The Good Neighbors: Humanity at the Core

In 1936 the San Francisco News commissioned John Steinbeck to write a series of short essays recording the working and living conditions of the migrant labor force that had moved into California in the wake of the dust bowl. Through The Harvest Gypsies, Steinbeck guided urban and political California on a painful and irrefutable tour of squatter camps, labor disputes and the beauty of people helping each other. As is always his strength, Steinbeck delivered humanity. He went into the environment, met people and wrote with incredible truth and empathy.

From Article 1

They are resourceful and intelligent Americans who have gone through the hell of the drought, have seen their lands wither and die and the top soil blow away; and this, to a man who has owned his land, is a curious and terrible pain.

And then they have made the crossing and have seen often the death of their children on the way. Their cars have been broken down and been repaired with the ingenuity of the land man.

Often they patched the worn-out tires every few miles. They have weathered the thing, and they can weather much more for their blood is strong.

They are descendants of men who crossed into the middle west, who won their lands by fighting, who cultivated the prairies and stayed with them until they went back to desert.

And because of their tradition and their training, they are not migrants by nature. They are gypsies by force of circumstances.

In their heads, as they move wearily from harvest to harvest, there is one urge and one overwhelming need, to acquire a little land again, and to settle on it and stop their wandering. One has only to go into the squatters’ camps where the families live on the ground and have no homes, no beds and no equipment; and one has only to look at the strong purposeful faces, often filled with pain and more often, when they see the corporation-held idle lands, filled with anger, to know that this new race is here to stay and that heed must be taken of it.

It should be understood that with this new race the old methods of repression, of starvation wages, of jailing, beating and intimidation are not going to work; these are American people. Consequently we must meet them with understanding and attempt to work out the problem to their benefit as well as ours.

I grew up in a world only partially removed from Steinbeck’s Salinas Valley. The Imperial County is the poorest in the state of California. With a per capita income of $16,409, an unemployment rate of 22% and a dependence on migrant labor, the similarities are real. Even though I have been gone for over 15 years, my move to the big shiny city (San Diego), catches me feeling the tug of my hometown. I care about my people more now than I ever have before. Even sitting with my family at the dinner table tonight was pressing. My wife and I led our five and six year olds into a conversation about their great-grandparents coming to this country from far away places like India, Mexico and Poland. We crafted (on-the-fly) questions and stories about our parents growing up in Holtville, CA and Toledo, OH. Fields and factories. We both want them to care about where they come from and, in turn, care about where other people come from.

This is the heart of The Harvest Gypsies undertaking. I teach the humanities and through my 12 years in the classroom I have repeatedly encountered a defining truth for our set of disciplines: We really do need each other. We need to know the stories that produce our culture. We need to understand the paths we are on and how far along them we are. We need to realize our role as part of the whole.

Steinbeck nails this midway through his series of stories as he talks about a grassroots organization of migrant laborers in a work camp. They were called The Good Neighbors Committee. They were heroes.

Article 4

These Good Neighbors are not trained social workers, but they have what is perhaps more important, an understanding which grows from a likeness of experience. Nothing has happened to the newcomer that has not happened to the committee.

A typical manager’s report is as follows: “New arrivals. Low in foodstuffs. Most of the personal belongings were tied up in sacks and were in a filthy condition. The Good Neighbors at once took the family in hand, and by 10 o’clock they were fed, washed, camped, settled and asleep.”

Like Steinbeck, artists and professionals throughout history have found their skills flourished most when applied to a human dilemma. No matter the era, we have always needed writers, thinkers, inventors, politicians, business owners and educators to meet their market with an ear first and an offer second. Our system is as broken as ever. What may be worse is that our solutions are decreasingly passionate, personal and human-centered.

We need to join The Good Neighbors Committee and we need to spread word about other Good Neighbors when we meet them.

If you are a teacher like me or an “anything else” join me in listening longer, facilitating more intentional sharing of our heritages and histories and designing work that makes life better for everyone. With attention and intention we can change things. Many movements are happening. Worldwide, industries and their think-tanks have developed methods for reaching and affecting the human element. Initiatives like IDEO‘s Human-Centered Design are attempting to match technology, innovation and social need. Let’s all be a part of the solution.

Some Links:




Intersession 2016: Floatopia!

I almost named my daughter River. Much like the words of Herman Hesse found below, I often have found myself feeling encompassed by the power and fleeting nature of massive moving water.

“Have you also learned that secret from the river; that there is no such thing as time?” That the river is everywhere at the same time, at the source and at the mouth, at the waterfall, at the ferry, at the current, in the ocean and in the mountains, everywhere and that the present only exists for it, not the shadow of the past nor the shadow of the future.”
― Hermann Hesse, Siddhartha

Over the last couple of weeks our school has held a nine-day intersession. Students were given a fair amount of choice between intensive courses designed by teachers. Options for students included experiences with cooking, art, building, gardening, sci-fi, camping, machining, and astronomy. Over the course of my eleven years here, intersession has become one of my favorite times.

This year I decided to take an aside from my usual fishing course and focus on a more audacious aquatic experience. During my Floatopia! course students were commissioned to design and build rafts out of 55 gallon barrels and simple lumber. They had to calculate buoyancy, plan weight distribution of their crew and gear and organizing camping materials for a 15 mile float down the Colorado River. Fun.

The course began indoors with raft prototypes and materials testing. Many of the students had not worked with power tools and very few of them had constructed on such a large scale.

