Cover image for Educating Esmé : diary of a teacher's first year
Educating Esmé : diary of a teacher's first year
Codell, Esmé Raji, 1968-
Personal Author:
First edition.
Publication Information:
Chapel Hill, N.C. : Algonquin Books of Chapel Hill, 1999.
Physical Description:
204 pages ; 19 cm
Reading Level:
790 Lexile.
Program Information:
Accelerated Reader AR UG 5.5 5.0 32533.

Reading Counts RC High School 5.9 10 Quiz: 23620 Guided reading level: NR.
Personal Subject:
Format :


Call Number
Material Type
Home Location
Item Holds
LB2844.1.N4 C63 1999 Adult Non-Fiction Non-Fiction Area
LB2844.1.N4 C63 1999 Adult Non-Fiction Non-Fiction Area

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A must-read for parents, new teachers, and classroom veterans, Educating Esmé is the exuberant diary of Esmé Raji Codell's first year teaching in a Chicago public school. Fresh-mouthed and free-spirited, the irrepressible Madame Esmé--as she prefers to be called--does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher's perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher.

Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.

Reviews 3

Booklist Review

Esme's miracle is that she didn't lose faith in herself or her fifth-grade students during her first year of teaching in Chicago, battling all the ills of urban poverty and a principal who was soul mate to Dilbert's boss. What delights in this modern, true-life version of Up the Down Staircase is Esme's energy: she read to her students and had them act things out; she taught them conflict resolution and was astounded when it worked; she had one obstreperous student play teacher for a day--while she played him. Her fierce enthusiasm overflows the page. She decries rules that want to make all children alike all the time. And when she goes back three years later to the graduation of half of those former fifth-graders, she wonders what has happened to the other half. This revealing, screamingly funny memoir offers hope and fear in equal measure to those who would teach and those who want to know about teaching. (Reviewed March 15, 1999)1565122259GraceAnne A. DeCandido

Publisher's Weekly Review

Portions of Codell's diary of her experiences as a first-year teacher in a Chicago inner-city elementary school were first aired on WBEZ radio, in that city, as part of its Life Stories series. Subsequently rounded out into a book, the material still comes across like it's meant to be read aloud. Codell's voice carries the enthusiasm thatÄas a 24-year-old hardcore idealistÄshe brought to her difficult job. Hired for a brand-new school, she tells how she let her "na‹vet‚" work to her own advantage. She invented ways to engage her troubled, sometimes hostile students, relying on jerry-rigged visual aids, group craft projects, role-reversing skits and the like. Villains appear as well, such as her evil principal, Mr. Turner, a "homophobic, backward idiot." Codell throws herself into the reading, imitating her kids' voices, sounding truly exasperated at each obstacle she faces. Based on the 1999 Algonquin hardcover. (Sept.) (c) Copyright PWxyz, LLC. All rights reserved

School Library Journal Review

YA-With the freshness, brashness, and know-it-all zeal of a first-time teacher, Madame Esm‚, as she asked her students to call her, jumped in with both feet for a remarkable year with her fifth-grade class. Her journal is at times bubbling with enthusiasm or bristling with anger. Codell is by turns tough and gentle. She witnessed two of her students being beaten by their parents after she discussed their classroom behavior. She feared that one student might shoot her. These youngsters' lives were incredibly grim, yet they read and wrote, sometimes advancing as much as two grade levels. Their teacher's success did not go unnoticed: she won the Dr. Peggy Williams Award, given by the Chicago Area Reading Association for outstanding teacher in the field of language arts. Readers are privy to the author's outbursts of anger toward the children and her moments of pride, but the intimacy of a diarist's self-examination/self-revelation is absent and the writing has a self-conscious tone. Madame Esm‚ sometimes seems a little too cold-blooded or a little too keen on her own brilliance, but then there are moments when her generosity and love and empathy toward her students shine and make up for the arrogance. In the end, readers find a teacher who cares.-Theo Heras, Toronto Public Library (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.



