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RaulCante
Mrs.Kusinitz
Writing104
4April,2016
CulturalInspiration
Whenstudentsthinkofateachertheyseethemasnothingmorethananauthorityfigure
thatfollowsaroutineoflearningsimilartootherteachersbutonadifferentsubject.ButSaul
Dislaisfarabovetheaverageteacher,DislaisaSpanishliteratureteacherwhocraftedaunique
styleofteachingthathisstudentslove.BeingastudentofDislaandobservinghisclassroom
closelyunveilsachemistrythatDislahasestablishedbetweenhimselfandhisstudents.Hewas
abletoeasilyabletointeractwithhisstudentsandgetthemworking,butitiswhathisstudents
feelabouthimthatreallysetshimapart.IdecidedtoenterhismoreadvancedSpanishliterature
classroomfilledwithbothnativespeakersofSpanishandhigherlevelSpanishlearners.Iasked
hisstudents,WhatmakesMr.Dislaagreatteacher?Theresponseswereoverwhelming,Disla
istrustworthy,Dislaisrelatable...heunderstandsstudents,andotherpositiveresponses.Yet,
theonethatstoodoutthemostisbystudentwhohashadDislafortwoyearsofSpanish,What
makesDislaagreatteacherishisabilitytoseenothingbutthebestinpeople.Dislareallyhas
establishedhisconnectionwithstudents.Heisabletomakehisstudentslearnandmakethem
enjoyhisclasses.ButIwantedtogetdeeper,IwantedtoknowwhoDislareallyisoutsidefrom
theconfident,impactfulteacherhisstudentssee.
IsatdownwithDislaforaninterviewhehappilyagreedto.Dislabegantalkingabouthis
experiencecomingtotheUnitedStatesinordertofindabetterlife,ImfromtheDominican

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RepublicandIcametotheU.S.whenIwasonly16.Hetoldofhislifestoryandthathenever
wantedtoevenbeateacher,Mybrotherandfatherwerebothteachers.Iwantedtostayoutof
theeducationalfieldandworkwithtechnologylikecomputers.Youknow?.Dislathenbeganto
reflectonhisoldmemoriesbeinginschool,mostlyabouthisfirstyearsintheUnitedStates,It
washard.IcouldbarelyspeakEnglishsotheyputmeinESL(EnglishasaSecondLanguage)
classes.DislathentalkedaboutwhoinitiallyinspiredhisinterestforeducationagainIhada
teacherhewasaverypatientman,Mr.Goombly,hewentaboveandbeyondthanjustbeinga
teacherhewouldstayafterschoolifanystudentneededhelpandhewouldnotgiveupuntilthey
understood.ThatswhatIwantedtodo.So,hedidhewenttoURItogethismastersinSpanish
literatureandbeganhiscareerinteaching.IreadDislatheresponsesstudentshadforhimhewas
humbled.ThenIaskedhimwhatabouthimmadehimsorelatable,IthinkitiswhatIhavebeen
through,fromlearningEnglishcomingfromawholedifferentlanguage.Comingfroma
completelydifferentcountry,strugglinginESLandbeinginapoorfamilyhelpsmeunderstand
mystudentsbetter.Everyteacherhasaendgoalfortheirstudents,reachingacertainunitbefore
theendofyearisstandardacrosseveryclassbutnotwithDisla,Mygoalasateacheristo
inspiremystudentstocontinuelearningSpanish.Iunderstandyoucannotlearnanewlanguage
allinonedayandIknowthat.Iamaguideformystudentssoinsteadofgivinga40minute
lectureIinteractwithstudents.Buthowdoeshedoit?Heexplainsthattextbooksand
worksheetsarentenough,Withpapersyoucanpracticeoverandoveragainandachievebasic
fluidityinSpanish.But,emergingyourselfintothecultureofSpanish,liketalkingtopeopleas
anexample,canreallyhelpyoumasterthelanguage.ButinordertoseehowmuchDislalife
impactedhisteachingIdecidedtoobservehimintheclassroom.

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Dislasclassroomisinteractiveandwhereheshinesasateacher.Disladoesntliketo
givehisstudentanswers,IammoreofaguideifIseemystudentsstrugglethenIwouldsit
withthemandputthemintherightdirection.Dislasclassroomreliesoncommunication
betweenstudents.Studentsareoftenputintogroupstoencouragethemtoactivelywork
together.Dislawouldoftengoovermaterials,answerquestionsandleavesthemostamountof
timetowalkaroundandanswerindividualquestions.Throughouttheentireclassroomtherewas
laughter,learning,andanoverallpositivevibefromtheclassroom.Itwasntjustaclass,itwas
anexperiencethatwasbeyondanormalclassroom.Studentswhoveonlybeenthereforafew
monthsseemedcomfortableintheclassasiftheyvebeenthereforyears.WhenenteringDisla
classregardlessifsomeonehasneverbeentherebefore,hasafamiliarityvibethatwouldmake
anyvisitororstudentcomfortableintheenvironmentoflearning.
But,ofcourseDislahashisownstrugglestothisday.EventothisdayIstillworry
aboutEnglishinthebackofmymind.WasEnglishbeingasecondlanguagehardforteaching?
Itmadeitevenmoredifficult,IwouldusuallyhavethoughtsinSpanishthenmanuallytranslate
themintoEnglish.Butbeingaroundstudentsreallyhelpedthat.ButaswithallteachersDisla
hadtolearntohandlewithfrustratingstudents,Iunderstandwhenstudentsreactpoorlytowhat
weredoingorlearning.However,Idontjustabandonthembecausethatwouldbeshuttingthe
dooronthemwhenreallytheyneedthatextrapushforward.WhatDisladoesistoinspiration
throughunderstandingandwork.
Dislasinspirationonstudentscomefrombeinginspiredbyhisfather.FreddyDislawas
ateacherstrugglingtogetbyintheDominicanRepublic,Irememberhearinghimat4a.m.
wakingupjusttogoworkforus.HisfatherhardworkandopportunitytogototheUnited

