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Importance Progm Visiting Author The Trevor ' s of by Jason Tarbath Gdes 9–12 English Teacher & Department Chair Jason Reynolds was the Jason Reynolds was the latest in a growing list of vitally important writers to visit Trevor when he presented to students, parents, and faculty via Zoom on March 3, 2021. Like those before him, Reynolds took questions from students who had read, discussed, and dissected his work. His visit reminded us that the art of writing—of establishing and giving voice to one's creativity, philosophy, or political understanding— is a fundamentally personal activity that is designed to connect to, communicate with, and move the reader. He also taught us about what it means to affirm and care for others. Reynolds avows that meeting with young people is, for him, an energizing experience. Indeed, Jacqueline Woodson—a writer who visited the Middle School twice between 2010 and 2015—spoke about Reynolds' bond with his audience to e New York Times, asserting, "Kids have not been exposed to a writer who looks like he does, who sounds like he does, who has that deep honesty and connection with them like he does…He really sees these kids." Such student experiences are forged in the English classroom, where the art of shrewd literary appreciation is practiced constantly; however, there is nothing better than being able to converse with an author whose natural energy is, by his own admission, "familiar" and accessible. Student interviewers Michelle M. '24, Emma J. '24, Diorra W. '23, and Lizzy R. '22 asked a series of probing questions that enabled Reynolds to expand on his life and art. As a result, we learned that his mother had told him that his intuition would take him further than his education, and that despite his great success, he still has "imposter syndrome"—even though he notes that "Stamped came out better than I thought it would." Fundamentally, the questions students posed to Reynolds revealed not only his humility and sensitivity, but also his deep emotional intelligence. I was lucky enough to witness his work with students in the Lower School early on the day of his visit. In answer to a question about what he wants his readers to take away from his books, Reynolds looked into the camera (and our hearts) and replied, "I want my reader to feel cared for because I am bearing witness to the fact that you are here, and that I love you very, very much." e impact of such sentiments coming from an author whom students love to read cannot be overstated. English teachers in the Upper School seek to ignite, then explore, the intricate and intimate connections between the texts we teach and the internal and external lives of Trevor students. Paulo Freire, the critical pedagogy advocate, describes this concept as teaching the word and the world. Freire stresses that the act of reading 2 2 T R E V O R D AY S C H O O L n S U M M E R 2 0 2 0 – 2 0 2 1

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