Coming into the class, I expected a class called Education in the Inner-City to help inform the students about just that, education in inner cities. I expected that the class would take a look at and analyze the practices in urban districts and compare and contrast those practices with those in suburban and rural areas. When I enrolled for the course, I hoped to learn more about the exemplary schools in Newark and possibly visit them. In my other curriculum and teaching courses as well as my methods courses, teachers have spoken about some of these schools, but we never had a chance to see them in person. Over the past couple weeks, I have learned a great deal and have come away with a new appreciation for urban schools. There are many ideas that I take away from this course, but one of the main points is that: too many people blame the students for all of the ills in urban schools. Throughout the course, my assumptions about urban schools have changed drastically for the better. What was a very negative outlook towards the teachers, students, and administration has changed as a result of our discussions and school visits. Seeing what these teachers and students can do was very inspiring.
My biggest personal challenge in terms of the themes and content of the course was putting my assumptions aside to actually take a fresh look at what is and can be happening in urban areas. The whole class was sort of a challenge in that I truly knew nothing about urban districts. Conversely, my greatest accomplishment was being able to look back at my assumptions paper and realize where I was completely wrong in my thinking. My outlook towards urban areas is much more optimistic at this point in time.
From this course, I feel that many of the important skills and dispositions an urban teacher needs are similar to what any suburban or rural teacher needs to be considered a good teacher. The expert teacher must be proficient in and practiced in their content area, make the subject matter personalized to the students, and understand that all students do not learn in the same manner. Other vital skills good teachers need include recognizing and being sensitive to the students’ cultural backgrounds which include religion, language, sexual orientation, race, gender, and class affiliation. Also, teachers need to develop critical thinking skills and impart those skills to their students. Good teachers need to promote democratic values. That is to say, create an environment that values respect for the opinions of others. It is important that the teacher encourages students to share their own ideas, thoughts, and opinions and that the students feel that they are safe to do so. Lastly, teachers must be knowledgeable about the community in which they are teaching. The teacher needs to know the students, parents, and the community at large; with the understanding that there may be vastly different lifestyles.
I believe that I have a firm grasp on the ideals of the classroom; however, I do not know how I will actually perform once in the classroom. I suppose I will find out in the fall when I begin my student teaching. I have confidence in myself that I will give teaching my all and try my hardest to live up to these ideals. However, even though I believe in myself, there is a great deal of anxiety – which I suppose is a good thing. After this class, I still do not know if working as a teacher in an urban school is for me. There feels like there is a great deal of information I need to acquire before I would be able to teach effectively in an urban area. Nevertheless, wherever I teach, I will bring with me a passion for teaching and my students, an ever-present optimism, and respect for everyone.
For the Course Feedback, please see the post below: Course Feedback Final Reflection II
Overall, I feel like the course was setup and executed in a very thought out, methodical manner. The readings which we discussed helped to provide a scholarly look at the happenings in urban schools and districts. The discussions based on these same readings helped to clarify some of the points that either were not clear or I just did not understand as a result of my inexperience with the subject matter. The school visits played a major part in learning about urban schools because it made a real connection. We were not seeing pictures, we were not reading what other people have seen, we were able to actually see – to experience. Seeing and experiencing the schools, interacting with the students and the faculty played a vital role in the effectiveness of the course. The website project was also extremely helpful. Working in groups helped me, and I am sure my group mates in looking at the same situations from different perspectives. We all had different thoughts and ideas, but we had to analyze each idea and come up with the best viable option for our theme. In doing so, I learned a great deal about urban schools and communities and also my teammates.
I feel that the course was organized very well. I still think back to the first day when we had to get into pairs (in my group's case, three students) and come up with uncommon commonalities. We had the opportunity to learn about one another, which helped us make a connection – a bond that made what could have been a very cold, academic environment feel like a family. I know the word family may sound a bit mushy, but I mean that there was an openness – not just to express ideas, but to joke around. Unfortunately, this is the exception rather than the norm in many classrooms. Within the 15 days that the course covered, we accomplished a great deal. I feel that the length of the course was appropriate, however I do have a suggestion about the Urban Educators Institute. The school visits felt very rushed. We went Monday through Wednesday and then came back to class and discussed our experiences on Thursday. I wonder if it would have been better to spread it out a bit. For example, have one school visit on Monday – come back and discuss the visit on Tuesday. In class, discuss what happened, what we saw and experienced, and what we should look for during our next visit. Those debriefs after each visit would have benefited me at least, rather than waiting several days later to discuss all of the schools.
The use of technology in the classroom was very fun and extremely helpful. I feel that the blogging was a good exercise – an interactive journal of sorts. It was interesting to read through other people’s posts and see how they view certain topics and compare their views to my own. In addition, we had the chance to comment on these posts so that the exercise was very interactive.
The readings were, for the most part, helpful. I feel that we could have discussed some of the later articles a little more in-depth. The articles which I feel were the most informative include: the Bulman article on Hollywood, the Pedagogy of Poverty article, as well as Preparing Teachers for Monday Morning. The other articles were interesting to read, but did not have the same impact on me as these three articles. I do not think any of the articles should have been replaced per se, but rather discussed a little more - the Halpin article on Utopia comes to mind.I was confused on some of the points made, but at that point I was a little more interested in completing the website project. I would have liked to read more about what types of experiences teachers had as they worked in urban schools.
Honestly, there is not one thing that comes to mind that could have made the experience more valuable in terms of the actual teaching. We engaged in a variety of teaching styles which were all effective. Personally, I enjoyed the group work much more than the lecture style; but there was a nice balance between both. I truly enjoyed the cultural collage and will be using that lesson in my art classroom at some point in the future. It will serve as a great teacher’s aid when getting to know the students, but also as an ice-breaker to help students get to know one another on a more intimate level. Again, without being too mushy, Rebecca, you as a teacher were very helpful. You truly showed a passion for the subject and us as the students. What could have been just another meaningless course requirement turned into a valuable and memorable learning experience. I leave the class knowing that I will be a better teacher.
Today, the demands, on business and workers are different. Firms must meet new world class standards and so must workers. Employers seek adaptability and ability to learn and work in teams. Our young people leave school without the knowledge of foundation required to find and hold a good job. Unless all of us work together to turn this situation around our nation will pay a very high price.
-What Work Requires of Schools, SCANS, Washington, D.C., July 1991.
What is SCANS? I know what your first thought was - Some Coconuts Are Not Sweet, right? Well, that's not right; the SCANS acronym stands for the Secretary's Commission on Achieving Necessary Skills. The commission is set forth by the United States Department of Labor. The goal of the commission is to establish the skills students and children need to learn in order to be valuable, productive, successful members of the work force.
The SCANS foundations are to provide students and children with fundamental Basic Skills, Thinking Skills and Personal Qualities. The Basic Skills section ensures that students are able to read, write, perform arithmetic and mathematical operations as well as listen and speak effectively. The Thinking Skills helps students and workers put knowledge to work by learning how to think creatively, make decisions, solve problems, visualize, and know how to learn and reason. The Personal Qualities help students and future workers to become dedicated and trustworthy employees. The Personal Qualities area helps students to display responsibility, have self-esteem, be sociable, employ self-management, and have integrity and be honest.
