – typically around a hundred or so, but you only need a working vocabulary of about thirty to thirty-five to write even very complicated programs. The code I am writing is pretty complicated – it doesn’t break down into simpler tasks easily. In my case, each task affects the others, so it’s kind of tangly. Further, with a computer language, you are asking the computer to do a smaller set of things, and while there is code that you can look at and say “Gee, that’s beautiful code”, it’s not nearly as expressive as human language. There are never double entendres, for example, whereas I only ever write in double entendres. Get it?

There are parallels between human and computer languages, though. One that has been slowing me down is idioms. Each time I code something new, I look up the Pythonic way of doing it – i.e. speaking like a native. In my head I know what I want to do, and can do it easily in a number of computer languages I know. However, learning the idioms helps produce code that is both more efficient and more robust.

I’ve really been meaning to write about this whole “Google Manifesto” thing (on Fox News, they never use “manifesto” – it is the “anti-diversity memo”) . I’ve read it, twice. I’ve read most of the references as well, and a number of articles rebuffing it. I even listened to most of an interview between James Damore (who wrote the document) and Stefan Molyneux, a podcaster associated with the alt-right movement. I stopped listening because most of it was Molyneux trying to get Damore to agree with alt-right ideas, but Damore is a self-described centrist, so it didn’t really work.

Although the tone it is written in is reasonable, the reasoning is not. Overall, he uses statistics from a general (worldwide) population to describe the women who work at Google (which is not a random sampling of women in the world), and even I could see holes in the paper he cited. If you are interested in a well reasoned and researched refutation of the memo, look here. A Girls Who Code spokesperson responded to the memo today. There’s a good video at the end of this article, which shows what women in tech experience regularly. This article has a good description of the current science around the topic of gender differences and the different issues women face compared to men. It is clear from his memo that Damore is not aware of the uneven playing field that women (and other minorities – heaven help you if you are a woman of color)  face.

I think, though, that Damore’s memo is a specific case of something much more pervasive, and something I think we’ll see much more of, especially during the next three and a half years, possibly longer. The general case is this: a privileged class of people (often, but not always white, middle class and mostly male) is not doing as well as they think they ought. They see oppressed classes getting a helping hand to level the playing field and think, “Hey, I made it here myself, and it’s not fair that they’re getting help I never got,” not seeing their own privilege. If you are in the privileged class, it is easy too look around and think everybody has the same playing field. You simply don’t see that other people have different experiences.  I know this, because I used to think it. The video I mentioned above shows it perfectly.

Once I became aware that this might not be true (via many discussions with Jennie, my daughter who has studied gender extensively), I held the idea in my head, and began to look for evidence. Slowly, I began to see it – I listened to the experiences of women (and others in non-dominant groups) around me – in tech and out, and it became clear that there really was an unlevel playing field. It’s why I do what I do, both with GWC and at school, and it has meaning for me. I use my privilege to give others a boost.

There’s been some debate (if you ingest a wide enough swath of news) about whether Damore should’ve been fired. From the tone and content of the memo itself, maybe, maybe not. From the implications of the memo, it simply doesn’t make sense to keep him around, even for political spectrum diversity (which was part of his stated goal). It’s hard to imagine how someone who thinks the people (and so many of them) around him are inferior in some unfixable way (i.e. biological) can be a team player. There’s going to be a lot of resentment on that team, from both sides. And teamwork is where things are in the tech industry today. Gone are the days of the lone coder genius sitting in a semi darkened room (a la 1980’s movies – apparently that’s when women stopped coding) (thanks to Katie T. for the reference to the NYT article on loner nerds – “I don’t know what made her send it to me,” he says as he codes in a semidarkened room).

I don’t know if I’ll write tomorrow – I have a friend (JKL) visiting, after which I’m going to see The Great Comet of 1812. I splurged and got a seat on the stage, over in the pit on the left of this picture, but I won’t be home until late.


W7D0 You are not as smart as you think.

You can’t walk around midtown very long, especially in the morning, without seeing one (or two) of the latest additions to the NYPD fleet: Smart Cars. THEY ARE ADORABLE! You have to see these things. OK, here (source:NY Daily News):


How cute is that? In midtown, they are mostly used for parking enforcement. (Side note: What is it about New Yorkers and double parking? (I have a feeling I’m stepping into Seinfeld territory here). It makes bike riding exceptionally hazardous, since I have to frequently ride in the driving lane of roads where cars are going pretty fast. I hate zooming in and out of traffic.)

