One of the most beneficial things I've learned this semester was to look at urban education in a different light. I still believe that many inner-city schools have serious problems like violence, under-funding and high dropout rates. The politics and bureaucracy involved in urban schools, and in public education as a whole, are certainly major drawbacks. But I've also come to realize that a lot of good can come out of seemingly adverse environments. A certain school district might be in shambles, but it doesn't mean the kids are a reflection of it. I've seen that making a positive impact on children is an attainable goal.
While conducting research for my community inquiry project, I was forced out of my comfort zone and into an inner city school. I consider myself fortunate to have visited a school where the teachers are caring and the sense of community is strong. For me, experiencing this has opened doors in my professional life. I know that when I become a teacher, working in a suburban school is not the only option for me. Sure, working in a struggling urban school system is sure to be a daunting endeavor. But urban schools now have less of an ominous aspect as I've gotten to know the people who study and teach there.
Teaching is going to involve a lot of trial and error, regardless of where I teach. But for me, I've come to find that urban schools should not be defined by their circumstances, but by their students and teachers. And that gives it all a more humanizing spin.
Monday, May 11, 2009
Sunday, May 3, 2009
Community Inquiry Project Abstract and Findings
Abstract:
The English-Spanish Language Barrier and its Implications for Classroom Learning
With the steadily growing Spanish-speaking population in the United States, the nation’s public schools are now adapting to great numbers of students who do not speak English as their first language and are classified as Limited English Proficiency (LEP) learners. My goal of this project was to understand the dynamic between students and teachers in the case where the English-Spanish language barrier is present. Research took me to Memorial High School in West New York, NJ, where almost 85% of the student population speaks Spanish and another 17.8% is classified as LEP learners. I attempted to find the implications this language barrier has on classroom learning and the stress it places on the teachers. Personal interviews with one student, two English as a Second Language teachers and one English teacher at Memorial High School revealed that the ability to speak Spanish and relate to students facilitates the learning process. Ultimately, being able to realize that students come from diverse – and sometimes difficult – backgrounds is crucial when teaching to a student population where many have a limited English proficiency.What I've Learned:
My visit to Memorial High School, overall, was a positive experience. While certainly louder and livelier than many suburban school’s I’ve visited, Memorial High lacks the scary, institutional feel that most are accustomed to seeing in the media’s portrayal of urban schools.
The teachers that I spoke to were optimistic about their students and positive when they spoke about their professional teaching experiences. Garcia and Del Rio, as immigrants to the United States, understand on a deeply personal level the difficulties that their students face in school and in the real world. While they keep a positive outlook regarding their teaching jobs, they do admit to the limitations of teaching so many students with English language difficulties and the implications for the school.
Memorial High School is ranked 282 out of all 316 New Jersey public schools and is far from acclaimed. (New Jersey Monthly, 2008) The reality is that while many of these English language learners are hard-working and dedicated, an equal amount of them are not. As mentioned before, many of them fall back on the fact that in a Latino community like West New York, they simply don’t need to speak English. At the same time, yet another group of students lack the basic schooling skills needed to succeed in public institutions. These students, who are not exempt from taking nationally mandated standardized tests, contribute to the low test scores and, ultimately, the low ranking of the school.
In Language Barrier as an educational problem of Spanish-speaking Children, William R. Holland (1960) makes the judgment that many Spanish-speaking students are “handicapped in later life” because of public school learning experiences and teaching practices. (pg. 42) Whether this is particularly true in the case of West New York, it’s clear that students – whether Spanish-speaking or other – are essentially the product of their home environment and culture. Socio-economic status, language spoken at home and attitude toward learning in general all play a major role in forming a student. In suggesting solutions to language barrier issues, Holland identifies “the utilization of cultural information [as] indispensible for understanding the educational problems of Spanish-speaking children.” (pg. 42) The learning experience for native Spanish-speaking students is different from their English-language counterparts in both methods of teaching and expectations. (Holland, 1960, pg.42)
I interviewed Mrs. DeKranis, the English teacher, in the shop room of the school’s basement. While there, I commented to another nearby teacher that the room was very interesting and that my former high school had nothing of the sort. The teacher, whose name I did not catch, shrugged her shoulders and said to me, “well, they’ve got to have a trade.” In saying this, she implied that many Memorial students would need a specialized trade if they could not fall back on their academic skills.
When I asked Mrs. DeKranis about her students’ aspirations for after high school she remarked, “When you ask them who’s going to college, they all raise their hands. And I want to be Miss America. Just because you want to, doesn’t mean it’s gonna happen.”
We also spoke about the importance of the HSPA (High School Proficiency Assessment) tests to the majority of Memorial High students. Esther Rodriguez, the eleventh grade student I spoke to, detailed to me her dedicated study habits in order to pass the exam. DeKranis told me that many of the students shared Rodriguez’s fixation. She said that the HSPAs were to Memorial High what the Scholastic Aptitude Tests would be to other schools. She told me her daughter, who attends a suburban high school in her town of Paramus, never once expressed a preoccupation for the HSPA exam. In fact, her obsession was obtaining adequate scores for the SATs and getting in to a good college.
Although many graduates of Memorial High do go on to study at good colleges around the country, this preoccupation with the HSPA shows a lessened concern for higher education and more of a motivation to just graduate high school.
While the teachers I interviewed acknowledged a real preoccupation for the academic welfare of their students, not one that I talked to would change their jobs for the world. Their seemingly limitless positivity comes not only from a love for what they do, but also a loving compassion for their students. What seems necessary for a teacher in this type of urban environment is an understanding nature, an ability to relate to students and, most of all, a love for one’s job.
For me, Memorial High School has shed a new light on urban schools. Yes, there are serious, stereotypically ‘urban’ obstacles when teaching to students who have diverse socioeconomic statuses, backgrounds and overall motivation to learn. But then again, in what schooling situation will these issues not be a factor? I’ve found that it’s crucial to make a concerted effort to understand where students are coming from. This is inevitably what will dictate student behavior. Understanding, in combination with patience, persistence, and trial and error will serve to help the most when teaching students with English language difficulties. It’s something that teachers at Memorial High certainly can appreciate.Monday, April 20, 2009
Summary of Project Findings
The community in question for my project has been West New York, NJ. I was led by the following:
It's clear that Spanish is immensely important to the population of West New York. It's only natural that I found the school environment to be a reflection of the community. As I toured the building of Memorial High School, I heard just as much Spanish spoken as English. The students, the staff and the teachers all seemed to have at least a basic knowledge of Spanish, if they were not completely fluent.
While I interviewed Mariluz Garcia and Nila del Rio, both English as a Second Language (ESL) teachers, they effortlessly switched from speaking to me in English at one moment and speaking in Spanish to students and parents in another.
As both teachers came to the United States as immigrants from Cuba, they have an understanding of what some of the Memorial High students go through. Mariluz Garcia told me that many of her students come from poor Central American countries. Added to the fact that they have the pressures of school to think about, some have gone through hell to come to the U.S. Garcia told me that it's important to understand that many of her students have struggled through experiences many Americans couldn't even dream of. It's incredibly important to keep things like these in mind when teaching to these particular students.
So, what inherent qualities does a teacher need to possess in order to teach these types of students effectively? Kathy DeKranis, the English teacher I interviewed, said she doesn't know how to speak Spanish. But that doesn't stop her from trying her best when teaching her classes. While she sometimes has to threaten her students with extra work if they don't stop speaking in Spanish during class, she knows that these students can't help being who they are. Although DeKranis faces many difficulties with the language barrier in the classroom, she still loves her job and comes to accept the good with the bad.
How does the English-Spanish language barrier affect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language? What are the implications for classroom learning?
As I've surveyed the city and the high school, many findings of interest have come about. First off, West New York is a vibrant, urban environment with an unequivocal hispanic flare. That's no shock; its populat
ion is about 80% hispanic. In walking just one block through the city, this fact becomes unmistakably apparent. Signs, restaurants and billboards all boast writing in Spanish (and sometimes leave out English altogether). I found it interesting that posted on one store window was a notice with versions in English and Spanish. The Spanish one was placed above the one written in English, signifying a greater need for customers to read the sign in Spanish. Examples of this were abundant throughout the city.
ion is about 80% hispanic. In walking just one block through the city, this fact becomes unmistakably apparent. Signs, restaurants and billboards all boast writing in Spanish (and sometimes leave out English altogether). I found it interesting that posted on one store window was a notice with versions in English and Spanish. The Spanish one was placed above the one written in English, signifying a greater need for customers to read the sign in Spanish. Examples of this were abundant throughout the city.It's clear that Spanish is immensely important to the population of West New York. It's only natural that I found the school environment to be a reflection of the community. As I toured the building of Memorial High School, I heard just as much Spanish spoken as English. The students, the staff and the teachers all seemed to have at least a basic knowledge of Spanish, if they were not completely fluent.
While I interviewed Mariluz Garcia and Nila del Rio, both English as a Second Language (ESL) teachers, they effortlessly switched from speaking to me in English at one moment and speaking in Spanish to students and parents in another.
As both teachers came to the United States as immigrants from Cuba, they have an understanding of what some of the Memorial High students go through. Mariluz Garcia told me that many of her students come from poor Central American countries. Added to the fact that they have the pressures of school to think about, some have gone through hell to come to the U.S. Garcia told me that it's important to understand that many of her students have struggled through experiences many Americans couldn't even dream of. It's incredibly important to keep things like these in mind when teaching to these particular students.