The SCANS competencies are set forth in order to help students learn how to identify, organize, plan, and allocate resources as well as to develop strong interpersonal skills which will allow the student to work well with others in the work setting. The competencies also cover the acquisition, evaluation, interpretation and use of information. Students also learn to understand complex inter-relationships (understands, improves or designs systems as well as monitoring and correcting performance). Lastly, the student will learn to work with a variety of technologies and be able to select technology, apply technology to a specific task, as well as troubleshoot and maintain that equipment.
After looking at all the different headings, sub-headings and definitions, I realized that implementing the SCANS competencies and foundations is not as hard as it seems. Actually, this can be made into a very fun, informative, meaningful and lasting experience for both the teacher(s) and students. Wanting to see how this could actually work in a real classroom/school (combined with being completely bored at work), I completed a lesson which covers all the competencies and foundations. If it fits in with the rest of the website, I'll include it there (See the link on the left, Iachetta Bros.) but if not, I'll come back and post it here as I think it could be useful for anyone - whether teaching in an urban, suburban, or rural district. In brief, the lesson would involve junior and senior art classes who will join together to help create their own gallery exhibit where the students will sell their own original artworks to raise money for new art supplies and equipment. The students will have four months to create artwork, coordinate, and set up the gallery exhibit which will take place in the school. The students will be working for half the year, but will be building up towards the final exhibition. While working up to that point, the students will (hopefully) acquire the skills they need in order to perform well in the work force. They will be able to manage their time, manage money, learn to use and manage different materials and facilities; and develop strong interpersonal skills which are vital to the work environment. Students will also learn how to acquire, evaluate, organize, maintain, and interpret information. Basic skills such as reading, writing, artithmetic will be improved, along with listening and speaking skills. Creative thinking, decision making, and problem solving will be some of the other vital skills students will learn as they make this four month journey. During all of this, students will develop specific personal qualities including but not limited to, self-esteem, taking responsibility, learning self-management and showing integrity and honesty.
This all sounds good as I am writing it, but I wonder if anyone would actually go for it? I mean, a four month project - seems a little absurd, no? How would one go about getting permission for this type of curriculum plan? I just chose an art related project because it is something in which I am interested. As we went around Newark last week, I noticed many vacant lots nearby. I could see a teacher making a lesson where the students transformed one of these old lots or maybe any area on school grounds which is not being used, and make the area into a garden. They will need to use knowledge from, probably all of the different content areas. If not all, then most. But when the students create the garden, their goal is to grow crops which can be sold to the public. The proceeds would go towards (like my art example) buying some new items for the school, or for some local charity, or whatever (I feel it should be something that gives back to the community).
I have more to say on this, but I'll return...I've endured about three brown-outs so far, and I'm kind of losing my train of thought. In the mean-time, feel free to comment...
There have been quite a few articles in the newspaper lately which discuss urban school districts. One in particular spoke about an ex-Irvington school official who is accused of bribery. The article states that “The state attorney general yesterday accused former Irvington mayor Michael Steele of accepting at least $120,000 to rig contracts in his job as business administrator for the township’s Board of Education.” The article goes on to mention that Steele took bribes in cash from a Lakewood-based contractor. “The contractor got a total of 29 contracts worth more than $400,000 and inflated the prices it charged the school district to cover the kickbacks for Steel, prosecutors allege.” Lastly, the article ends by saying that in 2006, a previous comptroller stole more than $91,000 from the school district’s cafeteria account.
I wonder if there is any kind of correlation between corruption and poor student performance. Does anyone know of any articles that deal with this issue? It is interesting that an administration can expect the student body to work hard, get an honest education, and create a life for themselves when the example some people are setting is to use the system for personal gain by stealing. The administration is sending the students mixed signals. It is necessary for the administration to take a look at their actions and remember that they are setting an example for the students. Just like teachers, the administrators need to be good moral stewards. Administrators and teachers alike must, at all times, have the best interest of the students at heart. If there is a great deal of lying, deceit, and corruption, the students will never be in an environment where they can trust.
Think of how much good the money that was stolen could have done for the student population. It may not seem like an inordinate amount of money, but if you are talking about schools with poor conditions such as leaky roofs, mold, mildew, non-functioning bathrooms, no heat/air-conditioning, not enough books for students or not enough materials for teachers, it could mean a great deal to the students’ educational experience. For anyone who has not seen it, take a look at Christine’s blog and look at the Washington D.C. school district video, then, imagine how this stolen money could have benefited the students.
A person’s culture may be defined as the sum of an individual’s experiences realized from the family they were born into, the people he or she is surrounded by, as well as the effect of the surrounding environment. An individual is raised in a certain culture and perceptions about race, religion, class, gender, and sexuality are formulated as a result of the culture in which one is raised. The culture in which one is raised also dictates how one views other races, religions, classes, genders, and sexual preferences. A person who learns, through their family and through interaction with members of a larger community, that women are inferior, will continue to believe that women are inferior unless some outside force changes the person’s thought pattern in a significant way.An individual from Midwestern America who has only been exposed to other white people and ideas that degrade other races will generally continue to have a negative outlook towards other races and groups of people. People who grow up in diverse areas, where they are exposed to and taught to appreciate different races, ethnicities and sexual preferences, will most likely be open to different points of view and varying lifestyles. Someone who has been indoctrinated into a certain religious faith will most likely associate with other members of the same faith and continue to believe that that particular faith is the one and only truth unless the person is taught to appreciate alternative ideas. One’s culture can affect one’s outlook on race, religion, sexuality, gender, and class in any number of ways.
Personally, I have learned to be part of the American middle-class culture in which I appreciate all races, genders, classes, religions, and sexual preferences. In this culture, I believe that I am free to express myself in any way I see fit so long as it does not present any potential harm to another human being. I have been raised by my family and my surrounding community to believe that I can achieve anything that I set my mind to, so long as I put forth the effort and dedication needed to achieve my goal. The idea that I have the potential to be successful in any endeavor has definitely had a positive affect on me as a student.
I bring a variety of beliefs and attitudes every time I step into the classroom, as will each and every one of my students.I have my own set of beliefs regarding religion, sexuality, class, race, and gender; however, my students may have distinctly different vantage points. Specifically, I bring a set of beliefs and dispositions which are positive in nature and aim to respect each and every person as an individual. I believe that every person has a story, a background, and a history that is uniquely different. These individual differences should be shared and respected. I do not aim to convert people to a type of culture in which I live, but merely to allow them a window into what I experience and how I perceive the world. While being allowed to share my own beliefs and my own experiences, I welcome and encourage others to share their stories. My belief that every person and every culture has something to offer may be in stark contrast to other cultures which believe that their way of life and their culture is the one true path – the only culture that matters and is the only one of importance. I believe my culture to be one of open ideas, discussion, conversation, and dialogue; so there may be a distinct problem.