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StateswasinspirationforSaultopursueacareersincehewasoneofthefirstofhisfamilyto
havethisopportunity.DislaisoneofmanyhardworkingteachersinCumberlandHighSchool
buttheimpactandinfluenceheleavesonhisstudentsisToleaveabetterunderstandofalarge
portionoftheworldthatspeaks,write,anddoeseverythingdependentonSpanish.Heworks
hardtoteachhisstudentsSpanishandheleavesanimpactofinfluenceinstudentstostudya
wholenewworldoftheSpanishlanguage.

Rubric: Profile
Distinguished Command

MS 1
Builds
Evidenc
e

MS 2
Convey
s
comple
x ideas
and
concept
s

MS 3
Organiz
ation
of
Writing

MS 3:
W 2c

Develop the topic with

well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the audiences
knowledge of the topic. Field
research is extensive and
thorough; expertly used in
profile.
Student develops the topic
thoroughly by selecting the
most significant and relevant
facts, extended definitions,
concrete details, quotations, or
other information and
examples appropriate to the
audiences knowledge of the
topic (rhetorical situation).
Introduce a topic and organize
ideas, concepts, and
information to make
important connections and
distinctions; include
formatting (e.g., headings),
graphics (e.g., figures, tables),
and multimedia when useful
to aiding comprehension.
Use varied transitions and
sentence structures to link the
major sections of the text,
create cohesion, and clarify
the relationships among ideas
and concepts.

Strong Command
Develop the topic with relevant
facts, definitions, details,
quotations, or other
information and examples
appropriate to the audiences
knowledge of the topic. Field
research is extensive and used
well throughout profile.

Moderate Command

Develop the topic with

relevant facts, definitions,
details, quotations, or other
information and examples.
Field research might need to
be extended or used better
in profile.

Partial to No Command
Student attempts to
develop the topic with
relevant facts, definitions,
details, quotations, or
other information and
examples but provides
limited evidence. Limited
h field research or
underdeveloped in
profile.

Student develops the topic with

well-chosen, relevant, and
sufficient facts, e
xtended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the audiences
knowledge of the topic
(rhetorical situation)..

Student attempts to develop

the topic but some the facts
may be
irrelevant or
insufficient
and/or the
rhetorical situation has not
been fully considered.

Introduce a topic and organize

ideas, concepts, and
information to make important
connections and distinctions.

Introduce a topic and

organize ideas, concepts, and
information.

Student attempts to
introduce a topic and
organize ideas, concepts,
and information but
provides limited evidence.

Use transitions and sentence

structures to link the major
sections of the text.

Student attempts to use

transitions and sentence
structures to link the
major sections of the text
but provides limited
evidence.

Use varied transitions and

sentence structures to link the
major sections of the text to
create cohesion.

Student attempts to
develop the topic but
most of the facts are
irrelevant or insufficient;
lacks an understanding of
the rhetorical situation.

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MS: 3W
2f

Provide a concluding
statement or section that
follows from and supports the
information or explanation
presented (e.g., articulating
implications or the
significance of the topic).

Provide a concluding statement

that supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).

Provide a concluding
statement.

MS 3:
W4

Produce clear and coherent

writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.

Produce clear and coherent

writing in which the
development, organization, and
style are appropriate to task.

Produce writing in which the

development, organization,
and style are appropriate to
task.

Demonstrates an
understanding of the
conventions of standard
English grammar and usage
when writing or speaking.
Writing may contain a few
errors that do not detract from
the over meaning.

Demonstrates an
understanding of the
conventions of standard
English grammar and usage
when writing or speaking.
Writing may contain a few
errors that do detract from
the over meaning.
Attempts to use language
and specific vocabulary to
manage the complexity of
the genre and topic.

Demonstrate command of the

conventions of standard
English grammar and usage
when writing or speaking.
MS 4
Langua
ge and
Conven
tions

78

Uses precise language and

specific vocabulary to manage
the complexity of the genre
and topic; conveys a
knowledgeable stance in an
appropriate style to the
discipline and context, as well
as the expertise of the likely
readers.

Uses precise language and

specific vocabulary to manage
the complexity of the genre and
topic.

Student attempts to
provide a concluding
statement but provides
limited evidence.
Student attempts to
produce writing in which
the development,
organization, and style are
appropriate to task but
provides limited evidence.
Student attempts to
demonstrate an
understanding of the
conventions of standard
English grammar and
usage when writing or
speaking. Writing
contains many errors that
do detract from the over
meaning.
Attempts to or fails to use
language and specific
vocabulary to manage the
complexity of the genre
and topic; provides little
or no evidence of skill.