But the Smart Car is really good at zooming in and out. It is excellent for parking enforcement because it can do a U-ey (I had to look up how to spell that) on an avenue, and can fit into tight spaces, so it doesn’t have to double park to issue tickets.

That being said, I do not have full confidence in them. I was walking home from the train the other day, and there was one responding to an emergency (even using its Rumbler siren). It zoomed (because that’s what they do) around a corner, weaved through some traffic (they are really good at that), and was on its way. All I could think was, “Where are you going little car? What do you think you will do when you get there? Don’t you think you should wait for some of the big cars?” I feared for its safety. I saw it today, though, safely parked behind the police station.

I had planned to write something about the “Google manifesto”. Not surprisingly, it’s making waves in the circles I am traveling with these days. I’ve read the document closely, including most of the references. I am going through it one more time and still have to double check some of the references. I think this is part of a larger cultural thing that is happening, and is related to the White Supremacy protest in Charlottesville, the recent presidential election, and to some things that have been going on in Europe around the refugees there. I still have more work to do, including re-finding where I got my working hypothesis. That’ll be the hard part.

W6D4 Go, Dog, Go!

The tenor of at least one week 6 classroom has changed dramatically, I’m sure the others have, too – it’s go time. Technically, the substantial portion of their projects is supposed to be done tomorrow afternoon. Monday is testing and Tuesday lunch is code freeze – no more development after that. In reality, very little testing will get done on most projects – they’ll still be working hard just to finish.

And I do mean hard. When I got to the room this afternoon, the girls had just come back from a panel with women senior technical workers, and rather than the usual ten minutes of chatting, going to the bathroom, getting a drink and so on, they sat right down, put their earbuds in, and got to work.

The groups are in drastically different places. One group has essentially finished their project, and are working on additional features. Another group had an idea that was too big (they resisted suggestions to pare it down), they weren’t able to make the progress they hoped for, and they are in a bind right now. There is still a way forward for them, but their site will be static, rather than as interactive as they’d hoped. It’ll be more of a storyboard than an actual working site.

A third group has an interesting story, and it’s characteristically GIrls Who Code, and exactly what we hope for. Their project is done except for art and text. The art they are doing is simply amazing, and highly detailed. It is of the anime style, and really quite beautiful. The idea they have is to create a visual novel (story) of sorts. It takes a whole lot of effort to code something like that up, so they asked the instructors for some ideas. One of them suggested using Ren’Py to make the whole thing work. They looked at the site, and decided that there was too much reading (TL;DR), and they needed and easier way. So they started looking, but didn’t find anything else even close to what they wanted. To their credit, the went back learned how to use this new set of tools, and now are closing in on a final product. This is exactly what GWC is designed to do: instill in the girls that they don’t have to know how to do something; they can just get in there, learn it, and use it. They went from being “I don’t know how to do this” stuck to “I don’t know how to do this, I guess I’ll just learn it. Go.”

W6D3 It’s got a nice ring to it.

The honest truth is that I had already decided, the moment I stepped out of the yoga studio door, not to write tonight. I was tired, faced a mile walk home, and had (have) some other things that must be done before I conk out tonight. To tell the truth, I’m a little yoga drunk right at the moment. Caveat lector. I tried to find an internet reference to “yoga drunk”, but only found references about doing yoga while drunk, which is most assuredly not the same thing. My version of yoga drunk is that state of near total relaxation induced by a challenging yoga practice, the kind that pushes you to the edge of your comfort, and then just a smidge beyond that. That’s what the breathing is for – to help maintain your focus when you are uncomfortable. It’s not about stretching or poses or flexibility, though those come along for the ride. Ultimately, it is about breathing and focusing on your breath.

So there I was walking home. I passed a woman who climbed the three steps into her apartment building and I thought, “Man, that seems like a lot of effort.” About ten paces later, I realized I had 187 steps and a half mile between me and bed.

Even before that, though,I knew I was going to write tonight. I had been thinking about what to write all day, but nothing came to mind; hence my decision not to write as I came out of the studio – to come up with a topic and write it seemed like too much. But then, as I wandered toward home in my sozzled state (drunk has a lot of synonyms), I reflected on my day, and thought, “How can I not write about Joe-dy”?

Although I spend only a couple of hours per week in each classroom, in most classrooms there is one or two girls that I have a notable connection with. I one classroom, it’s Sophia, who asked me to adopt her as my daughter about 15 minutes into the first class I visited, right after an ice breaker I failed miserably at. She seemed like a fun kid, so I said yes, so long as I didn’t have to pay college tuition. Now when I go to that class, I get a cheery “Hi, Dad!” and I answer back, “Hi Sophia! How’s it going?”, and we catch up for about 20 seconds, and she heads off back to whatever activity I walked in on.