Culture plays a vital role in the classroom because it affects how a student views certain events or takes in and analyzes certain information and how they perceive events in the classroom. For example, a teacher asks the class the following question: “There are ten birds in a tree. A hunter takes out his gun and shoots one bird down to the ground. How many birds are left in the tree?” The teacher waits for a moment, and then Malik, a young student from Africa, raises his hand to answer the question. The teacher calls on Malik and he answers, “There are no birds left.” The teacher shakes her head. “No, Malik. That is incorrect. Does anyone have the right answer to the question?” The teacher then calls on Johnny who responds by saying that there are nine birds left. “Good job, Johnny,” the teacher says. After class, the teacher calls Malik over and asks why he gave such a ridiculous answer. “You do so well on your practice sheets Malik, why did you give me the wrong answer before?”
“I didn’t give the wrong answer, there wouldn’t be any birds left,” replied Malik. The teacher, still perplexed by the answer, asks Malik to explain himself. Malik goes on to explain that if a man shoots one bird in a tree, the other birds will just fly away from the sound of the gunshot. Malik, being from Africa, has had different cultural experiences involving guns and nature which made him view the same question in a very different fashion. His answer was perceived as wrong even though it was a valid point and is just as acceptable, if not more acceptable when compared to the other answer.
If teachers are not open to different cultures, students will most likely feel isolated and left out, which will undoubtedly have a negative impact on the learning experience. By being open and respectful of alternative lifestyles, teachers set an example for their students. The students will hopefully learn to be open to learning about and respecting other cultures as well. The goal is to create a classroom environment that is supportive of individual differences and diversity. By showing respect and not tolerating any negative behavior, students will come to feel safe and secure. As a result, a trust will be built (hopefully) between the teacher and the students where ideas can be expressed openly and honestly.
Today was part two of the Urban Educators' Institute, and I had the opportunity to visit a couple schools in Port City. Both schools provided some valuable information, however the second school made a stronger impact on me. During the end of the first school visit, the teacher volunteers took the time to answer some questions, however I disagreed with some of the responses they gave. I will save the questions I have (from the first session) for class on Thursday, and instead I will talk about some of the programs that exist in MK School. Mrs. G. was my groups' guide for the afternoon, and our first stop was to see a woman who worked with about five or six children in a program called "Project Talk." The woman, Mrs. R., works at Saint Barnabas Hospital and visits MK school about two times a week. The goal of Project Talk is to assist high-risk children. The program works with children between the ages of five and 14 who may have behavioral or academic problems. The children are taught how to identify their own feelings such as anger, frustration, distress, etc. While working with the facilitator and the other children, students also learn to improve their communication skills. They work through examples in the textbooks and keep journals about how they would react to certain situations. When we walked in, the group (the children were in grade three) discussed a scenario where a bully was being mean to a student's sister. Each child was asked to write down what they would say to the bully in order to prevent him from calling names and harming either the student or the student's sister. Each child then shared their responses with the group. Within Project Talk, students also learn to develop decision making-skills, anger management techniques, and socialization skills.
The program is free to students, the administration just needs to supply the program with an open classroom for the day. Many of the students are children of substance abuse. Their parents have had with problems from tobacco to heroine and everything in-between. Students are recommended to the program by parents, teachers, and by other students. It was stated that the teachers do most of the referring, however. In MK school, the instructor told us that it works better to separate the boys from the girls - they seem to have less distractions and get more accomplished that way. Although the program works with groups, there is also a significant amount of one-on-one mentoring and counseling. Again, the overall aim of the program is to teach these students valuable life skills.
One of the other programs which was unique to MK is the program, "Cops & Docs." This program brings in various law enforcement officers from Newark and doctors from University Hospital, who address concerns regarding gang violence. They try to educate students about the potential hazards and consequences associated with gangs. Our tour guide was not able to provide us with a great wealth of information on this program. The only information we were provided is that the officers discuss consequences including fines, tickets, jail time and prison, and the doctors discuss (in detail) the real life wounds and fatalities which have been caused by gang violence.
The school also participates in a Special Olympics program, which occurs every Tuesday. The special olympics are designed to help the students in special education grow socially, physically, and emotionally. A wide array of schools from the Port City area participate in the events. The students are split up based on their grade level and compete in competitions such as track and field as well as bowling. Again, we did not have receive a great amount of information on this program, however, our group is doing some research to find out more (which will be posted on our website in the future).
The last place we visited was Mrs. R's classroom (a different Mrs. R.). She is a pre-k teacher who has been with the school for forty years...yes that's right, forty years. She works with students that are about four to five years old and has a sincere love of teaching and working with these students. When asked about the various programs that she has dealt with over the years she said, "Programs come and go, you just have to work with it. Some [programs] are more advanced and the students can't adapt, so you have to take what you can and use it to your best advantage." She stated that the administration in the school is pretty flexible, allowing her to try out different practices and new lessons. Mrs. R. spoke about one memorable lesson which involved a local bank that supplied the students with piggy banks. The volunteers from the bank came in (several times over the course of a month) and gave presentations about accounting and saving money.
Overall the day was very fun. The programs that I mentioned were the highlight of the day. I am still wondering about what makes a good urban teacher different from a good suburban teacher. I understand that each teacher must assimilate to the surrounding community, but I think that a a good teacher is a good teacher. I did not notice any practices in the urban classrooms that were different from what other good teachers in the suburbs have done. I have some other questions about this, but I will bring those up in class on Thursday as well. Stay tuned for tomorrow's post which discusses the third installment of the Urban Educators' Institute!
I walked through the door...I wasn't frisked, a knife wasn't put to my neck, and no one tried to sell me drugs. Instead, I was greeted with a very warm "Good Morning, How are you today?" That was the beginning of a wonderful morning at AM School in Port City. After signing in with the woman at the desk, one scarlet blazer wearing student walked me up to the meeting room where I was then ushered to an open seat. As I walked through the door, I was handed two folders, one of which had a Monopoly board on the front. I was also asked to pick up a card with one of the Monopoly board pieces on it. I picked the thimble. I hate the thimble. I'm always the dog because the dog is the absolute best. According to the sheet that was provided: "The Monopoly Game Piece Theory" I am either a grandmother or I'm no good at Monopoly. I'm excellent at Monopoly which I guess means I'm a grandmother - who knew?!
The presentation that Principal M and her staff gave revolved around this creative Monopoly theme. The powerpoint presentation had monopoly graphics, the tables were set with monopoly placemats and later on, we split up into groups depending on our symbol (either the iron, the hat, or the thimble). The faculty at AM School aimed to show us how they play a part in the development of the whole child. The school builds up each student's academic ability and works on character development as well. One woman stated: "We try to develop our student's character. We don't want to raise smart crooks."