So, what inherent qualities does a teacher need to possess in order to teach these types of students effectively? Kathy DeKranis, the English teacher I interviewed, said she doesn't know how to speak Spanish. But that doesn't stop her from trying her best when teaching her classes. While she sometimes has to threaten her students with extra work if they don't stop speaking in Spanish during class, she knows that these students can't help being who they are. Although DeKranis faces many difficulties with the language barrier in the classroom, she still loves her job and comes to accept the good with the bad.
In the case of urban communities similar to West New York, I'm learning that its a definite advantage if one knows how to speak Spanish. But this is not the end-all to becoming a successful teacher to students with limited English abilities. Above all, the ability to relate to your students is the most important factor.
Each teacher I spoke to knew where there students were coming from. The difficulties that stem from the language barrier - like poor standardized test scores and low school rankings - can definitely be discouraging to any teacher in this environment. However, my interviewees preached patience and, above all, a real understanding of one's students to facilitate classroom learning.
Monday, April 13, 2009
Online Class Assignment 4/13
1. Review the families in Unequal Childhoods, and see if you can create a chart that reflects the following demographic and cultural information.
See chart.
2. Turn to the NJRCL report and pay specific attention to the information provided about Essex County, and the concerns, challenges, and recommendations in the report. Review the six families in Unequal Childhoods, and make connections between the NJRCL report and the realities these families might face if they lived in Essex County, NJ.
Considering the annual self-sufficiency wage in Essex County, NJ is between $39,299 and $40,413, only four of the families described in Unequal Childhoods would be able to live comfortably: the Tallingers, the Williams, the Handlons and the Marshalls. The rest of the families described make significantly less than this amount and would face formidable economic constraints if they were to live in Essex County.
The Williams family could survive comfortably in certain suburban neighborhoods of Essex County. Likewise, the Marshalls and the Tallingers, who make about $100,000 annually, would fit in well with many suburban Essex communities. Although with the prices in some communities, even they could find money constraints to complain about.
Families like the Yanellis, who cannot afford health insurance of roughly $339 per month, would certainly be struggling daily to make ends meet. While the NJRCL factors in childcare in its calculations, families like the McAllisters or the Taylors would probably have to forego this expense altogether. For transportation, these families would be limited on where in Essex County they could live. The suburban communities, which tend to have the better school systems, lack adequate bussing and train systems. Most of their residents own cars. Because the cost of owning and maintaining a car is so expensive, families like these are really limited to living in city environments.
The cost of living inevitably goes up with more children, so families like the McAllisters with four or more children, would ultimately fall into poverty in Essex County.
3. Look at the two reports from the LSNJ on living in poverty. What further information can you glean from the reports regarding the struggles the poor families in Unequal Childhoods might face if they lived in NJ?
Health care, transportation, food and home maintenance are all daily issues that families like the Taylors, Brindles, McAllisters, Drivers and Yanellis struggle with on a daily basis. Although the federal poverty level is $17,600 per year, the self-sufficiency wage in Essex County is between $39,299 and $40,413.
The Taylors, who have only one source of income from the mother, would have an extremely difficult time making ends meet in any community of Essex County. Although both parents are working and bringing in money, would have to face significant cutbacks if they were to settle in Essex County. Food, while in ample supply in the community they live in, might become more expensive. Their three-story home may need to be swapped for another living arrangement that is only half as nice as the one they live in. Because they don’t have any vehicles, the Taylors would have to rely on public transportation and would almost certainly be limited to living in a city environment.
The Drivers, whose family income is about $40,000 annually, would also have to cut back on expenses. Although they are within the annual self-sufficiency wage for Essex County, they would still have to sacrifice many “luxuries” like extra-curricular activities and creature comforts to make ends meet. Although life family already faces economic constraints, they would face even greater difficulties if they chose to live in Essex County.
4. Finally, turn inward and think about who you are as a budding urban educator. In what ways is this information useful (or not) for you? In terms of better understanding a community? What do you need to learn, or what skills and dispositions (frames of mind) do you need to develop related to demographics and economics to be a successful urban educator?
As an urban educator the most important thing to keep in the back of my mind would be the realization that each and every student comes from a different background. It is difficult to really know the hardships that all students’ families may face on a day-to-day basis. Because of that fact, it’s impertinent that I maintain a certain degree of understanding and compassion for where my students may be coming from.
For example, teachers regularly deal with students who do not do their homework. Many times the student is just being lazy. Other times parents allow their children to skip doing their work. Yet in other circumstances, homework may be the least of some children’s concerns. Unstable parent relationships, a lack of a clean or safe home, and even the absence of food could all force schoolwork to the back burner. It’s important to truly understand why or why not a student is not achieving academically as they should. I’ll really have to get to the root of any classroom related issue and understand the reasons
Another important – and often forgotten – fact is that students, just like teachers, do have lives outside of school. Children have numerous after-school activities, family functions and religious obligations to attend to in addition to their schoolwork. Pressures from school officials, parents and community leaders ultimately fall on these students, sometimes making the goal of “success” a stressful and difficult one to reach. Teachers in an urban environment, as in any schooling environment, must be wary of these dynamics and take them into consideration with their own students.
See chart.
2. Turn to the NJRCL report and pay specific attention to the information provided about Essex County, and the concerns, challenges, and recommendations in the report. Review the six families in Unequal Childhoods, and make connections between the NJRCL report and the realities these families might face if they lived in Essex County, NJ.
Considering the annual self-sufficiency wage in Essex County, NJ is between $39,299 and $40,413, only four of the families described in Unequal Childhoods would be able to live comfortably: the Tallingers, the Williams, the Handlons and the Marshalls. The rest of the families described make significantly less than this amount and would face formidable economic constraints if they were to live in Essex County.
The Williams family could survive comfortably in certain suburban neighborhoods of Essex County. Likewise, the Marshalls and the Tallingers, who make about $100,000 annually, would fit in well with many suburban Essex communities. Although with the prices in some communities, even they could find money constraints to complain about.
Families like the Yanellis, who cannot afford health insurance of roughly $339 per month, would certainly be struggling daily to make ends meet. While the NJRCL factors in childcare in its calculations, families like the McAllisters or the Taylors would probably have to forego this expense altogether. For transportation, these families would be limited on where in Essex County they could live. The suburban communities, which tend to have the better school systems, lack adequate bussing and train systems. Most of their residents own cars. Because the cost of owning and maintaining a car is so expensive, families like these are really limited to living in city environments.
The cost of living inevitably goes up with more children, so families like the McAllisters with four or more children, would ultimately fall into poverty in Essex County.
3. Look at the two reports from the LSNJ on living in poverty. What further information can you glean from the reports regarding the struggles the poor families in Unequal Childhoods might face if they lived in NJ?
Health care, transportation, food and home maintenance are all daily issues that families like the Taylors, Brindles, McAllisters, Drivers and Yanellis struggle with on a daily basis. Although the federal poverty level is $17,600 per year, the self-sufficiency wage in Essex County is between $39,299 and $40,413.
The Taylors, who have only one source of income from the mother, would have an extremely difficult time making ends meet in any community of Essex County. Although both parents are working and bringing in money, would have to face significant cutbacks if they were to settle in Essex County. Food, while in ample supply in the community they live in, might become more expensive. Their three-story home may need to be swapped for another living arrangement that is only half as nice as the one they live in. Because they don’t have any vehicles, the Taylors would have to rely on public transportation and would almost certainly be limited to living in a city environment.
The Drivers, whose family income is about $40,000 annually, would also have to cut back on expenses. Although they are within the annual self-sufficiency wage for Essex County, they would still have to sacrifice many “luxuries” like extra-curricular activities and creature comforts to make ends meet. Although life family already faces economic constraints, they would face even greater difficulties if they chose to live in Essex County.
4. Finally, turn inward and think about who you are as a budding urban educator. In what ways is this information useful (or not) for you? In terms of better understanding a community? What do you need to learn, or what skills and dispositions (frames of mind) do you need to develop related to demographics and economics to be a successful urban educator?
As an urban educator the most important thing to keep in the back of my mind would be the realization that each and every student comes from a different background. It is difficult to really know the hardships that all students’ families may face on a day-to-day basis. Because of that fact, it’s impertinent that I maintain a certain degree of understanding and compassion for where my students may be coming from.
For example, teachers regularly deal with students who do not do their homework. Many times the student is just being lazy. Other times parents allow their children to skip doing their work. Yet in other circumstances, homework may be the least of some children’s concerns. Unstable parent relationships, a lack of a clean or safe home, and even the absence of food could all force schoolwork to the back burner. It’s important to truly understand why or why not a student is not achieving academically as they should. I’ll really have to get to the root of any classroom related issue and understand the reasons
Another important – and often forgotten – fact is that students, just like teachers, do have lives outside of school. Children have numerous after-school activities, family functions and religious obligations to attend to in addition to their schoolwork. Pressures from school officials, parents and community leaders ultimately fall on these students, sometimes making the goal of “success” a stressful and difficult one to reach. Teachers in an urban environment, as in any schooling environment, must be wary of these dynamics and take them into consideration with their own students.
Sunday, April 5, 2009
Inquiry Project Introduction
As the Hispanic population of the United States continues to rise, issues regarding language differences and consequent conflicts are also becoming a major concern. As of July 1, 2006, the number of Hispanics living in the United States totaled 44.3 million, making up 14.8% of the entire population. It’s only reasonable to assume that as the demographics of many American communities are changing, so are the environments of their public schools. (United States Embassy, 2007)
This project focuses on the city of West New York, New Jersey, where 79.1% of its residents are Hispanic and another 79.3% speak a language other than English. As a hopeful future teacher, I aim to find how this staggering majority of Spanish-speaking individuals has affected the city’s public schools. (U.S. Census Bureau, 2006)
In gathering data for this project, I was guided by the following questions:
How does the English-Spanish language barrier affect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language? What are the implications for classroom learning?
