With a classroom having good acoustical characteristics, learning is easier, deeper, more sustained, and less fatiguing.

—The Acoustical Society of America, in its introduction to Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 1: Permanent Schools

When I first moved to NYC from California, I was taken aback by the unceasing din. In our first apartment, my wife and I were treated to an all-night alleyway party each weekend by our downstairs neighbors. In desperation, we bought a white noise machine, but this proved to be a mostly futile gesture.

Our second apartment was perched above a popular nightspot, which considerately recycled its beer bottles outside our bedroom window at three AM every morning. We got an additional white noise machine and put up layers of cardboard against the windows. But outside of professional acoustical treatment, there’s no hiding the intense, high decibel sound of twenty-five gallons of beer sodden glass bottles slamming repeatedly into their brethren as they are dumped into a bin.

You might assume I know something about teaching kids to read. I studied English at UCLA and obtained my master’s in education at The City College of NY. I taught special education grades 5-8 for 7 years, and I’ve supported schools and teachers throughout the Bronx with K-8 ELA instruction over the past 3 years.

Yet you’d be wrong. I’ve come to realize I know next to nothing.