During the power point presentation, we were presented with a great deal of information. As we followed along with the presentation, we were to fill out our Monopoly Answer Sheet. Some of the topics included Best Practice, Teacher Development, Study Groups, and Before and After-School programs. I had all of my notes on the back of the answer sheet, however, the faculty that was running the show collected the papers as we left to visit various classrooms. They collected the answer sheets because they were going to pick out three sheets which had 10 answers right (or something like that) and award those people prize baskets. I guess it worked out in the end since I ended up winning a baking themed basket filled with tons of goodies. I will be baking brownies and/or cookies for Thursday's class, so we all can enjoy the treats =)
When asked about the hardest aspect of teaching at the school, I found it interesting when Principal M said, "The hardest aspect is instilling in the students a love of learning and the belief that they can succeed." Although I was only there for a short while, it seemed that each and every faculty member had a love of teaching and a love for their students. There was an upbeat, positive vibe which radiated throughout the school. It showed in the teacher's eyes, in their smiles, in the general affect of the students, and in the murals on walls in the hallways. When we went around and visited the classrooms, I did not see any rowdy students, any untoward behavior, any violence or drug deals - anything that the movies and television usually depict. In each classroom I visited, the teachers were engaged with their students. They weren't burnt-out teachers who could care less what happens in their classroom, but rather, people who take pride in their work and have dedicated their time and effort to providing a quality education for their students.
We only spent about five minutes in each classroom, so there was not a lot of time to ask questions or gather information. But in that short time, you definitely got the sense that this school is making a difference. During the presentation, we were told that the school incorporates various technologies into classroom instruction. Since this went by very quickly, I was hoping to learn more about specific technologies and how those technologies benefit the students in a way that traditional methods do not. For example, if the students are taking a test on a computer, how does that differ from taking a test with paper and pencil. Does the test give immediate feedback? If students get questions right, does it give progressively harder questions? If I remember correctly, I remember the powerpoint mentioning the use of smart boards. While we were on our classroom visits, it was interesting to note that each teacher used photocopied papers and dry-erase boards (or being very resourceful and laminating white construction paper to act as a dry-erase board). I think that relates to my question about how much good the technology is doing. Don't get me wrong, I'm not a Luddite - I am all for technology. But I think sometimes people think that by using technology in the classroom, the teaching and instruction gets improved magically. The teachers I saw today used very little technology (in terms of computers/smart boards/power point etc.) and were still very effective in their teaching. The students seemed to be enjoying their time rather than wishing the day away.
I'm sure I will remember some of the other questions I had, but for now I will call it quits and start baking some chocolate chip cookies (ingredients courtesy of AM School).
I have been looking through and reading various articles and came across one article from 2005 which stated, "Urban students at the middle school level lagged behind their peers nationwide in their ability to perform relatively straightforward scientific tasks, according to the study, based on the results of a special sampling of the 2005 National Assessment of Educational Progress." The article which this came from, as well as other television news reports, seems to suggest that it is the students' fault for not performing at an acceptable level. I was thinking about several of the articles and discussions we have had in class over the past week, and realized that these reports do not mention that many schools have teachers teaching content areas in which they have no real background knowledge. I can only imagine that the students were lagging behind their peers from across the nation, because they have English teachers or History teachers attempting to impart scientific ideas and concepts. In the South Park and Family Guy episodes which were posted earlier, the majority of the blame is put on the students'. There seems to be this idea that "The students didn't work hard enough...They don't value an education." I think the reality is that many students do try to do well in school, but the majority of the problem lies in the teachers and the administration. If the teachers do not challenge their students and do not expect them to achieve anything, the students will most likely take that to heart - it's a self-fulfilling prophecy.
As I am typing this there's a report on abc news regarding the aftermath of hurricane Katrina. When asked to rate their performance after the hurricane, a FEMA representative said that they gave a "Solid B" performance. The area the reporter was talking about was a very poor area to begin with. Now, the majority of the housing is still ruined, and the citizens are still living in trailers or are even homeless. What does this mean for the children in the area who are trying to get an education? Will the students have to go to school in a building that is invested with mold and mildew? Where will the various towns get the money to improve the buildings? What about getting qualified teachers into the area? If someone took a survey of the area and measured student performance, I'm sure these students would be "lagging behind" as well. I think that many news reports or newspaper articles fail to look deeper into the actual causes of the problems which exist. The problems which exist in urban areas do not go away by saying that the students need to try harder.
The My Culture, My Community collage was one of the most enjoyable art making experiences I have had in recent weeks. The fun was not just in creating my own work, but in having the opporunity to learn about my classmates as well. It is interesting to see how many similarities and differences exist even among a group of people that may be labeled the same by society. I may post my image since I created it in Photoshop and Illustrator, but I am not sure yet.
I created an image that discusses who I am as a person and what my ideas are about teaching. The collage explores the sources of these identities as well. The background of the collage uses parts of Raphael's School of Athens which in my opinion, is one of the greatest paintings (fresco) of all time. Raphael was 27 at the time and the painting was commissioned by Pope Julius II. Pope Julius II was the same guy who basically forced Michelangelo to paint the Sistine Chapel. Quick note which I always found kind of funny - Michelangelo kind of disliked painting and felt that sculpture was the one true art form. He also had a strong dislike towards the Pope and wanted desperately to sculpt the Pope's tomb. I also read somewhere that Michelangelo threatened him with a two-by-four for trying to see the ceiling before the paintings were completed. I'm not sure if it is true or not, but it's pretty comical nonetheless. Anyways, back on topic...
So I used The School of Athens because I have a pretty strong interest in philosophy and that interest has been heightened over the past year through discussions in various classes at MSU (in particular, David Kennedy's classes). Raphael never wrote down who exactly each figure is meant to represent, however scholars have pretty much concluded that the central figures include: Plato, Aristotle, Socrates, Ptolemy, Euclid, and Pythagorus. Check out this site if you want to see who the rest of the characters may be (it varies from site to site since it is mainly speculation.) http://en.wikipedia.org/wiki/The_School_of_Athens The combined figures help relate to the idea that no subject exists in a vacuum. Yes, one could say that they are separated into different groups, but I am using the image to suggest that a curriculum should be interdisciplinary...link math with science, link art with history and optics, link literature with math (Iambic Pentameter comes to mind). Make connections between subjects to help give students a well-rounded and cohesive education, do not isolate the subjects.
The painting also serves to indicate my Italian heritage. My family holds our Italian traditions very close to our hearts. I actually photoshopped in my two brothers and myself into the right side of the image. My parents are photoshopped in the foreground. I was raised in a fairly typical safe and secure, suburban, middle-class neighborhood. We are able to leave our windows open, doors open, walk around outside, take our dogs for walks, bike ride, you name it. This is very different from what many urban citizens have to deal with. I do not know how people live in an area where they have to fear for their safety while trying to get to school or to the grocery store. I can not imagine living in a house or going to school in a building that has bars on the windows (let alone, metal detectors).
My parents raised me to be respectful to every person, to believe that each and every person has good inside of them; and that I should always look for it. I was taught to be caring, compasionate, and generous. I will bring these traits into the classroom and hope to create a safe, secure environment where my students feel free to express themselves. I want to create a setting where ideas can be discussed without fear.