A city like West New York, which is a Hispanic enclave, was an ideal environment to try to understand it’s lingering effects on the city’s schools. I hoped to discover more in-depth information about where exactly these students are coming from.
My research took me to West New York’s Memorial High School, where I was able to interview a student, Esther Rodriguez, and three teachers with more than 30 years experience at the school: Mariluz Garcia, an ESL teacher; Nila del Rio, an ESL teacher; and Kathy DeKranis, an English teacher. Through their stories and experiences I was able to gain a great deal of insight into teaching in a school where the majority of the student body speaks Spanish.
Through last year’s school report card narrative from the New Jersey Department of Education, Memorial High School principal Robert Sanchez addressed the school’s need to accommodate “the individual needs of our diverse, urban student population.” While recognizing the varied needs of the students, Sanchez also touched upon the “alternative programs for our at risk population [like the] English as a Second Language students, who have had limited formal education.”
As I gather more information about these programs, the students, their backgrounds and the teaching atmosphere, it will shed light into the type of work and effort needed of a teacher in this environment. Urban issues like poverty and crime inevitably come into play, but with the added stress of a language barrier, it will be interesting to find out what sort of strains are being placed on public school teachers.
This project aims to discover what is required of a teacher to successfully teach in this type of environment and ultimately ascertain the implications of the English-Spanish language barrier.
This project focuses on the city of West New York, New Jersey, where 79.1% of its residents are Hispanic and another 79.3% speak a language other than English. As a hopeful future teacher, I aim to find how this staggering majority of Spanish-speaking individuals has affected the city’s public schools. (U.S. Census Bureau, 2006)
In gathering data for this project, I was guided by the following questions:
How does the English-Spanish language barrier affect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language? What are the implications for classroom learning?
A city like West New York, which is a Hispanic enclave, was an ideal environment to try to understand it’s lingering effects on the city’s schools. I hoped to discover more in-depth information about where exactly these students are coming from.
My research took me to West New York’s Memorial High School, where I was able to interview a student, Esther Rodriguez, and three teachers with more than 30 years experience at the school: Mariluz Garcia, an ESL teacher; Nila del Rio, an ESL teacher; and Kathy DeKranis, an English teacher. Through their stories and experiences I was able to gain a great deal of insight into teaching in a school where the majority of the student body speaks Spanish.
Through last year’s school report card narrative from the New Jersey Department of Education, Memorial High School principal Robert Sanchez addressed the school’s need to accommodate “the individual needs of our diverse, urban student population.” While recognizing the varied needs of the students, Sanchez also touched upon the “alternative programs for our at risk population [like the] English as a Second Language students, who have had limited formal education.”
As I gather more information about these programs, the students, their backgrounds and the teaching atmosphere, it will shed light into the type of work and effort needed of a teacher in this environment. Urban issues like poverty and crime inevitably come into play, but with the added stress of a language barrier, it will be interesting to find out what sort of strains are being placed on public school teachers.
This project aims to discover what is required of a teacher to successfully teach in this type of environment and ultimately ascertain the implications of the English-Spanish language barrier.
Sunday, March 29, 2009
Community Inquiry Project Details
Community Inquiry Project Question:
How does the English-Spanish language barrier affect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language? What are the implications for classroom learning?
Subsequent Questions:
How does the English-Spanish language barrier affect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language? What are the implications for classroom learning?
Subsequent Questions:
- What percent of the West New York population is Hispanic?
o Community outline/profile of West New York
Ø Personal walking map of city: 10 sites within 10-block radius
Ø Geographical Information: http://www.citytowninfo.com/places/new-jersey/west-new-york
Ø Urban Enterprise Zone: http://www.locationnj.com/Incentives_Urban.asp
Ø Local News: http://search.nj.com/sp?aff=100&keywords=west+new+york
o History
o Demographics, income breakdowns, where people are coming from
Ø http://factfinder.census.gov/servlet/ACSSAFFFacts?_event=&ActiveGeoDiv=geoSelect&pctxt=fph&_lang=en&_sse=on&geo_id=16000US3479610&_state=04000US34
- In Memorial High School, what is the percentage of Hispanic students? Other non-native English speakers?
o School outline/profile of Memorial High School
Ø Personal Walking tour of Memorial High School
Ø Memorial High School Report Card: http://education.state.nj.us/rc/rc08/rcoptions.php?c=17;d=5670;s=050;lt=M;st=A
Ø http://education.state.nj.us/rc/nclb07/reports/17/5670/17-5670-050.html
Ø School/Student/Parent Compact (in English and Spanish): http://www.wnyschools.net/district/images/DistrictDocuments/School-ParentCompact.pdf
o Demographics of Memorial High School students and families
Ø Demographics and School Statistics: http://education.state.nj.us/rc/rc08/dataselect.php?c=17;d=5670;s=050;lt=M;st=A&datasection=all
- How do language barriers inhibit classroom learning?
o How does parental involvement (or lack thereof) affect reading, literacy and English language acquisition?
o What sort of strains do these language barriers place on teachers? (Interviews with ESL and English/History teachers) Within the constraints of NCLB? School-directed objectives?
o How do these outside factors impact NCLB restrictions?
o What sort of issues do language barriers place on these students when they are not in their ESL classes and in the general student population?
Ø Information from Annotated Bibliography
Ø Interviews with Teachers:
English as a Second Language (ESL) Teacher(s) Interview Questions
- Where do the majority of your students come from?
o What are the basic student demographics? - What is the student-to-teacher ratio?
- What is their level of English prior to coming to Memorial High School?
o What is their reading/writing ability in English and Spanish? - What is their level of English after attending ESL classes?
- What sorts of difficulties do your students have in their classes within the general student population?
o Do they have difficulties in their classes that are taught entirely in English?
o In which subjects do they have the most difficulty?
o In what way does the ESL program here supplement those classes? - How many of your students are enrolled in the Bilingual program here at Memorial?
o Can you tell me more about the program?
o How many students are enrolled in this program? - Can you tell me about other ESL/language acquisition programs here at Memorial?
- How much involvement do you see from the parents of students in the ESL programs?
- How much involvement do you have with the parents of students in the ESL programs?
o Are they responsive to the program? - Has the ESL program at Memorial been successful?
- How long does it take a student to pass through the ESL program completely?
o Do students who have passed through still receive supplemental ESL education? - In the last NCLB results, Memorial High School was recognized as one that has not made Adequate Yearly Progress. It has also been classified as “in need of improvement.”
o To what do you attribute these results?
o Does the fact that many of the students have Spanish as a prominent language in their lives have anything to do with this? - Has Memorial High School faced any NCLB sanctions?
o Do you think they are due in part to the language barrier?
English Teacher(s) Interview Questions
- Where do the majority of your students come from?
o What are the basic student demographics? - What is the student-to-teacher ratio?
- How many of your students are Spanish-speaking?
- How many of your students speak Spanish at home?
- Do you think that these students (who speak Spanish at home) have more difficulty learning in English than students who only speak English?
o If yes, how so? - How is their reading/writing ability?
o Do you feel they encounter any difficulties due to a language barrier? - How have these difficulties/language barriers made it more difficult to teach?
- Have they prompted you to change/alter your curriculum in any way?
o How so? - What do these language barriers do to state-mandated testing results?
- How has the school performed?
o To what do you attribute these results? - In the last NCLB results, Memorial High School was recognized as one that has not made Adequate Yearly Progress. It has also been classified as “in need of improvement.”
o To what do you attribute these results? - Does the fact that many of the students have Spanish as a prominent language in their lives have anything to do with this?
- Has Memorial High School faced any NCLB sanctions?
o Do you think they are due in part to the language barrier? - Do any students ever have trouble expressing themselves (verbally or in writing) in English?
o Do you feel this is due to their language limitations? - How involved are the parents of your students in the schoolwork of their children?
- How many students of Hispanic descent plan to graduate and go on to college?
o What are the main goals of these students? - What do the majority of Memorial students do after high school?
o Do many of them drop out?
o Do the goals of these students effect how they perform in class? (Are they apathetic/enthusiastic?)
Student Interview Questions
- How long have you been a student at Memorial High School?
- What is your ethnicity?
- In which subjects do you excel? Why?
- In which subjects do you perform poorly? Why?
- What programs/efforts have gone into effect in the schools to combat this language barrier?
o How much money goes into these programs/efforts?
o What are the results of these programs/efforts? (Are they beneficial, etc.?)
Ø Abbot District Information: http://www.nj.gov/education/abbotts/
Ø Abbott v. Burke decisions http://www.nj.gov/education/abbotts/dec/#4
Ø http://www.nj.gov/education/abbotts/budget/benchmarks.pdf
Ø Abbot Predecessor: The Comprehensive Educational Improvement and Financing Act of 1996
o Are there many available academic resources at Memorial High School to help reading, literacy and language acquisition? Adequate library, internet access, etc.?
Ø Personal survey of the school
o Have ESL programs helped to lessen the language divide?
Ø ESL Programs at Memorial High School: http://www.wnyschools.net/district/programsandservices.asp
Ø Small Learning Communities at Memorial High School: http://www.nwrel.org/nwedu/winter_00/1a.html http://schoolstudio.engr.wisc.edu/smalllearningcom.html
Sunday, March 22, 2009
Inner-city Teaching and Social Structures
Perhaps the most striking point that comes from reading Unequal Childhoods is that child development comes from the social structures in which children are raised. Their childhood interactions - their ability to organize, their creativity, their views on responsibility, their manner of speech and interaction with authority figures - all help to shape their later-life skills. Economic status (and strain), and thus the opportunities available to them, greatly determines how children will be when they are adults.