Though I didn’t know Judy’s name until today, she accepted me into her classroom a little over a week and a half ago. It’s one of those indelible moments. We had just boarded the 7 train on our way back from a field trip to Google, and she put her hand out and gave me “the Italian hand gesture”, which is an inside joke in that class. (“The Italian hand gesture, as it is known in that class (they use that term in many of their coding projects, as in “ x = ‘the Italian hand gesture’ ”), is putting your 5 finger tips together pointing upward and moving your hand slightly upward. I didn’t recognize it at first, so I made my hand into a beak and pecked hers. She simply said, “No. Like this.” and made the movement again. I was in.

Today, I was working on attendance in that classroom, when I heard my name, “Joe!”. The girls call me a whole bunch of different things (Joe, Doc Och, Mr. Ochterski, Doctor Mister Ochterski, Doctor Mister Joe (if they call me “Mister”, I insist on “Doctor Mister”), but mostly Joe, because that’s how the teaching teams refer to me. I looked up, and three girls, Judy in the middle, were waving frantically for me to come over and help with their programming problem. There were six other teachers in the room, and those girls wanted me to help them. That’s a nice feeling.

Later in the day, we were discussing some recipe they saw on the internet, I think it was this: “Smoked Bacon-Wrapped Onion Rings with Avocado Lime Sauce”. I offered an alternative: mix crumbled bacon into the onion ring batter mix, dip them, fry them, and serve them with guacamole. The idea was an immediate hit at that table. Judy said we should go into business together, and that we should call it “Joe-dy”. I think we’ll be hitting the fair circuit this year. I bet we’ll outsell the Bloomin’ Onion people.

It’s moments like these that make the small stresses that come with this job so worthwhile. The girls are bright, energetic, fun and most of all playful, and that is a great thing to be part of.


W6D2 Over hill and Dale

I had a convoluted way of picking music tonight. I don’t always listen to music when I write, but sometimes I do. I read that Gen Campbell passed away. His music was a huge part of my growing up. One of my favorite songs is “Gentle on My Mind”, which Alison Krauss (the voice of the angel in my head) covered on an album earlier this year, so I started listening to that album. Then I thought, “Hey, there was so much other music, too. I’d like to hear that.” In the time it took Alison to sing her song, I acquired the 2008 Glen Campbell: Greatest Hits. Now I’m singing “Like a Rhinestone Cowboy” like a rhinestone cowboy. Instant gratification is, well, so gratifying.

I stayed after work in one of the classrooms today to support my teaching team through an unusual occurrence: a parent asked to speak to them after class. We had no idea why. I gave a heads up to my manager, who said the team had no obligation to meet with the parent. I offered to cover it for them, but they wanted to be there. The TA who met the parent at security and brought her up texted us “Bad vibes” before they even got into the elevator. Awesome.

When they came into the room, it wasn’t so bad. I greeted the parent and introduced myself as the site lead. She started by praising the program and saying how much she appreciated everything we had taught her daughter, Amy (not her real name).

When I asked what brought here there today, she had three main points:

  1. Amy felt singled out when a member of the staff suggested she stay home if she wasn’t feeling well. The staff member explained that she meant stay home and rest. A misinterpretation, not too serious, and easily corrected.
  2. She said her daughter was bullied by another girl in the class. If true, that’s pretty serious. Somehow, the conversation progressed to the third point for a while before I brought it back around to this one. I asked the student to describe the bullying incident. I redirected back to that question a couple of times before I was able to discern what happened. It seems as though another girl did not respond nicely to a request for help. The mom suggested that maybe the girls’ personalities were like oil and water. We were able to address that by keeping the girls in separate groups for the rest of the summer. This is not such a difficult thing to do, since the girls will be in their final project groups beginning Monday, and aside from that one, there will be group work only a few times between now and then.
  3. The third problem was that Amy felt that groups wouldn’t let her in because they didn’t like her ideas. The problem is a little deeper than that I think. Way back at the beginning of the summer, she said some things that may have inclined some of the other students against her. When, during class contract discussion time, one student said, “There are no stupid questions”, Amy defied convention and said “Yes there are: the ones where if you just stop and think, you’ll get the answer.”

Without casting aspersions on any particular style of education, I should point out that the style Amy experienced seems to have left her without much experience in working in groups, and further, not a lot of experience working with other teenage girls. The upshot is that she struggles with the give and take of group work. (“There’s been a load of compromisin’/on the road to my horizon.” Guess what I’m listening to?) She is making progress, but it’s in fits and starts. So yes, even though we sometimes disparage 21st century skills, collaboration and communication are important.