My brothers are literally my best friends, we do virtually everything together and we share a bond that can never be broken. After reading various texts about urban areas, it is interesting to see that some families come from broken homes. Children have siblings with whom they never speak or maybe even know exist. I am fortunate to have such a supporting and loving family and I am thankful every day of my life.
Part of what my parents have instilled in me is my faith. I am Roman Catholic and to show this I photoshopped in a crucifix along the back wall of Raphael's fresco (above Plato and Aristotle). My faith helps to ground me. I do not go around preaching my faith directly or try to convert people. I try to take the lessons that are preached in church and apply them to my life - respect, compassion, and love primarily. I do not put others down because they are not religious or because they have a faith that is different than mine. I believe there is a God but I do question it at times. Even if you are faithful to a particular religion (or any idea for that matter), it is important to question because you grow and learn that way. I find it funny and somewhat absurd when people get upset by the mere mention of evolution or the big bang theory. Debating creationism and evolution is useless in my opinion because they usually end in a fight. Dewey said that the most important critical thinking move is the idea of suspsended conclusion and I try to approach every situation with the idea of suspending conclusion.
In the background, I photoshopped in pictures of distant galaxies which were taken by the Hubble Heritage Team. This relates to my idea that one never stops learning and that the possibilities in the classroom are endless, much like the universe (I know that scientists have an estimate for how large it is, but we truly don't know).
I have included several other phrases including: All You Need Is Love and Don't Stop Believin' which reference the Beatles and Journey. I love Doo Wop music and anything from the '50s, '60s and '70s. The Beach Boys, Turtles, the Kinks, Styx, Chicago, Dion and the Belmonts, I love the music - I find it extremely relaxing and the sounds always manage to put a smile on my face. This just goes to show another difference that I have with the urban areas. If I were to teach in an urban setting, I would need to listen to and understand the musical culture - Hip Hop, R & B, Rap - genres that exist outside of my comfort zone.
Lastly, I included an image of a waterfall which trickles down into a stream. I have another house in northern NJ, where I love to hike, fish, and just relax. It is a serene setting where I can clear my mind and just enjoy being in nature. In the classroom, I feel that it is more important to concentrate on the big ideas - the big picture. I do not feel that it is important or beneficial in any way, for a teacher to spend time "sweating the small stuff."
---- After participating in the Urban Educator's Institute I have been able to add to what makes my upbringing different from that of urban individuals. Part of what was discussed throughout the various school visits was the idea that urban schools have much less parental involvement. When I was in school, there was always a strong parental involvement, not just from my own parents, but from my classmates' parents as well. They would chaperone dances, field trips, school events, and a number of other activities. My neighborhood was and is extremely safe and secure. Sure, my small suburban town has its problems from time to time, but that's expected; looking at the big picture, there is nothing to worry about. This is in stark contrast to the urban areas where gangs, violence, and drugs may run rampant. By traveling to these other schools, it helped me see some areas which are very different from what that which I am accustomed. I do wish, however, that we had the opportunity to visit an urban school which was not the cream of the crop. I feel that this would really give me a sense of the type of environment that urban students must experience everyday.
Assumptions may be looked at as perceived truths which every person makes and holds in their mind over the course of a day, week, month, year or an entire lifetime. We create these perceived truths based on the world around us. Some assumptions may be positive in nature; however some may also be negative. Part of what shapes our assumptions includes (but is not limited to) our family lives, movies, television, music and newspapers. As a future teacher, it is important to identify my own assumptions and analyze them. What do I actually believe? How were these beliefs shaped and where did they come from? Knowing what my assumptions are, how might these beliefs affect my interaction with the teachers, students, and others with whom I will work? In what ways might these assumptions relate to the type of teacher I will become? In the following pages, I hope to answer these questions to the best of my ability.
I have only had limited experience working in an urban district. Specifically, I worked in a K-8 school in Paterson. When I started working in the district, I was definitely intimidated. I remember my first day very vividly. After getting out of my car and locking it, I slowly walked towards the school. As I walked, I scanned the area back and forth – like a soldier getting ready for some kind of surprise attack. I was well equipped. Both hands were in my jacket pockets, in my right hand I had my car key nestled between index and middle finger which acted as a makeshift knife. In my left hand I had my cell phone open with the numbers 9 and 1 already pushed, with my thumb poised on the number 1; ready to touch and hit send at the blink of an eye. Needless to say, I did not grow up in the hood. I am from a fairly typical suburban town in northern New Jersey; where we were (and are) free to ride our bikes, take walks, leave our doors and windows open without any fear. When thinking about urban life and schools, I realized that I have made some negative assumptions.
When I picture an urban school, I envision a dilapidated building that is riddled with graffiti. There are bars on all the windows, with security cameras and metal detectors adorning every entrance. I can even smell the hallways; it smells old and run down – filled with mold and mildew. The hallways are strewn with crumpled papers and the same graffiti that exists on the school exterior has crept inside onto the school lockers. The school that exists in my mind is similar to the description that Obidah and Howard give in their article, Preparing Teachers for “Monday Morning” in the Urban School Classroom, which says “The facilities of most urban school buildings are in major disrepair with leaking roofs, old buildings, nonworking bathrooms, and poor ventilation, most as a result of lacking the economic and property tax base needed to provide the funds for repairs.”
The teachers in the school are under qualified – many of whom only started teaching because they thought it would be an easy gig. Their work day consists primarily of babysitting rather than actual teaching. While walking through this urban school, I hear teachers yelling, reprimanding, and on rare occasions, threatening their students - a kind of pathetic attempt at classroom management. I see some teachers slouched at their disheveled desks as the students complete mindless readings or an endless array of worksheets; most of which the teacher will probably throw out anyway. The students in this vision are no better. I imagine slackers, slouches, and thugs. The majority of the population is black and Hispanic, and they are separated into several gangs depending on their origin. I envision students who fear for their safety each and every time they step foot into the building, students who are so used to failure, and have all but given up entirely. The only motivation for the students to answer the teacher’s repeated questions is to stop him or her from yelling. I imagine insults being flung by both students and teachers alike. In this fictitious land, I picture a community that is infested with crime and violence and is one which does not support the educational system. I assume that many of these students come from broken homes where one parent must work multiple jobs to support the family. These are some serious assumptions that I have about urban schools. It may be far-out and harsh, but it is what comes to mind. In some instances this may actually be the case, but in others it is greatly removed from the truth. But how have I come to make these assumptions? What influenced me?
My beliefs about urban schools have mainly been shaped by the media – by movies and television in particular. When I first started to think about the subject, four images came to mind. First on the list is Sister Act II: Back in the Habit. This 1993 sequel to the original Sister Act stars Whoopi Goldberg as Dolores (also known as Sister Mary Clarence), a showgirl who is performing in a musical based on her first adventure. In this film, the nuns seek out Dolores and ask her to teach a music class to a bunch of hostile students. The sequence of events is somewhat similar to Robert Bulman’s article, Teachers in the Hood: Hollywood’s Middle-Class Fantasy, where a bunch of unruly students are turned around by an outside force – which in this case, is Whoopi Goldberg. The usually disruptive and unwilling students learn to put away their old ways of name calling, fighting, and disobedience in favor of cooperation, determination, and dedication.