Lareau contrasts the upbringings, interactions and extra-curricular activities of children within middle-class, working-class and poor families. Children from middle-class families are taught to interact with adults and to question authority. Because of this, they often cultivate a sense of entitlement. Children from working-class and poor families, however, experience a divide between themselves and authority figures. Much less emphasis is placed on interaction between children and adults. The activities out of school are most likely regarded as mere "child's play," with little importance given to the child's development.
This stark contrast between middle-class families and working-class or poor families is one that I had vague notions about during my own upbringing. Upon reflecting on my middle-class upbringing, I have an understanding of what Lareau details in her book. In my family, much importance was placed on structured extra-curricular activities. My parents oftentimes sacrificed their free time in order to help foster my interests.
Besides touching upon middle-class family life, Lareau also makes a lot of great points about working-class and poor children growing up in urban environments. Many, like the ones mentioned in the book, do face daily difficulties like where to wash clothing or when the next paycheck (or other source of income) will come. It's no wonder that with such economic difficulties, less importance and attention is given to a child's schoolwork. It is understandable that when faced with illness and economic troubles, many families must sacrifice education for mere survival.
This is, perhaps, one fact that is all too prominent in urban schools and one that must never be ignored. As a future teacher, in an urban environment or otherwise, it is critical to remember that students come from vastly different family backgrounds. The experience of teaching in the inner city is as diverse as its students and their cultural structures.
Lareau contrasts the upbringings, interactions and extra-curricular activities of children within middle-class, working-class and poor families. Children from middle-class families are taught to interact with adults and to question authority. Because of this, they often cultivate a sense of entitlement. Children from working-class and poor families, however, experience a divide between themselves and authority figures. Much less emphasis is placed on interaction between children and adults. The activities out of school are most likely regarded as mere "child's play," with little importance given to the child's development.
This stark contrast between middle-class families and working-class or poor families is one that I had vague notions about during my own upbringing. Upon reflecting on my middle-class upbringing, I have an understanding of what Lareau details in her book. In my family, much importance was placed on structured extra-curricular activities. My parents oftentimes sacrificed their free time in order to help foster my interests.
Besides touching upon middle-class family life, Lareau also makes a lot of great points about working-class and poor children growing up in urban environments. Many, like the ones mentioned in the book, do face daily difficulties like where to wash clothing or when the next paycheck (or other source of income) will come. It's no wonder that with such economic difficulties, less importance and attention is given to a child's schoolwork. It is understandable that when faced with illness and economic troubles, many families must sacrifice education for mere survival.
This is, perhaps, one fact that is all too prominent in urban schools and one that must never be ignored. As a future teacher, in an urban environment or otherwise, it is critical to remember that students come from vastly different family backgrounds. The experience of teaching in the inner city is as diverse as its students and their cultural structures.
Saturday, March 21, 2009
Annotated Bibliography
The article I've critiqued for my annotated bibliography can be read in PDF full text here.
1.) Holland, William R. (1960). Language Barrier as an Educational Problem of Spanish-Speaking Children.
Tucson, Arizona: Exceptional Children
Language Barrier as an Educational Problem of Spanish-Speaking Children focuses on efforts to provide educational assistance to Spanish-speaking students. It notes that despite many efforts geared toward improvement Spanish-speaking students, the achievement gap between them and English-speaking students remains a considerable one. Holland later offers insight into the cultural and psychological factors that affect learning and language acquisition among students where English is not their first language. This article ties in directly with the objectives of the research assignment: Finding and understanding the related cultural and community-related factors that either promote or inhibit learning among Spanish-speaking students.
One of the main points Holland attempts to address is how many Spanish-speaking students are “handicapped in later life” because of the public school learning experience and teaching practices. He goes on to discuss the inadequacies of the public school experience toward Spanish-speaking students, and the psychological studies have been geared toward these children.
In the Wechsler Intelligence Scale for Children (WISC), study organizers attempted to measure the English, Spanish and bilingual aptitude of Spanish-speaking children in grades 1 through 5. By asking questions in English, and then supplementing them in Spanish when the question was not fully understood, administrators found that more than 40% of the subjects had moderate or serious language barriers. These results, although geographically limited to Tucson, Arizona, are indicative of a large-scale issue apparent in public schools. The study’s results could even project onto similar urban communities with large Hispanic populations.
By far the greatest point Holland makes in his article is that “the utilization of cultural information is indispensible for understanding the educational problems of Spanish-speaking children.” This refers to the fact that students – whether Spanish-speaking or other – are essentially the product of their home environment and culture. Socio-economic status, language spoken at home and attitude toward learning in general all play a major role in forming a student.
These factors, along with the scientific results of language barrier studies, help to show how the learning experience for native Spanish-speaking students is inherently different than their English-language counterparts. It’s an issue that must be recognized in urban schools and for the betterment of public schools as a whole.
2.) Sepulveda, Betty R. (1973). The Language Barrier and its Effect on Learning.
Denver, Colorado, USA: Elementary English.
http://csaweb112v.csa.com.ezproxy.montclair.edu:2048/ids70/view_record.php?id=2&recnum=20&log=from_res&SID=mvk6luko9i8g8smk9ioq6mpuq2&mark_id=search%3A2%3A0%2C0%2C22
This article spans the historical significance and present problems caused by the English-Spanish language barrier that exists in American Schools. While touching on environmental factors, like socioeconomic status and English-language formation on the streets, it offers insight into the implications for the school learning environment. It gives suggestions as to lessen the language gap and enhance correct English language acquisition among underprivileged children. The Language Barrier and its Effect on Learning fits in perfectly with planned research about the language barrier in urban school systems. It also offers critiques of current English-language acquisition practices and suggests various solutions to them.
3.) Reese, Leslie; Thompson, Sylvia Linan; Goldenberg, Claude. (2008). Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities.
United States: Routledge, Journal of Multilingual & Multicultural Development
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=34230560&site=ehost-live
Based on the research collected from 14 communities in California and Texas, this article seeks to find the language and literacy resources that are available to Spanish-speaking students. It focuses largely on the children’s home life, their language practices there and their exposure to print materials in English and Spanish. It also goes on to discuss the assumptions that many teachers possess when considering access to print materials. In the poor urban environment, the sometimes inability to access developmental reading materials is apparent. The article is notable for its focus on the Spanish-speaking communities and families as huge factors in the student’s learning process.
4.) Salazar, Maria del Carmen. (2008). English or Nothing: The Impact of Rigid Language Policies on the Inclusion of Humanizing Practices in a High School ESL Program.
Denver, Colorado, USA: Equity & Excellence in Education.
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=33325195&site=ehost-live
This article focuses mainly on the English as a Second Language programs in high schools. In a case study it was found that ESL teachers who had more leniencies and fewer adherences to rigid language policies were able to foster a more open and “humanizing” relationship with their students. This relationship, in turn, created a better learning environment for their students who ultimately performed better academically. There is a great contrast between this and ESL teachers who adhered strictly to language policies. The results of this study show that students with a better relationship with their teachers perform better academically, which is just what I aim to research in my community and school inquiry.
5.) Davis, Eden. (2006). Unhappy Parents of Limited English Proficiency Students: What Can They Really Do?
United States: Journal of Law & Education
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=20567961&site=ehost-live
http://www.allbusiness.com/legal/4075864-1.html
In this article, Davis addresses the implications of the No Child Left Behind Act on students who have limited English proficiency (LEP) and the limitations parental right to address their concerns. While pointing out the difficulties No Child Left Behind has had on LEP students, it also addresses the other government programs aimed at improving language acquisition. It offers suggestions to help these LEP students overcome the language barrier that exists in their schools. Not only is this article beneficial to research about school-related language difficulties among Spanish-speaking students, but it also addresses the government stipulations that affect all U.S. public schools.
1.) Holland, William R. (1960). Language Barrier as an Educational Problem of Spanish-Speaking Children.
Tucson, Arizona: Exceptional Children
Language Barrier as an Educational Problem of Spanish-Speaking Children focuses on efforts to provide educational assistance to Spanish-speaking students. It notes that despite many efforts geared toward improvement Spanish-speaking students, the achievement gap between them and English-speaking students remains a considerable one. Holland later offers insight into the cultural and psychological factors that affect learning and language acquisition among students where English is not their first language. This article ties in directly with the objectives of the research assignment: Finding and understanding the related cultural and community-related factors that either promote or inhibit learning among Spanish-speaking students.
One of the main points Holland attempts to address is how many Spanish-speaking students are “handicapped in later life” because of the public school learning experience and teaching practices. He goes on to discuss the inadequacies of the public school experience toward Spanish-speaking students, and the psychological studies have been geared toward these children.
In the Wechsler Intelligence Scale for Children (WISC), study organizers attempted to measure the English, Spanish and bilingual aptitude of Spanish-speaking children in grades 1 through 5. By asking questions in English, and then supplementing them in Spanish when the question was not fully understood, administrators found that more than 40% of the subjects had moderate or serious language barriers. These results, although geographically limited to Tucson, Arizona, are indicative of a large-scale issue apparent in public schools. The study’s results could even project onto similar urban communities with large Hispanic populations.
By far the greatest point Holland makes in his article is that “the utilization of cultural information is indispensible for understanding the educational problems of Spanish-speaking children.” This refers to the fact that students – whether Spanish-speaking or other – are essentially the product of their home environment and culture. Socio-economic status, language spoken at home and attitude toward learning in general all play a major role in forming a student.
These factors, along with the scientific results of language barrier studies, help to show how the learning experience for native Spanish-speaking students is inherently different than their English-language counterparts. It’s an issue that must be recognized in urban schools and for the betterment of public schools as a whole.