The mom explained that Amy is an artist (she has works shown as part of exhibitions at MoMA), and that she is very creative and her ideas are fully fleshed out. I’ve seen this. It’s true. Unfortunately, I think that at least some, and by peer pressure even more, girls will reject her ideas not on their merit, but more based on their past experience of Amy. So what do we do about it?

Our plans:

  1. If her idea is not selected for a final project, she can still work on her idea on her own time (class time is for the final project), but the teaching staff can help if she gets stuck or needs resources.
  2. I suggested that she might, perhaps, be able to incorporate her ideas into a final project, using the phrase “I really like your idea, can we also add this…” Both Amy and her mom were concerned that Amy would spend a lot of time developing her idea, but it would never get attached to the final project (“no button for it”). We said we’d make sure that didn’t happen.
  3. I also suggested that it might be easier for Amy to get her ideas accepted if she acknowledged the group’s ideas and desires. The mom surprised me by suggesting that that was a sexist approach. I said I didn’t understand. She said that I was asking a female to acquiesce in order to get along. I didn’t see that coming. I said that idea was straight from Dale Carnegie 70 years ago (it’s actually 81 years; his actual words: “Be sympathetic with the other person’s ideas and desires.”) Luckily, she had read it, and recognized it as soon as I pointed it out. Then she agreed with me.[Side note here. I just looked over the main tenets of Dale Carnegie’s “How to Win Friends and Influence People” for the first time in a long, long time (maybe 25 years). That book and the course (thank you for sending me Papa) are like a guidebook for how I do things. The only thing Carnegie left out was “Feed them and they will follow you”, but I’m pretty sure you can combine a few of the ideas in his book and come up with the food thing.]
  4. After the meeting, we came up with a way for the girls to vote on ideas for final projects based more on merit than who came up with them. The girls are going to write a summary of each of two of their favorite project ideas, 140 characters max (the size of a tweet). This way, only outlines of fully fledged ideas get in, and it’ll be harder for the girls to discern who wrote them. Security through obscurity. The teaching staff is going to print and mount the forty (anonymous) ideas around the room and each girl will get 5 votes (colorful smiley face stickers; I just got them – way more fun than stars) on the projects they like the most. The staff will take the top six or seven, then the girls will rank the top three they want to work on. Then the staff will give the girls the highest ranked choices that can, making sure to keep oil away from water.

In retrospect, I’m pretty sure that if I wasn’t there, the mother might’ve hit the teaching staff with both barrels. There are advantages to being an old white guy.

W6D1 Singing in the rain

In some ways this past weekend, with John’s wake and funeral, was a tough one. Still, the presence of my friends and family eased my burden and brought me comfort. When I came back to NYC yesterday, the weather seemed to be a metaphor for my return to the city. Although it was 77 degrees and had all the hallmarks of a beautiful day, somehow the breeze felt cold and biting. I’ve been working to accustom myself to the city’s summer heat, eschewing air conditioning when I have control of it, walking instead of taking the subway (though often the subway stations are the hottest places around), and generally accepting the heat. So, after sitting in the chill of the air conditioned train for a couple hours, I looked forward to hopping off at 125th Street into the warm city air. Though the sky was blue and the sun should’ve warmed the streets and the air above them, I felt a nip as I stepped off the train and the breeze seemed to slice right into my clothing. It felt more like late September than early August.

I awoke this morning and realized for the first time in a long time that I had slept uninterrupted through the night. I checked the weather and saw that it was going to rain all day, although the thought of that didn’t seem to faze me. I hadn’t yet planned my day – which sites to visit or how long to stay. It is week 6 in some classes – the week the girls start designing and developing their final projects, but week 5 in others, where the girls will be learning about data science (extracting knowledge and information from data) and advanced algorithms. I knew I was going to go to a week 5 class – that’s where the direct instruction is still going on.

Since the beginning of the summer, I have been encouraging the teaching assistants to take leadership roles in the classroom, perhaps leading a lesson or part of a lesson. The TAs are all very good in supporting roles, jumping in where necessary to help explain a topic and helping when one on one aid is needed during coding activities. A few TAs have gone well beyond this, and in one or two classrooms, the TAs plan and teach nearly everyday. I figured that this week is my last chance to see the other TAs give it a try. That cemented my decision. There was one classroom where, due to speakers and field trips, I hadn’t physically been present when anybody was teaching the GWC curriculum. That’s where I headed.