The second major image that pops into my mind is Dangerous Minds which was described in-depth by Robert Bulman. In brief, Michelle Pfeifer portrays Ms. Johnson, a white middle-class teacher who acts as the students’ sole savior. The school is filled with gangs, drugs, and violence. To quote Bulman, the “somewhat naïve Ms. Johnson walks into her class for the first time only to walk right back out after encountering nothing but abusive and hostile students, who first ignore and then ridicule her.” The other teachers in the school as well as the principal concentrate more on reprimanding students and maintaining order rather than providing an actual education. The students have experienced so much failure that they have, in essence, become desensitized to failure. It has become the norm and what is actually expected from teachers and other community members. This film is meant to portray the real life problems that these students face every day. Some of these problems include self-esteem and self-confidence issues, violence, drug problems, racism, as well as prejudice. The students in the film are portrayed in a pretty negative fashion, very similar to my vision of an urban school, which I spoke about earlier…interesting.
The third and fourth images that immediately pop into my head come from two very popular animated shows: Family Guy and SouthPark. The Family Guy episode, Fast Times at Buddy Cianci Jr. High has Brian Griffin substituting in an urban classroom. Brian enters the class with gunshots being fired at him by the students. Brian wants to try and get to know his students and asks them to introduce themselves. The dialogue continues as follows:
“My name is Tim, I’m 28 years young and I love weed.”
“My name is Carlos and beneath my tough exterior is a boy aching to learn and beneath that is a rapist.”
“My name is Amanda and my water just broke…”
“Yo, it’s my turn to deliver,” says Tim.
“Can I have one, my mom keeps giving mine away,” replies the young black student.
(The scene starts at 7:50 if anyone wishes to watch.)
Brian tries to teach the students but gets only negative responses, eventually becoming burnt out and depressed. (Watch the scene starting at 15:15.)
In the SouthPark episode Eek a Penis, one of the fourth graders, Eric Cartman fills in for the class’ teacher and acts as substitute. The principal feels he did such a good job that she asks Cartman to teach in one of the urban/inner-city schools. Cartman enters the school which is riddled with metal detectors, graffiti, barred windows, and disgruntled students. Cartman tells the students that they must cheat in order to get into college, with which one student replies, “Getting into college…man we ain’t getting’ into no college…” Cartman has transformed into Mr. Cartmenez, a Hispanic teacher, who tries to explain to the students that the only way that they can succeed is by cheating.
The examples I named are only the tip of the iceberg; there are a myriad of other examples that portray inner-city schools in the same fashion. I have watched countless movies and television shows. Sister Act II came out in 1993, when I was only nine years old. These shows presented some very strong visual representations of inner-city schools and have definitely left an impression. It is apparent to me that these types of shows have helped me to create the assumptions I have. But how will these beliefs affect how I interact with others with whom I will work?
I think it is interesting that I have these broad generalizations about urban schools, however, when I am in a school, any school, I have a very optimistic outlook. I believe that every child has the ability to learn, that every child can learn, and that every child has the right to learn. I try my best to reach every child and to make a difference. But when thinking deeper about the assumptions listed above, I wonder if I might give up on urban students, thinking that they just do not care. If my assumptions are based from these same types of movies and television shows, I might attempt to motivate the students in a different manner; using different strategies, feeling that I have to push harder to get through to them. The thought process might be: I need to try harder, with some pushing and guidance, these kids will turn around. At the beginning I mentioned that the inner-city teachers are usually under-qualified. When working with them, I wonder if I would be condescending in some way, shape, or form. I would never purposely be condescending to a colleague or to anyone for that matter. The condescension may be more of a subconscious act which is a result of the assumptions I have. If I feel that the teachers are not as qualified, I might feel that they are not as good a teacher. As a result of this, I might be less inclined to accept advice, ask for help, or collaborate with them to help create a more interdisciplinary and meaningful curriculum. Even though I have these broad generalizations and assumptions, I would like to believe that I would still create a safe, secure, and comfortable learning environment. I have a religious background and I try to bring that to every aspect of my life. I do not try to preach my faith or convert people; rather, I try to bring the ideas which I value into the classroom. What I mean is that I treat every student as an individual, as a person. I try to respect everyone, believing that every person has some good inside. I try to bring that good out. When I am in the classroom, I do not tolerate any untoward behavior. Any unsavory act must and will be dealt with immediately in order to continue to keep the safe and secure environment which I feel is of the utmost importance. In this type of setting, students will hopefully begin to trust one another which will then lead to open discussions of ideas and concepts and meaningful learning.
These assumptions that I have presented will probably influence my decision as to where I want to teach. In Obidah and Howard’s article, they state that “…more than 2,000 certified teachers turned down job offers in one year, choosing not to teach rather than be assigned to a low-performing school.” I assume that most urban schools are low-performing and as a result, I would probably rather be employed in a school that is performing well. I understand that I may be more needed in an urban district, but with limited funding and lack of resources I would probably have to fight for a position as a visual arts teacher. These positions are usually the first to go and I have my livelihood to think about as well. I hope that by looking deeper into the assumptions that I have created, I will learn more about urban areas. At this point, I do not feel that I know enough about urban schools to be able to make a difference of any kind. If I were to become a teacher in an urban district, I must realize what type of culture exists in the school. Understanding the surrounding community and the backgrounds of my students would be vital to being a good teacher. However, the question that lingers is: even if I learn about urban culture, will I ever be able to really understand what is going on? I obviously come from a very different background - will that cultural dissonance always exist? The assumptions I have about urban schools are pretty negative, but I do feel that I would be able to make a difference. Each and every teacher has the ability to make a student’s education meaningful, it comes down to being educated about differences that exist between people and cultures, embracing those differences and using them to the students’ best advantage. As the teacher, I must put my assumptions aside and deal with realities, not perceived realities.
After reading Obidah and Howard's article, Preparing Teachers for "Monday Morning" in the Urban School Classroom, I came away with some new outlooks when thinking about Urban schools. One of the most shocking bits of information was on page 250 when the authors mention, "Teachers lack resources such as chalk, paper, and textbooks." How can someone be expected to teacher a class when the most basic of supplies are not provided? If teachers are expected to fund their classroom themselves, I can definitely understand why more than 2,000 teachers decided not to teach rather than taking a teaching position which placed them in a low-peforming school. (page 251). The article states, "There are often more students than the classrooms are able to accommodate Rather than buidling new buildings, urban schools have created a booming industry for modular companies who supply the portable buildings visible on the grounds of urban schools in cities across the nation." The article goes on to say that the long term lease combined with the standard upkeep of the modules may end up being more costly than if the district erected a new building from the get-go. What are portable buildings? If anyone knows please post a comment, but I assume they are like school trailers that are meant to be classroom substitutes. We have them in my home town, but I'm not sure if they are the same. Anyways, it is an obvious problem that by having too many students in a class, resources are even more limited and students cannot receive the personalized instruction that they need. What I was thinking, however, is: I wonder how much corruption exists with these types of situations? I am sure that at some point, some higher-up decided to use "so and so" modular company in order to line his or her own pockets. Unfortunately, it happens all the time and contributes to the problem. Another interesting point made is that the curriculum in urban schools is usually "structured to include only a few honors and advanced placement classes." Why not challenge the students? It seems to me that if the teachers, administration, and community at large expect these students to perform at a low to moderate level, that is what will happen. I think that if given the opportunity and the resources, the students would do very well in the honors/AP courses. I guess there is a problem in finding the resources, however. Urban schools often have to deal with district and state policies which affect what can be done in the classroom.