2.) Sepulveda, Betty R. (1973). The Language Barrier and its Effect on Learning.
Denver, Colorado, USA: Elementary English.
http://csaweb112v.csa.com.ezproxy.montclair.edu:2048/ids70/view_record.php?id=2&recnum=20&log=from_res&SID=mvk6luko9i8g8smk9ioq6mpuq2&mark_id=search%3A2%3A0%2C0%2C22
This article spans the historical significance and present problems caused by the English-Spanish language barrier that exists in American Schools. While touching on environmental factors, like socioeconomic status and English-language formation on the streets, it offers insight into the implications for the school learning environment. It gives suggestions as to lessen the language gap and enhance correct English language acquisition among underprivileged children. The Language Barrier and its Effect on Learning fits in perfectly with planned research about the language barrier in urban school systems. It also offers critiques of current English-language acquisition practices and suggests various solutions to them.
3.) Reese, Leslie; Thompson, Sylvia Linan; Goldenberg, Claude. (2008). Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities.
United States: Routledge, Journal of Multilingual & Multicultural Development
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=34230560&site=ehost-live
Based on the research collected from 14 communities in California and Texas, this article seeks to find the language and literacy resources that are available to Spanish-speaking students. It focuses largely on the children’s home life, their language practices there and their exposure to print materials in English and Spanish. It also goes on to discuss the assumptions that many teachers possess when considering access to print materials. In the poor urban environment, the sometimes inability to access developmental reading materials is apparent. The article is notable for its focus on the Spanish-speaking communities and families as huge factors in the student’s learning process.
4.) Salazar, Maria del Carmen. (2008). English or Nothing: The Impact of Rigid Language Policies on the Inclusion of Humanizing Practices in a High School ESL Program.
Denver, Colorado, USA: Equity & Excellence in Education.
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=33325195&site=ehost-live
This article focuses mainly on the English as a Second Language programs in high schools. In a case study it was found that ESL teachers who had more leniencies and fewer adherences to rigid language policies were able to foster a more open and “humanizing” relationship with their students. This relationship, in turn, created a better learning environment for their students who ultimately performed better academically. There is a great contrast between this and ESL teachers who adhered strictly to language policies. The results of this study show that students with a better relationship with their teachers perform better academically, which is just what I aim to research in my community and school inquiry.
5.) Davis, Eden. (2006). Unhappy Parents of Limited English Proficiency Students: What Can They Really Do?
United States: Journal of Law & Education
http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=20567961&site=ehost-live
http://www.allbusiness.com/legal/4075864-1.html
In this article, Davis addresses the implications of the No Child Left Behind Act on students who have limited English proficiency (LEP) and the limitations parental right to address their concerns. While pointing out the difficulties No Child Left Behind has had on LEP students, it also addresses the other government programs aimed at improving language acquisition. It offers suggestions to help these LEP students overcome the language barrier that exists in their schools. Not only is this article beneficial to research about school-related language difficulties among Spanish-speaking students, but it also addresses the government stipulations that affect all U.S. public schools.
Monday, March 16, 2009
Another Community Inquiry Project Question
As a former ESL teacher in Spain, I have become very sensitive to the realities of language acquisition. As I have now returned to the U.S. and plan to teach here, I am thinking about the difficulties that many students may face if English is not their first language. When talking about urban American school environments, one of the top concerns is the language barrier among students and teachers. The following question is one of great interest to me:
How does the language divide/barrier effect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language?
I would like to address how the language barrier may inhibit classroom learning in the U.S. I would also like to explore the programs/efforts that have gone into effect in the schools to combat this language divide. Subesquently, how much money goes into these programs/efforts? What have the results of these programs/efforts been?
In West New York, census data states that 78.7% of its residents are Hispanic. My stepmother works in West New York public schools and tells me that the amount of students who cannot speak English is a major concern. I would like to futher explore this dynamic and hopefully discover the implications for urban education as a whole.
How does the language divide/barrier effect student-teacher relationships, particularly with Spanish-speaking students who do not speak English as their first language?
I would like to address how the language barrier may inhibit classroom learning in the U.S. I would also like to explore the programs/efforts that have gone into effect in the schools to combat this language divide. Subesquently, how much money goes into these programs/efforts? What have the results of these programs/efforts been?
In West New York, census data states that 78.7% of its residents are Hispanic. My stepmother works in West New York public schools and tells me that the amount of students who cannot speak English is a major concern. I would like to futher explore this dynamic and hopefully discover the implications for urban education as a whole.
Saturday, February 28, 2009
Culture of Me
Standing up to dust some dirt off my pants, I saw it. A black car with no windows came bolting along the street ahead of us. Its engine boomed and it came directly at the small park we were gardening in. We froze, unsure if the car would turn away from us in time. With a deafening screech, the car turned to the side, narrowly missing the flimsy wire fence bordering the park. The man in the car - a tall, skinny black man - jumped out, screamed profanities at us and walked away. He left the car, with its door open, in the middle of the street.
In the ninth grade I accompanied a group from the women’s club of my town on a community service trip to Newark, NJ. The objective was to clean up a small park and plant bulbs for the coming spring. But as we got to planting, I couldn’t help but feel uncomfortable. Maybe it was the fact that we were twenty or so women gathered together, or that we were the only large cluster of white people for many blocks.
It was one of the oddest and most jarring experiences I had had up until then. But it only served to bolster one of the cultural values that had been instilled in me from adolescence. The only way to not “end up” in an environment like that was to work hard and get a good education.
My parents, both journalists for a prominent newspaper, had fostered a very educated, information-based environment in our home. Some of my earliest memories include listening to thick-accented BBC reporters and watching armored vehicles roll across the TV screen. I could see that other parts of the world – even other parts of my state – were not as well off as we were. And my parents constantly reminded me to be grateful for all I have. Not taking advantage of access to great education was to waste one of the most important things in life.
My neighborhood in Glen Ridge, NJ is predominantly white with, as my mother says, “astronomically high taxes.” But expenses of this sort were always worth it to send her children to one of the top ten high schools in the state. Race was not really an issue where I grew up, partly because most in my town were white. But since Glen Ridge is only 5 miles from poorer neighborhoods like Newark, my peers and I were vaguely aware of the so-called “bubble” we lived in.
Within a small, competitive educational environment like Glen Ridge, I quickly learned that education was everything. High school and college ultimately determined what type of job one would have and where one would land in life in general. So going to college was never debatable. Without it, life was certain to go nowhere. Like schoolwork, always being active and occupied was also very important. I became engrossed in every sport offered through my school system. I ran, swam and competed in triathlons. In both my academic and athletic life I learned that becoming great at something always requires time, dedication and effort.
And attending Pennsylvania State University was my way of dedicating myself to the world around me. Part of my decision to go to one of the nation’s ten largest universities came from the fact that I went to such a small suburban high school. My graduating class had only 108 people and I felt an urge to get away from its small, suburban environment. I knew that I needed know more about the world outside the “bubble” that was my town. It’s only through these life experiences after high school that I have truly seen the world.
Apart from getting to know hundreds of individuals with backgrounds completely different from mine, I was able to travel and study abroad; one of the greatest influences in my life. While living in Spain, I was shocked to find out first-hand that similar racial tensions also existed thousands of miles from my part of the world.
The elementary school I worked in was populated with a majority of Spanish children. There were also a few black, Moroccan and Chinese students that attended. I noticed that race did play a significant role in interactions among the children. Because there were so few minorities in the school – accompanied by the fact that all illustrations in schoolbooks were of white children – their differences were highlighted. Even at such an early age, tensions about race and “normalcy” were present.
During my time in Spain, I learned to speak fluent Spanish and got a taste for people, places and cultures that are far removed from my own. As I traveled around Europe and Africa I found that people, although separated by cultural and language differences, essentially face the same amount of trials and tribulations as Americans do.
By learning the Spanish language, it opened my eyes to another world. I noticed that upon my return to the US, I could understand a whole range of individuals I never would have listened to in the past. And these people became infinitely more humanized. No longer was the Mexican man behind the counter of McDonald’s just a food server. He became more real and more human to me than ever before. My international experiences have given me great insight to the mostly homogeneous environment I was raised in. It’s given me a great respect for people different from me.
After having come to know people and cultures outside of my “bubble,” I’m sure that an experience like the one I had in Newark would not shock me as it once had 10 years ago. Looking back on it now, and considering the racial tensions present in Newark at that time, an event like that isn’t as difficult to understand.
My culture – my upbringing and my later-life experiences – has prompted me to be more understanding of differences within the classroom. Because I understand what it feels like to be in a completely foreign environment, I can only hope to promote an open and understanding classroom environment. Students in any type of schooling environment will inevitably be distinct based on their personal cultures and upbringings. The opportunity to have an education is an invaluable one, but it’s also realistic to understand the cultural and racial distinctions among learners.
In the ninth grade I accompanied a group from the women’s club of my town on a community service trip to Newark, NJ. The objective was to clean up a small park and plant bulbs for the coming spring. But as we got to planting, I couldn’t help but feel uncomfortable. Maybe it was the fact that we were twenty or so women gathered together, or that we were the only large cluster of white people for many blocks.
It was one of the oddest and most jarring experiences I had had up until then. But it only served to bolster one of the cultural values that had been instilled in me from adolescence. The only way to not “end up” in an environment like that was to work hard and get a good education.
My parents, both journalists for a prominent newspaper, had fostered a very educated, information-based environment in our home. Some of my earliest memories include listening to thick-accented BBC reporters and watching armored vehicles roll across the TV screen. I could see that other parts of the world – even other parts of my state – were not as well off as we were. And my parents constantly reminded me to be grateful for all I have. Not taking advantage of access to great education was to waste one of the most important things in life.