Early construction of rafts. We had to build indoors because San Diego was receiving record rainfall. Rafts began as a deck construction sitting on top of 55 gallon barrels.


Once rafts were close to completion we took each vessel out to San Diego Bay to test their stability and functionality.

First testing of a barrel-construction raft with a group of sophomore boys.
A group of 9th and 10th grade girls test their raft (and slide) on San Diego Bay.

At the start of the second week we made our way out to the Colorado river at Picacho State Recreation Area. The views of the river and sunset were alarmingly beautiful as we pulled into the campground. The students setup camp, hiked up rocky hills to watched the stars and sat around camp stoves and fires with their tent-mates. When we woke up the next morning students completed re-assembly and maintenance of their rafts before we “cut lines” and set off down the river.

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Summer ’15: Teacher Vignettes from the Woods Pt. 1

“The mountains are calling and I must go.” -John Muir

Though each step seemed to demand a certain mustered discipline, we were ascending steeply and  steadily. With full backpacks we scrambled three quarters of a mile up a boulder-lined waterfall, balanced our way 2 miles across mountain peak shoulders and came to the foot of our final ascent. The climb was incredible. Seven hundred feet of class 3+ ascent beginning at an elevation of 11,200ft. As we reached the crest our weary faces morphed at the sight of the new and beautiful basin below us.

Hurd Peak Shoulder
Our final ascent up Hurd Peak. Notice the steep and unstable terrain…and ice!
photo (3)
Exhausted, joyful and relieved at the top.
View of Treasure Lakes, where we began our final climb.
photo (2)
Bishop Pass Trail…the other side of the mountain.

Only a day earlier we were at sea level, departing San Diego for a few days in the Sierras.

Sometimes I need reminders like this. I need to be shown (not told) that amazing endeavor and adventure are always within reach. I can’t wait to share experiences like these with my new group of students. My hope is that they find value in doing “hard things”; that they accept challenges that will bring out the very best parts of their character and our human nature.


Exhibition Week 2014 Part 2…I’m Impressed

During my first few years teaching one of my mentors instilled a mantra in me.

“Be the one who notices.”

We all go through life and school and careers seeking some sort of validation for our time and our effort. I see it in students everyday. Teenagers who are caught between childhood and adult life try to get attention by choosing styles, latching on to a genre of music or working their way into a certain crowd or clique. Sometimes it is beautiful to see them find community and friendship. Sometimes I cringe at the trajectories they choose and the way they present themselves on their Twitter feed.

I like to think of our school as a place where anyone and everyone can be noticed and valued. If you are a wandering student, you will find a place. If you are a wandering teacher, you have a chance to find your practice. At High Tech High, projects, presentations and exhibitions are both tools for assessment and avenues for sharing and valuing time and effort. I walked a lap around campus yesterday with the specific goal of “noticing”.

Cat Ladder
Students turn a junkyard broken ladder into a cat tree for an animal rescue organization.
Shadow Boxes
Sarah and her 10th grade students construct frames for displaying her “Shadow Boxing Quadratics” math project.
Junk 1
11th grade students build furniture out of junkyard material for non-profit organizations.
File Cabinet
11th graders pose with an art and storage easel they made out of junkyard filing cabinets.
11th grade students build furniture out of junkyard material for non-profit organizations.
Junyard 2
11th grade students build furniture out of junkyard material for non-profit organizations.

It’s exciting to see great work and even more satisfying to find alumni from my 9th grade class thinking and making with care and intent. They are shining. I think others will be hard pressed not to “notice”.

Exhibition Week 2014…Some Observations

“It’s the most strenuous wonderful time of the year!”

Our class is tenaciously preparing for the annual All-School Exhibition Night this coming Thursday. Throughout the school students are building, designing, decorating, and setting up displays of all kinds of work. It is a season of “showing-off” the amazing learning that has happened and the creativity of our school’s students and teachers. As the week ramps up I have a few thoughts:

  • Teacher Thoughtfulness Begets Student Thoughtfulness

I am amazed at the connection between inspired teaching and engaged learning. Over the past few weeks my own vision and pedagogy have been challenged and inspired by colleagues who are actively pursuing the art of teaching. Their practices are being transformed by their willingness to think critically about assignments and projects, to plan work that is authentic and transparent, and to approach their job holistically. Some examples of my colleagues’ work :

Brian the Astronautical Space Voyager                                                           Sarah’s Quadratics Project                                                                                  Blair’s Project Outline

  • Show Your Work

Often project-based learning lives or dies by the success of the products that students design and create. This “proof is in the pudding” model of assessment is fine for engaging students in rigorous culture of “getting it done”, but too often we lose sight of the importance of showing the learning process. Exhibitions should include examples of the project journey. Final products should be accompanied by drafts, critiques and models. Students shine when their audience realizes the complexity and enormity of what has been synthesized in the product(s) they create.

  • Take Risks

I have loved walking the halls and observing students using new tools, working with new mediums and integrating multiple content areas.  Learning is happening. Credit goes out to the teachers who are trying new things, building something crazy, designing politely subversive curriculum and pressing-on in progressive education.

The Cube
Students in my class building a giant rotating cube with my teaching partner and I inside. #takerisks #integration
Tool organization and display.
Math Displays
Students building frames for displaying their math projects.
Greek Plays
Students running stage lights and rehearsing Greek plays.
Essays and Mechanical Poetry
Students editing research papers and displaying mechanical poetry art pieces.