In colleges and universities across the country, it is important for future teachers to have instructors who address the concerns of urban schools. Future teachers need to be informed and prepared for the harsh realities that exist. On page 253, it states that "In continuing to study her university classrooms, Obiday put forth the notion of students' resistance as a self-protective coping mechanism from a "truth" that is so radically different from individual novice teachers' long held truth that accepting this new truth would cause these individuals to experience social and emotional pain." This idea of truth just reminded me of an article I read last semester by David Bohm called On Dialogue which talks about dialogue and perceived truths. If we are to change anything, we must engage in a type of dialogue which gets everything out in the open. In order to help make these schools more conducive to learning, the real issues must be addressed and not skirted around.
In his article, Bohm talks about opinions and how “Opinions tend to be experienced as ‘truths’, even though they may only be your own assumptions and your own background. You got them from your teacher, your family, or by reading, or in yet some other way. Then for one reason or another you are identified with them, and you defend them.” If any person or if a group of people are to engage in a dialogue, it seems a difficult task for anyone to understand that their opinion is not law. Bohm goes on to list several examples, including scientists, corporate executives, and religious people.
In order to have a true dialogue, members within the dialogue must understand that there is no winner or loser, as Bohm describes. It is not a debate where people give opinions and argue to try and defend a particular position but rather a venue where people can talk openly and try to come to some new meaning or new understanding on a given topic. From what I have gathered through my limited experience in the subject, dialogues are designed to try and get at the unknown or unfamiliar territory. I believe that people must understand that the process involved may not always be a pleasant one. There will be people who get upset, who are disturbed, or who are uneasy. All of the positive and negative emotions and feelings are part of the process. These varied emotions would seem to indicate that the path the group took a particular conversation was different than what was expected. If someone was annoyed or disturbed at points in a conversation, it probably means that something that was said went against the person’s opinion or assumptions. This goes back to Bohm’s original point that people generally accept their opinions as truths. The dialogue serves to open all participants up to new possibilities and new meanings and new understandings.
Memorial Day is the day we set aside to honor those who have fought and died for our country. This day of remembrance is said to have it's beginnings in Boalsburg, Pennsylvania - specifically, on May 5, 1866. The day was celebrated from that date forward. General John Logan is given credit for helping to spread the celebration nationwide. It was not until 1882 that the day was called Memorial Day, and it was not until 1967 that the government decided to declare Memorial Day as the holiday's official name. Originally observed on May 30th, the holiday is now celebrated on the last Monday in May.
I was trying to think about how Memorial Day related to Urban Education and then, when watching one of the endless news reports on the upcoming election, I heard Hillary (aka Hill-dog for South Park fans) talking in Puerto Rico. She was campaigning in the projects in Puerto Rico and while talking to a local man said (in reference to his son) something to the effect of: If he (the son) plans on entering the military after high school he will be safer, it is my plan to be out of Iraq by 20xx...I forget the exact date she said. But after the brief clip, I realized how Memorial Day may be related to urban areas/schools.
For students from urban areas, joining the armed forces may seem like their only route out of the life they are living. In Obidah and Howards article, Preparing Teachers for "Monday Morning" in the Urban School Classroom, they state that "More so than in other communities, urban citizens' hope for a better life lie in their youth. For many of these youth, education is the only viable way to overcome the sobering circumstances in which many of them live. Unfortunately, the schools they attend also suffer to some degree from the circumstances of their location." What I envision is a student who is being taught by inexperienced teachers and is experiencing consistent failure every day of their educational career. These students become "reluctant to participate...because of their established pattern of academic failure." (Simpson, Choices for Urban Art Education) Each class period involves endless battles; teacher vs. student, student vs. student, teacher vs. entire class, teacher vs. administration, you get the point. Perhaps the armed forces provide the structure and direction that these students may need? I really do not know, I am trying to make a connection but my inexperience in the subject makes it difficult. According to the Executive Summary regarding Population Representation in the Military Services, "Over the years African Americans have been overrepresented, whereas Hispanics and "Other" minorities have been underrepresented. However, the proportion of active duty accessions with Hispanic and "Other" backgrounds has increased during the past 18 years. " (http://www.defenselink.mil/prhome/poprep2001/summary/summary.htm)
"Most Army recruits are from urban areas...metro counties account for the most recruits as they contain around 85% of the population." http://www.nationalpriorities.org/Publications/Military-Recruiting-2005-2.html I guess I am making the assumption that the armed forces provides something for urban citizens that the school/community/homelife may be lacking - what exactly, I do not know. I plan on doing some more research, so I will return to this post later on. Until then, feel free to comment - I'm interested in what others have to say on the topic.
After a bit of searching I came across an article by Judith W. Simpson, an assistant professor of art education at the State University of New York College at Buffalo, which discusses how art education plays an important role in urban students’ lives. Simpson discusses how many of the arts programs have been cut from the curriculum and those that still exist often have the “the most meager operating budgets in their districts.” Simpson states that art education in an urban setting must emphasize that art exists outside of the traditional western civilization and must emphasize the idea that art is a way in which students may come to know more about the world in which they live. More importantly for an urban setting is the idea that art making is a way of “making nonviolent statements about social and environmental problems.” The art classroom should provide an environment where cooperative learning can take place and students feel safe enough to put their thoughts and ideas out there for others to see, analyze, and comment on. By developing this type of visual literacy, students will improve cognitive abilities and technical abilities which “could help to break the poverty/disadvantaged cycle” which plague the urban setting.
Simpson goes on to pose questions such as “How might we be able to help future teachers work toward making art a productive educational tool for inner-city students?” Her ideas are similar to what mine have always been in that the art classroom should concentrate on the real life issues that the students deal with. In the urban setting common and central concepts such as violence, drugs, and disease may be discussed through the making of various works of art and through class discussion or personal reflection (in a journal for example). What is important to remember is that the art curriculum will change depending on the specific community; this is why it is important for the teacher to get to know the students and become familiar with the community in which he or she will be teaching. Overall, I found the article to be extremely informative. It has a positive outlook for the urban classroom. Simpson gives hope to current and future art teachers, explaining how the art classroom could and does benefit the urban student.