My neighborhood in Glen Ridge, NJ is predominantly white with, as my mother says, “astronomically high taxes.” But expenses of this sort were always worth it to send her children to one of the top ten high schools in the state. Race was not really an issue where I grew up, partly because most in my town were white. But since Glen Ridge is only 5 miles from poorer neighborhoods like Newark, my peers and I were vaguely aware of the so-called “bubble” we lived in.
Within a small, competitive educational environment like Glen Ridge, I quickly learned that education was everything. High school and college ultimately determined what type of job one would have and where one would land in life in general. So going to college was never debatable. Without it, life was certain to go nowhere. Like schoolwork, always being active and occupied was also very important. I became engrossed in every sport offered through my school system. I ran, swam and competed in triathlons. In both my academic and athletic life I learned that becoming great at something always requires time, dedication and effort.
And attending Pennsylvania State University was my way of dedicating myself to the world around me. Part of my decision to go to one of the nation’s ten largest universities came from the fact that I went to such a small suburban high school. My graduating class had only 108 people and I felt an urge to get away from its small, suburban environment. I knew that I needed know more about the world outside the “bubble” that was my town. It’s only through these life experiences after high school that I have truly seen the world.
Apart from getting to know hundreds of individuals with backgrounds completely different from mine, I was able to travel and study abroad; one of the greatest influences in my life. While living in Spain, I was shocked to find out first-hand that similar racial tensions also existed thousands of miles from my part of the world.
The elementary school I worked in was populated with a majority of Spanish children. There were also a few black, Moroccan and Chinese students that attended. I noticed that race did play a significant role in interactions among the children. Because there were so few minorities in the school – accompanied by the fact that all illustrations in schoolbooks were of white children – their differences were highlighted. Even at such an early age, tensions about race and “normalcy” were present.
During my time in Spain, I learned to speak fluent Spanish and got a taste for people, places and cultures that are far removed from my own. As I traveled around Europe and Africa I found that people, although separated by cultural and language differences, essentially face the same amount of trials and tribulations as Americans do.
By learning the Spanish language, it opened my eyes to another world. I noticed that upon my return to the US, I could understand a whole range of individuals I never would have listened to in the past. And these people became infinitely more humanized. No longer was the Mexican man behind the counter of McDonald’s just a food server. He became more real and more human to me than ever before. My international experiences have given me great insight to the mostly homogeneous environment I was raised in. It’s given me a great respect for people different from me.
After having come to know people and cultures outside of my “bubble,” I’m sure that an experience like the one I had in Newark would not shock me as it once had 10 years ago. Looking back on it now, and considering the racial tensions present in Newark at that time, an event like that isn’t as difficult to understand.
My culture – my upbringing and my later-life experiences – has prompted me to be more understanding of differences within the classroom. Because I understand what it feels like to be in a completely foreign environment, I can only hope to promote an open and understanding classroom environment. Students in any type of schooling environment will inevitably be distinct based on their personal cultures and upbringings. The opportunity to have an education is an invaluable one, but it’s also realistic to understand the cultural and racial distinctions among learners.
Friday, February 20, 2009
What kinds of student-teacher relationships exist in urban schools?
The schooling experience, whether good or bad, is ultimately influenced by the teachers who have shaped it for the students.When thinking about urban schools, the one overriding interest I have is the relationship that exists between students and teachers. As I've never attended an urban school, I'd like to know if the dynamics involved are anything similar to the experience I've had going to a suburban school.
In considering student-teacher relationships in urban schools, a number of subsequent questions pop into mind:
- What is the average student-teacher ratio?
- How involved are urban teachers in the lives of their students?
- How much interaction do urban teachers have with the families of their students?
- How much does this interaction between students and teachers affect urban schools, districts and communities in general?
- What are the benefits/losses attributed to communication (or lack thereof) between urban students and teachers?
My findings might completely contradict my previous ideas, but I feel it's a topic worthy of exploration.
Thursday, February 19, 2009
Selfishness in Education
In Urban Schools, Public Will by Norm Fruchter I recently became very interested in an article he sited about creating public change efforts in order to improve failing schools. He mentions a scenario by Paul Hill in which a mother decides to take her daughter out of public school because of its bad performance and enroll her in private school. The proceeding professional arguments by Fruchter and others about the scenario state that the mother is doing a disservice to her community. They say that in removing her daughter from public schoolsshe is affecting the general welfare of the broader community. By taking an individualistic stance on education, the opportunities for improvement in a failing school are ultimately lessened.
While I understand Fruchter’s point of view that individualistic acts undermine a strong sense of community, I can’t blame any family for acting in this way. Education is ultimately a selfish venture. When all is said and done, the education that every child receives and employs in their future endeavors is an individual gain. I believe that any parent who takes their son or daughter out of a failing public school and enrolls them in private school is completely justified.
Sunday, February 15, 2009
The Major Influences That Shape Urban Schools
It’s clear that urban schools are comprised of the beliefs and cultures of the diverse people that inhabit city centers. The mix of customs, ways of life and systems of values all contribute to the flavor and atmosphere of any city. The fact that this amalgam of beliefs transcends to public schools is only natural. These very diverse ways of life, however, often become problematic when trying to create a schooling environment that benefits each child equally. These very diverse beliefs have become a point of contention when dealing with school environments that are far from homogeneous.
Norm Fruchter elaborates in his book Urban Schools Public Will that there is a distinct struggle between the dominant American culture that governs the school systems and the many times contrary cultures of the ethnic groups that comprise these centers. Individual districts choose appropriate curriculum, systems of accountability, specific discipline systems and even which languages are pertinent to classroom instruction. While most districts try to find a balance between these factors and the belief systems of the people in the city, it’s a nearly impossible to appease everyone. The American system of education and ideals are ultimately emphasized above all (this is the United States, after all). But many times, the clashing of values in urban centers is too extreme to ever come to a perfect agreement.
Fruchter told a story about a superintendent in his school district that clearly demonstrates this struggle. The superintendent was frustrated by the fact that Black and Latino students scored significantly lower that Asian and White students. He expressed a frustration with the parents of these low scoring students, saying that if they were only more involved with their children’s education, the achievement gap would narrow.
The problem with the superintendent’s claims is that many more factors affect the achievement of the students. It is not expressly the involvement of parents (or lack thereof). Conversely, what many attribute to the success of suburban schools is the absence of such clashing ideals. As stated in the text, suburban areas tend to be more homogeneous. Therefore, there’s less of a discord among the governing school district and the views of the residents.
The heterogeneous mix of cultures and beliefs is what shape urban centers and their schools. But it’s also the very cause for debate when striving for equal education.
Norm Fruchter elaborates in his book Urban Schools Public Will that there is a distinct struggle between the dominant American culture that governs the school systems and the many times contrary cultures of the ethnic groups that comprise these centers. Individual districts choose appropriate curriculum, systems of accountability, specific discipline systems and even which languages are pertinent to classroom instruction. While most districts try to find a balance between these factors and the belief systems of the people in the city, it’s a nearly impossible to appease everyone. The American system of education and ideals are ultimately emphasized above all (this is the United States, after all). But many times, the clashing of values in urban centers is too extreme to ever come to a perfect agreement.
Fruchter told a story about a superintendent in his school district that clearly demonstrates this struggle. The superintendent was frustrated by the fact that Black and Latino students scored significantly lower that Asian and White students. He expressed a frustration with the parents of these low scoring students, saying that if they were only more involved with their children’s education, the achievement gap would narrow.
The problem with the superintendent’s claims is that many more factors affect the achievement of the students. It is not expressly the involvement of parents (or lack thereof). Conversely, what many attribute to the success of suburban schools is the absence of such clashing ideals. As stated in the text, suburban areas tend to be more homogeneous. Therefore, there’s less of a discord among the governing school district and the views of the residents.
The heterogeneous mix of cultures and beliefs is what shape urban centers and their schools. But it’s also the very cause for debate when striving for equal education.
Monday, February 2, 2009
The Media and Assumptions about Education
Here are some examples that illustrate a representation of suburban, urban and rural education in the media:
Film
Suburban: 10 Things I Hate About You
This film focuses on the lives of two suburban sisters and the teenage boys at school who are vying for them. One sister mourns the fact that she is surrounded by convention and the other strives to obtain “teenage normalcy.” The school they attend is enormous and the teachers in it seem annoyed to be there, frequently sending students to detention and brushing their concerns for more important matters. In general, the movie gives off the idea that school is just a drudgery that gets in the way of real life.
Urban: Dangerous Minds
Michelle Pfeiffer plays a school teacher in an inner city school, where her students are described as “uneducatable.” Throughout the course of the movie, she struggles to get through to her students who have a lack of interest in education. But with persistence (and bribery) she garners the attention, and eventually affection, of the class. To me, this movie makes teaching look too easy. It sends the unrealistic message that no matter the circumstances, if you are persistent, you will always succeed.
Rural: Napoleon Dynamite
This movie revolved around a socially awkward teenage boy who goes to a rural high school. It centers on his attempts to become accepted, make friends and even get a girlfriend. The school in this movie is very provincial, where events like talent shows and school elections are the only buzz of the town. It general, it gives off the idea that rural schools are very humdrum and uninteresting.
Music
Suburban: “Rockin’ the Suburbs” by Ben Folds
In this song, Ben Folds complains about the everyday annoyances of being “male, middle class and white.” He references many other famous middle-class artists and a lot of the frustrations that come along with living in suburbia. This song relates the mundane concerns of people in the suburbs. In some ways, I see this song reflecting the frustrations of many suburban students, who might be bored with everyday conventions and would want to rebel.