September 27 After lunch each day I ready aloud to them. We push the desks out of the way, pull down the shades, and turn off all the lights, except for an antique Victorian desk lamp I have. It is a very cozy time. I was reading them The Hundred Dresses by Eleanor Estes, about a Polish immigrant girl who is so poor that she wears the same dress to school every day but insists that she had a hundred dresses lined up in her closet. The girls tease her mercilessly until she moves away. Her antagonists discover that she really did have a hundred dresses...a hundred beautiful drawings of dresses. Oh, God, it took everything not to cry when I closed the book! I especially like that the story is told from the teaser's point of view. Well, everything was quiet at the end, but then Ashworth asked if he could whisper something in my ear. He whispered, "I have to tell the class something," and discreetly showed me that he was missing half of a finger. It was a very macabre moment, but I didn't flinch. I faced him toward the class and put my hands on his shoulders. He was trembling terribly. "Ashworth has something personal to share with you. I hope you will keep in mind The Hundred Dresses when he tells you." "I...I only have nine and a half fingers," he choked. "Please don't tease me about it." He held up his hands. The class hummed, impressed, then was silent as Ashworth shifted on his feet. Finally, Billy called out, "I'll kick the ass of anyone who makes fun of you!" "Yeah, me too!" said Kirk. "Yeah, Ash! You just tell us if anyone from another class messes with you, we'll beat their ass up and down!" Yeah, yeah, yeah! The class became united in the spirit of ass-kicking. Ashworth sighed and smiled at me. The power of literature! September 29 New girl, Esther, from Haiti. Dark, eyes darting, frightened. "She's got a record of fighting from her other school," Ms. Coil explained. Who asked her? "Salut, mon amie!" I welcomed her. Her shoulders dropped, relaxed. Her smile is beautiful and full of mischief. The Kids like something new I made: the Thinking Cap. It's an oversized hat made of prismatic gold paper, with a long prismatic paper tree coming out about two feet off the top. It says THINKING CAP in black press-on letters across the front. The kids have become very thoughtful since it's been introduced. September 30 Shira is Filipino and speaks mostly Tagalog. Sometimes she goes into fetal position under her desk. She has four brothers, named Vincent I, Vincent II, Vincent III, Vincent IV. Today Shira was crying because she felt Twanette took her pen. Twanette said no, it was her pen, she got it for 10 cents at Walgreen's. The pen looked more expensive than that, so I didn't really believe it. Plus, I know those kind are sold in sets. And finally, Shira had work in her notebook in that pink ink. After school, Shira's stepfather came in and told me that Shira complained that Twanette took Shira's menstrual pad our of the garbage in the bathroom and showed it to the other girls. Twanette also chews big wads of gum and took neon green glue she was not supposed to use and gooped up a whole table, almost ruining some expensive books. So when I saw Twanette's mom had come to pick her up after school, I asked to talk with her. I started by telling her that Twanette has really been improving in completing her work and that I was proud of her efforts. Then I told her the rest, explaining that I hadn't actually seen the menstrual pad thing but that the father complained and we had to be extra sensitive because Shira had been only in the country only a couple of months and had trouble speaking up for herself. Right about then, the mom started wonking Twanette over the head with a rolled-up magazine she was holding. She assured me that she would whip Twanette with a belt at home, adding apologetically that she usually whips Twanette every six months, but she's been behind schedule. When I suggested that perhaps a belt would not be effective in changing Twanette's attitude, the mom assured me, "Twanette's attitude's gone change after this, believe you me, you won't have no more problems with this girl!" Twanette was hysterical and denying everything. Mom called her a "big dork" and other things. It was very depressing, and I felt responsible. I acted very calm, but when they left I dry-heaved into the wastebasket. I felt like hell. I hope Twanette doesn't shoot me tomorrow for telling on her. Twanette didn't shoot me today. She wrote me a thank you not for saying something good about her to her mom. We also had the alphabet museum. Three kindergarten classes came through. It was a big success. The kids keep journals. They can write in them during Free Reading if they choose. If they don't want me to read something, they put an E with a circle and a line through it at the top of the page, a symbol for "No Esmes allowed." I read them anyway, but I don't tell. I find out interesting things. For instance, Ashworth was upset all day because I wore pants, and I never wear pants. He thought his real teacher must have been abducted by aliens. October 5, my birthday Terrible thing. Somebody stole the Columbus comic book. I said, "Whoever did it, just put it back," but nobody did. So after school I took the whole library down and shoved it in the closet and locked it. The kids noticed right away the next morning. "I told you if you stole from me, I'd take it all back. I'm not a liar." "That's not fair," one girl complained. "We didn't all steal the book!" "No, I'll tell you what's not fair. My working Saturdays so that you can read real literature and then having the books stolen from under my nose. That's really not fair. I only share with friends. I'm not going to leave my personal possessions out when I can't trust the people I'm with. Would you?" Nobody answered. I passed out the reading textbooks. The children complained noisily. "You're getting what the rest of the school gets," I reminded them. "I don't see what's the problem." The mood was grim for the rest of the day. I thought, They have good taste. They know this is boring. But I'm worried. What if they never get the book back? Am I going to have to teach reading like this all year? I have to be consistent with my threat, or they will never believe me again. I'll have no discipline. I won't be able to teach anything. God, Kid! Give me back the stupid book and let me teach you the best way I know how! I'm so disappointed. It was a struggle not to cry in front of them. Excerpted from Educating Esmé: Diary of a teacher's first year. Copyright (c) 1999. Reprinted with permission by Algonquin Books of Chapel Hill. Excerpted from Educating Esme: Diary of a Teacher's First Year by Esmé Raji Codell All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.