There is a TA in the program who is using this position to count as an internship. I’ll refer to her as Ellen. A couple of weeks ago, she asked me to fill out a midsummer evaluation. She’s been doing a great job, and has met the relatively modest goals of the internship. The last question on the survey asked what changes I’d like to see. I said that I’d like to see her take on some leadership roles in the classroom. This is above and beyond what the goals were, but is something I’d like every TA to take away from the summer. GWC is really an excellent place to develop leadership because we celebrate mistakes (we all make them), there are many levels to leadership which they can try, and there is a lot of good support. The cost of failure is small, and the potential wins are big, and isn’t that the best environment for learning?

When I got to her classroom this morning, the two head instructors in the classroom were team teaching about data science, and doing a great job. They introduced an activity to the girls, set the timer for 30 minutes, and the girls got to work.

After they finished, I was pleasantly surprised to see Ellen get up to lead the wrap up of the lesson. For about 20 minutes she lead the girls in a discussion of the activity (building a Venn diagrams on the terms data frame, dictionary, and list, which all have particular meanings in computer science). She collected information from a wide range of girls, held them accountable, summarized the lesson well, checked for understanding, and was upbeat and positive through the whole thing. She had clearly prepared well.

While the girls had been working on the activity, one of the instructors asked all four TAs if they’d be willing to show the girls some code samples of each of those three terms. None of the other TAs volunteered to step up to the plate, so Ellen took this part too, but this time without the luxury of time to prepare.

Again, she did very well, though she met with an additional challenge. At one point, she was talking about dictionaries, and and referred to one called “my_dict”. Only when she pronounced it, she did not clearly enunciate the “t” at the end. Imagine saying that in front of a room of 40 teen aged girls. English is not her first language, so she wasn’t immediately aware of what she had said. The girls were. A wave of laughter began to spread across the room. She didn’t understand why, so one of the instructors explained that she had just referred to a part of male anatomy. When she understood it, she smiled, turned red, and then, to her credit, laughed a hearty laugh right along with the girls. She handled it perfectly – after that she just said “my dictionary”.

Afterwards, I pulled her aside and asked if she had read my midsummer evaluation, because she had just done exactly what I hoped she would do more of. Nope. She can’t see her evaluation. She just did it. I told her what a great job she had done and that I’d be writing an excellent evaluation for her at the end of the summer. The GWC program is all about building courage and resilience, and she hit the ball right out of the park.

I wandered through the rain over to another site later in the afternoon. They were just finishing up an activity spotlighting women data scientists, and had a few minutes before the end of the day. It wasn’t enough time to start the next lesson, so they decided to let the girls ask questions about college. Most of the questions were about how to choose schools. However, one girl, Naisha (not her real name), asked if colleges look at just your GPA, or if they also consider your progress. It turns out that she has one failing grade, in Geometry, from her freshman year. She is a rising junior, and is very concerned about getting into the college of her choice.

I need to back up here, and remind you of who Naisha is. If you’ve been reading along, you may remember a family that came to a Meet and Greet with a dog and a “perfect” older sister, as in “Naisha, why can’t you be more like your sister?” I’ve spent a fair amount of time in that classroom, but never worked directly with her. As it happened today, I was sitting right next to her when she asked that question. It was right at the end of class, and as the other girls were leaving, I said to her, “Don’t worry about that grade. Colleges understand that freshmen make mistakes.”

She stayed after for a few minutes, so we actually got to have a conversation. “Her” top choice college is the same one that dad and older sister went to. She feels pressure (quite a lot) to go there too. It has a good business program which she is interested in. Still, she is worried about her GPA and that particular grade.

I suggested to her that she was more than just those two numbers. I don’t know that she’ll take it to heart, maybe over time. English is her favorite subject and she likes to write. Fortunately, she is taking AP Language this year, so I suggested that if she did well, she could demonstrate that she is good at communications. I also suggested ways that she could become “the girl they remember”, the one that stands out above the others, not because of her grades, but because of other things. Participating in Girls Who Code is one of those things, but I also suggested touring the campus and talking to admissions officers (“You can do that?” “Yep.”) and making sure to go to the information session at her school when the college rep is there, and asking questions and getting to know the rep. I suggested she might write handwritten thank you notes to any interviewers she has. Most of this seemed to take her by surprise. I’m not sure how well some of what I said will stick, but I’m pretty sure I got her to think another way about how to approach college. She is so much more than those numbers. I was really glad I was in the right place, at the right time.

Even though it was seven or eight degrees cooler today, the sun was lost behind a gray blanket of clouds, and I found myself walking in the rain everywhere I went, somehow the weather seemed so much better today than it did yesterday.