Urban: “Gangsta’s Paradise” by Coolio
In this song, Coolio sings about the struggles of living in poverty. He references his life as a “gangsta” and the hardships of living in the inner city. There’s a line in the song that reads, “They say I got ta learn, but nobody’s here to teach me.” This line reflects how he feels people in urban environments are brushed aside and forgotten. It touches on the idea that most of the world think of people like him as worthless thugs.
Rural: "Sweet Home Alabama" by Lynyrd Skynyrd
The only song that comes to mind when I think of rural America is Sweet Home Alabama. The song is a proclamation of pride for rural Alabama. It makes me believe that schools in rural areas are proud of their customs and ideas, especially when it comes to education.
Television
Suburban: Saved By The Bell
This series follows a group of suburban high school friends and the trials and tribulations that come with growing up. Although there are countless jokes and XXXX, the general consensus is that school is important. It’s necessary to do well in school and be accepted by peers in order to be well-liked. Education in this series is taken seriously, for the most part.
Urban: Boston Public
Boston public showcases the lives of teachers in an urban high school in Boston. Throughout the course of the series, the teachers deal with troubled students, violence and balancing their personal lives. This show makes teaching in an urban environment seem impossible, with serious problems always waiting just around the corner. Teaching in this environment is more like a struggle in this show.
Rural: Smallville
Yes, this show is about the teenage life of Superman. But Clark Kent does go to a very rural high school in the middle of farmland, Kansas. When watching this show, I get the sense that education in a rural environment is second class to the drama and concerns of everyday life and chores on the farm.
News
Suburban:
From the Star Ledger: Two suburban schools refuse trips to Newark for football
In this article, it is explained that two suburban high schools – with plans to play Newark teams in football – have cancelled their trip because of the fear of drive-by shootings. This decision comes days after a drive-by shooting killed two people and injured another. In this article it can be seen that parents of students from suburban areas have fears their safety is in danger by going to Newark. It highlights the perception of education in an inner city school as being violent and dangerous, while suburban students must be sheltered.
Urban:
From the New York Times: Urban Schools Aiming Higher Than Diploma
This article explains the new trends of urban schools to encourage college education, and not just high school diplomas, for their students. Many urban schools are adding advanced placement courses where there were none previously and courses about maintaining GPAs and creating resumes. This article does show that the majority of urban students do not aspire to go to college, but that the trend is changing. Educators in urban schools are concentrating on the positive concerns of their students and helping them to achieve their goals.
Rural:
From the New York Times: On the Reservation and Off, Schools See a Changing Tide
Schools on American Indian reservations are losing students to less rural school systems. Hardin High School, which is close to the reservation center Lodge Grass high school – has gone from about 50 percent white, to about 70 percent American Indian in the course of 10 years. The move marks a striking change in the attitudes of families and students who live on rural reservations. This article shows a general that people in rural areas find their schools are too small to offer enough opportunities for the future.
Film
Suburban: 10 Things I Hate About You
This film focuses on the lives of two suburban sisters and the teenage boys at school who are vying for them. One sister mourns the fact that she is surrounded by convention and the other strives to obtain “teenage normalcy.” The school they attend is enormous and the teachers in it seem annoyed to be there, frequently sending students to detention and brushing their concerns for more important matters. In general, the movie gives off the idea that school is just a drudgery that gets in the way of real life.
Urban: Dangerous Minds
Michelle Pfeiffer plays a school teacher in an inner city school, where her students are described as “uneducatable.” Throughout the course of the movie, she struggles to get through to her students who have a lack of interest in education. But with persistence (and bribery) she garners the attention, and eventually affection, of the class. To me, this movie makes teaching look too easy. It sends the unrealistic message that no matter the circumstances, if you are persistent, you will always succeed.
Rural: Napoleon Dynamite
This movie revolved around a socially awkward teenage boy who goes to a rural high school. It centers on his attempts to become accepted, make friends and even get a girlfriend. The school in this movie is very provincial, where events like talent shows and school elections are the only buzz of the town. It general, it gives off the idea that rural schools are very humdrum and uninteresting.
Music
Suburban: “Rockin’ the Suburbs” by Ben Folds
In this song, Ben Folds complains about the everyday annoyances of being “male, middle class and white.” He references many other famous middle-class artists and a lot of the frustrations that come along with living in suburbia. This song relates the mundane concerns of people in the suburbs. In some ways, I see this song reflecting the frustrations of many suburban students, who might be bored with everyday conventions and would want to rebel.
Urban: “Gangsta’s Paradise” by Coolio
In this song, Coolio sings about the struggles of living in poverty. He references his life as a “gangsta” and the hardships of living in the inner city. There’s a line in the song that reads, “They say I got ta learn, but nobody’s here to teach me.” This line reflects how he feels people in urban environments are brushed aside and forgotten. It touches on the idea that most of the world think of people like him as worthless thugs.
Rural: "Sweet Home Alabama" by Lynyrd Skynyrd
The only song that comes to mind when I think of rural America is Sweet Home Alabama. The song is a proclamation of pride for rural Alabama. It makes me believe that schools in rural areas are proud of their customs and ideas, especially when it comes to education.
Television
Suburban: Saved By The Bell
This series follows a group of suburban high school friends and the trials and tribulations that come with growing up. Although there are countless jokes and XXXX, the general consensus is that school is important. It’s necessary to do well in school and be accepted by peers in order to be well-liked. Education in this series is taken seriously, for the most part.
Urban: Boston Public
Boston public showcases the lives of teachers in an urban high school in Boston. Throughout the course of the series, the teachers deal with troubled students, violence and balancing their personal lives. This show makes teaching in an urban environment seem impossible, with serious problems always waiting just around the corner. Teaching in this environment is more like a struggle in this show.
Rural: Smallville
Yes, this show is about the teenage life of Superman. But Clark Kent does go to a very rural high school in the middle of farmland, Kansas. When watching this show, I get the sense that education in a rural environment is second class to the drama and concerns of everyday life and chores on the farm.
News
Suburban:
From the Star Ledger: Two suburban schools refuse trips to Newark for football
In this article, it is explained that two suburban high schools – with plans to play Newark teams in football – have cancelled their trip because of the fear of drive-by shootings. This decision comes days after a drive-by shooting killed two people and injured another. In this article it can be seen that parents of students from suburban areas have fears their safety is in danger by going to Newark. It highlights the perception of education in an inner city school as being violent and dangerous, while suburban students must be sheltered.
Urban:
From the New York Times: Urban Schools Aiming Higher Than Diploma
This article explains the new trends of urban schools to encourage college education, and not just high school diplomas, for their students. Many urban schools are adding advanced placement courses where there were none previously and courses about maintaining GPAs and creating resumes. This article does show that the majority of urban students do not aspire to go to college, but that the trend is changing. Educators in urban schools are concentrating on the positive concerns of their students and helping them to achieve their goals.
Rural:
From the New York Times: On the Reservation and Off, Schools See a Changing Tide
Schools on American Indian reservations are losing students to less rural school systems. Hardin High School, which is close to the reservation center Lodge Grass high school – has gone from about 50 percent white, to about 70 percent American Indian in the course of 10 years. The move marks a striking change in the attitudes of families and students who live on rural reservations. This article shows a general that people in rural areas find their schools are too small to offer enough opportunities for the future.
Frames of Reference about Urban Schools
A black teenager swaggers into the school building, backpack slung carelessly over his shoulder. A popular hip-hop song plays in the background as he passes through a metal detector and then fist-bumps an awaiting throng of rowdy, baggy pants-wearing friends.
Yes, it’s the sort of stereotypical urban high school scene you might see on television – one that pops into my mind when I think of an urban school system, having neither attended nor taught in one. But are such gaps in one’s resume necessarily an insurmountable detriment? Not if you use work and life experiences, as I have, to derive lesions about how all people behave in social interactions, regardless of the setting, and remain committed to learning anew as situations present themselves. Leaving aside my assumptions about urban environments, such experiences tell me that the particulars may vary in different cultural contexts, but the core social encounters remain the same. This insight has shown me the importance of striving for professionalism and consistency in a working relationship with students and colleagues, regardless of the work environment.
News reports and popular culture tell us that drugs, violence, gang activity, truancy and illiteracy are problems of urban school systems. Of course: They’re the ones most under-funded and overcrowded, churning out the lowest standardized test scores. So you can expect the problems to be bad there.
But think again. I went to one of the best public schools in New Jersey. In my small suburban high school nearly all seniors graduated, and pretty much all who did went on to college. During all of my high school days I only knew of one dropout, and that was so unusual it was something of a scandal in my town. Yet that’s not to say my school didn’t have its own difficulties – ones stemming from the same social ills besetting cities.
While gangs in the typical sense of the word did not reign supreme in my high school, cliques certainly did. Almost every student could be lumped into a social group. Cliques garnered attention, asserted dominance and became notorious just like gangs in urban schools. Drugs, both illegal and legal ones, were just as much an issue in my upstanding high school as they are in schools with fewer advantages.
Rural schools, to judge from news reports, also face some of the same core social problems as urban schools. Illiteracy, violence and language barriers are all huge problems in these areas as well. One case in point, of course, is the Columbine High School shootings in Colorado, which put to rest any popular notion that violence and social pathologies are exclusive to inner-city schools. Another example is the much-reported abuse of the prescription drug oxycontin among rural youth. Gangs, drugs and violence in city schools get more attention – perhaps because the media are concentrated in cities – but they are problems in many places, if under the media’s radar and on a smaller scale.
I’ve even encountered such typical “urban” problems in education when I lived in rural Spain. As a teacher there for a school year, I found that maintaining student interest in the subject matter at hand was just as difficult as I’d imagine it is in American city schools. Often, I found out from colleagues, students from rural populations exhibited little understanding of the importance of schooling and opted not to go on to college. Just like many American youths (urban or otherwise), Spanish youths had ambitions that were short-term – obtaining an unskilled job and making money right after secondary school. Gangs, drugs and drinking also were prominent in the social life of many Spanish teenagers I observed.
I’ve recognized the same common denominators in college education. The Pennsylvania State University, where I attended as an undergrad, has more than 40,000 students and one of the biggest campuses in the country. It’s bigger and more diverse – in terms of racial, ethnic and social groups – than some places that call themselves cities, so naturally urban social dynamics come into play.
Underage drinking and drug use were probably the biggest dilemmas faced on campus when I went to college. All too often, alcohol abuse and drug problems ended in withdrawal from school. As it can occur with urban high schoolers, many university students are unaware of the effort and participation needed. They ultimately drop out because they confuse their priorities and are not prepared for the demanding academics. This typical urban center problem is all too common in higher education.
What are college fraternities and sororities, but a more elite version of gangs? There were, and continue to be, countless stories of hazing and abuse reported on college campuses. The same sorts of dominance and acceptance issues are as apparent nowadays in universities as in urban high schools.
One of the most looming matters of contention in urban school districts is one of funding. Countless debates have been mounted over the years about where the problems and the solutions to funding issues lie. There’s no denying that bureaucracy plays a major role. And neither urban school districts nor public universities can escape it. Issues about where money should be appropriated and how to measure that appropriation are one in the same when it comes to any type of educational institution.
In my beliefs about urban centers, it’s clear that social groupings have infinite commonalities although the geographical context may change. Urban environments are by no means the only situations in which educational and social hardships occur.
As I’ve now entered the working world, I’m beginning to unearth some of its social intricacies. Many aspects of my current professional environment are essentially like high school, only in a different setting. Issues with authority figures (bosses), cliques (company departments) and bureaucracy (accounts payable) have followed me in my later-life professional experiences. I can’t help but be reminded of newspaper stories of inner-city students acting out when I encounter first-hand managerial problems.
And that’s a lot of what I believe a classroom entails: Management. My social experiences have taught me that as a future teacher I’ll need to become an expert juggler to conduct a classroom. Management of time, lesson materials and student progress are only some of the things I’ll have to focus on. From my experience, most classroom conflicts have occurred when students are idle or perceive a lack of authority. I may have to be more diligent of this fact if I end up in an urban school. I know that I will need to be energetic and exciting as I teach a class, but also sure that appropriate consideration has been placed on discipline and structure.
I’ll also have to place due consideration on the lesson plan and subject matter constraints that are sure to come with any school district. Although these issues in urban schools might shine under a brighter spotlight – like with the strict No Child Left Behind Act – I know that I’ll be dealing with them in any future teaching job. The best I can do now is to prepare myself for the bureaucratic processes that are sure to follow me. These beliefs would serve me well in an urban environment or in the haughtiest of private schools.
As I contemplate my knowledge about urban centers, I can’t help but wonder why many educators face extreme difficulty in this environment. Is the fact that they have preconceived notions about how their students will interact essentially setting them up for failure? I’ve found that cumulative social experiences, whether in the classroom environment or out on the street, unite human beings. People, regardless of their location, tend to behave similarly. Therefore, my future teaching style can only reflect that.
I’m certain of a few unwavering standards. I know that in my interaction with colleagues and students I will always be professional and prepared. I will strive to be relatable and personal when dealing with any subject matter, as I feel it’s a great way to capture attention. I will aim for excellence, both in my work as an educator and in the work of my students. Whether I work in an urban center or in the middle of farmland, I will never change any of these ideals.
Yes, it’s the sort of stereotypical urban high school scene you might see on television – one that pops into my mind when I think of an urban school system, having neither attended nor taught in one. But are such gaps in one’s resume necessarily an insurmountable detriment? Not if you use work and life experiences, as I have, to derive lesions about how all people behave in social interactions, regardless of the setting, and remain committed to learning anew as situations present themselves. Leaving aside my assumptions about urban environments, such experiences tell me that the particulars may vary in different cultural contexts, but the core social encounters remain the same. This insight has shown me the importance of striving for professionalism and consistency in a working relationship with students and colleagues, regardless of the work environment.
News reports and popular culture tell us that drugs, violence, gang activity, truancy and illiteracy are problems of urban school systems. Of course: They’re the ones most under-funded and overcrowded, churning out the lowest standardized test scores. So you can expect the problems to be bad there.
But think again. I went to one of the best public schools in New Jersey. In my small suburban high school nearly all seniors graduated, and pretty much all who did went on to college. During all of my high school days I only knew of one dropout, and that was so unusual it was something of a scandal in my town. Yet that’s not to say my school didn’t have its own difficulties – ones stemming from the same social ills besetting cities.
While gangs in the typical sense of the word did not reign supreme in my high school, cliques certainly did. Almost every student could be lumped into a social group. Cliques garnered attention, asserted dominance and became notorious just like gangs in urban schools. Drugs, both illegal and legal ones, were just as much an issue in my upstanding high school as they are in schools with fewer advantages.
Rural schools, to judge from news reports, also face some of the same core social problems as urban schools. Illiteracy, violence and language barriers are all huge problems in these areas as well. One case in point, of course, is the Columbine High School shootings in Colorado, which put to rest any popular notion that violence and social pathologies are exclusive to inner-city schools. Another example is the much-reported abuse of the prescription drug oxycontin among rural youth. Gangs, drugs and violence in city schools get more attention – perhaps because the media are concentrated in cities – but they are problems in many places, if under the media’s radar and on a smaller scale.
I’ve even encountered such typical “urban” problems in education when I lived in rural Spain. As a teacher there for a school year, I found that maintaining student interest in the subject matter at hand was just as difficult as I’d imagine it is in American city schools. Often, I found out from colleagues, students from rural populations exhibited little understanding of the importance of schooling and opted not to go on to college. Just like many American youths (urban or otherwise), Spanish youths had ambitions that were short-term – obtaining an unskilled job and making money right after secondary school. Gangs, drugs and drinking also were prominent in the social life of many Spanish teenagers I observed.
I’ve recognized the same common denominators in college education. The Pennsylvania State University, where I attended as an undergrad, has more than 40,000 students and one of the biggest campuses in the country. It’s bigger and more diverse – in terms of racial, ethnic and social groups – than some places that call themselves cities, so naturally urban social dynamics come into play.
Underage drinking and drug use were probably the biggest dilemmas faced on campus when I went to college. All too often, alcohol abuse and drug problems ended in withdrawal from school. As it can occur with urban high schoolers, many university students are unaware of the effort and participation needed. They ultimately drop out because they confuse their priorities and are not prepared for the demanding academics. This typical urban center problem is all too common in higher education.
What are college fraternities and sororities, but a more elite version of gangs? There were, and continue to be, countless stories of hazing and abuse reported on college campuses. The same sorts of dominance and acceptance issues are as apparent nowadays in universities as in urban high schools.
One of the most looming matters of contention in urban school districts is one of funding. Countless debates have been mounted over the years about where the problems and the solutions to funding issues lie. There’s no denying that bureaucracy plays a major role. And neither urban school districts nor public universities can escape it. Issues about where money should be appropriated and how to measure that appropriation are one in the same when it comes to any type of educational institution.
In my beliefs about urban centers, it’s clear that social groupings have infinite commonalities although the geographical context may change. Urban environments are by no means the only situations in which educational and social hardships occur.
As I’ve now entered the working world, I’m beginning to unearth some of its social intricacies. Many aspects of my current professional environment are essentially like high school, only in a different setting. Issues with authority figures (bosses), cliques (company departments) and bureaucracy (accounts payable) have followed me in my later-life professional experiences. I can’t help but be reminded of newspaper stories of inner-city students acting out when I encounter first-hand managerial problems.
And that’s a lot of what I believe a classroom entails: Management. My social experiences have taught me that as a future teacher I’ll need to become an expert juggler to conduct a classroom. Management of time, lesson materials and student progress are only some of the things I’ll have to focus on. From my experience, most classroom conflicts have occurred when students are idle or perceive a lack of authority. I may have to be more diligent of this fact if I end up in an urban school. I know that I will need to be energetic and exciting as I teach a class, but also sure that appropriate consideration has been placed on discipline and structure.
I’ll also have to place due consideration on the lesson plan and subject matter constraints that are sure to come with any school district. Although these issues in urban schools might shine under a brighter spotlight – like with the strict No Child Left Behind Act – I know that I’ll be dealing with them in any future teaching job. The best I can do now is to prepare myself for the bureaucratic processes that are sure to follow me. These beliefs would serve me well in an urban environment or in the haughtiest of private schools.
As I contemplate my knowledge about urban centers, I can’t help but wonder why many educators face extreme difficulty in this environment. Is the fact that they have preconceived notions about how their students will interact essentially setting them up for failure? I’ve found that cumulative social experiences, whether in the classroom environment or out on the street, unite human beings. People, regardless of their location, tend to behave similarly. Therefore, my future teaching style can only reflect that.
I’m certain of a few unwavering standards. I know that in my interaction with colleagues and students I will always be professional and prepared. I will strive to be relatable and personal when dealing with any subject matter, as I feel it’s a great way to capture attention. I will aim for excellence, both in my work as an educator and in the work of my students. Whether I work in an urban center or in the middle of farmland, I will never change any of these ideals.
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