Hamilton Lankford, Susanna Loeb and James Wyckoff. Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis. Educational Evaluation and Policy Analysis, Vol. 24, No. 1 (Spring, 2002), pp. 37-62. American Educational Research Association
The article discusses the varying achievement gaps that exist between racial and ethnic groups. The main aspect that the text talks about is the difference in the quality of teachers between different schools. Attention is paid to the different skills and abilities between various teachers in different districts and looking at if the quality of teachers has changed over time. The results of the article indicate that urban schools do have less qualified teachers in the classroom.
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Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution
In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.
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Amy Ellen Schwartz and Leanna Stiefel, Immigrants and the Distribution of Resources within an Urban School District, Educational Evaluation and Policy Analysis, Vol. 26, No. 4 (2004), pp. 303-327, American Educational Research Association
In Immigrants and the Distribution of Resources within an Urban School District, Schwartz and Stiefel discuss the relationship between immigrant students and a school’s resources. There is an in-depth look at the demographic characteristics of various students – are they native-born, from Western/Eastern Europe, South/East/West Asia, Sub-Saharan Africa, etc, and what the differences exist in the students. For example, some differ in their English proficiency. The varying statistics and analysis help to answer the question “Does the level or character of school resources vary with the representation of immigrant students?”
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Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution
In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.
After reading through the article by Simpson, I was interested to see how similar my viewpoints are. The ideas presented are virtually the same types of changes I tried to implement during my brief experience in Paterson. Subsequent to reading the article, I decided to come up with a philosophy statement for the art classroom.
There are three main aspects which I feel are truly important about the arts - the fact that art is a means of personal expression, a way to promote varying points of view, and a vehicle for multiculturalism. Those three points are vital components of any education in the arts. However, there are also several other reasons why one should learn about, study and create art. Individuals who participate in the arts learn essential life skills and gain intellectual attributes such as critical thinking and cognitive skills, decision making abilities, interpersonal skills, and visual aptitude.
Among the chief reasons to learn about art is the concept of personal expression, which I consider the exploration of the self. Individuals who create works of art are able to communicate their own unique thoughts, ideas, and opinions through this visual language. Through this exercise of personal expression, there is a therapeutic effect. Since each individual creates something that is uniquely different from every other person on earth, this brings forth a feeling of self-worth and self-esteem. If a student learns that what they think and believe has worth, they have the potential to become more valuable members of society.
While an individual is expressing themselves visually, whether they are cognizant of it or not, they are utilizing critical thinking skills. During the creative process, students conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from a variety of sources. Throughout an individual’s life, information is gathered and generated by way of various observations, experiences, reflections, reasoning, or communication. All of this comes into play when an individual decides to create a work of art. In the process of attempting to create an image, a student will also exhibit exemplary decision making abilities. It was stated earlier that self-expression will lead to increased self-esteem which will in turn carry over to success later on in life. The same notion applies to the decision making skills utilized in the creation of an artwork. The ability to arrive at a well-informed and thought-out decision is a vital life skill. Students learn to accept the fact that the decision making process is risky business and that no one is perfect. Mistakes are inevitable but there is nothing to fear, for they will provide either valuable lessons or delightful surprises.
Within the classroom setting the student will also learn interpersonal relations. One of the main tools that helps promote communication and interpersonal relations is the critique session. Students interact with one another and comment on each others’ works in a constructive manner. Students learn the give and take of constructive criticism. Even in the primary grades, children can communicate their likes and dislikes about art. The classroom critique is also an opportunity to enrich academic vocabulary and articulation skills. The very nature of art lends itself to questions. Being exposed to diversity would help to broaden the life experience and global awareness of the students. This is true whether the classroom is comprised of a diverse population or not. Exposing students to varying cultures fosters empathy and also encourages and provides alternative points of view. It brings forth the idea that there are a wide-range of cultures on the planet, and that each one should be respected.
For a long time art education was thought to be frivolous – a non-academic subject that bears no lasting effect on an individual’s life. Consequently, art courses have always been among the first to be cut from the curriculum due to budget cuts. Being a mode of personal expression and a vehicle for understanding other cultures and varying points of view, art education provides a window for the student to enrich and expand upon his or her life.
"Ted Sizer is arguably the leading educational reformer in the United States. In 1984, he founded the Coalition of Essential Schools and is currently serving as its Chair Emeritus Sizer received his B.A. from Yale, his doctorate from Harvard and held several teaching positions before becoming dean of the Graduate School of Education at Harvard and, subsequently, the headmaster of PhillipsAcademy in Andover, MA. He is the Founding Director of the Annenberg Institute for School Reform. After retiring from BrownUniversity, Professor Sizer took a one-year position as Head of the FrancisW.ParkerEssentialSchool. Since the late 1970s, he has worked with hundreds of high schools, studying the development and design of the American education system. For over twenty years, the Coalition of Essential Schools (CES) has been at the forefront of creating and sustaining personalized, equitable, and intellectually challenging schools. Essential schools are places of powerful student learning where all students have the chance to reach their fullest potential."
The Coalition has founded and is committed to several common principles which outline their beliefs of purpose and practice of schooling including:
Personalized instruction to address individual needs and interests;
Small schools and classrooms, where teachers and student know each other well and work in an atmosphere of trust and high expectations;
Multiple assessments based on performance of authentic tasks;
Democratic and equitable school policies and practice;
Close community partnerships
In the novel, Horace Smith, a 59 year old English teacher presiding at FranklinHigh School boldly states that, “We do not know what half of these kids can do.” Like Franklin High, most high schools across America look merely at the test scores the students earn. Why not? It’s an easy way to classify students into different track programs, The Honors kids, the College Prep kids, the Special Needs kids, etc. I can safely say that test scores are indeed an important part of evaluating students, but teachers need to look closer at students as individuals, and not just as numbers in their grade book. As educators preparing these students for life, we need to get to know our students on a more intimate level. This notion holds true for all schools: urban school districts, suburban, rural, private schools, etc. More important than just throwing information at a student and hoping that it sticks, we need to know how each student learns. Are they a visual learner? Are they an audio learner? Do they learn more effectively when we use pictures to help illustrate our point? Do they need to see the words in writing to better understand the concept? The list goes on ad infinitum. It should be paramount that each teacher speaks with each student’s former teacher to ascertain vital information about a particular student’s habits. By conferring with former teachers, it would allow each teacher to get a truer sense of who in fact we are educating or attempting to educate. Instead of the shy girl in the corner, the tall kid in the front row, or the habitually late young man, they should be referred to as Lacey, Mark, and Phil. On page four of Horace’s School, we are informed that, “Horace does not know how their minds work, how and why they make mistakes, what motivates them, what stars they seek to reach…” or whether they have any goals or ambitions at all. It is imperative that we as teachers know this precise information in order to make classroom time valuable, meaningful, and lasting.
Horace stresses that it is not only important for teachers to build meaningful relationships with their students but to also build relationships with their colleagues, gain support and help from the families of the students, as well as the community. Horace asks teachers to reexamine the current practices and critique their work in order to figure out what is the “best practice”
Throughout my reading thusfar there is one major question that stands out in my mind. Assuming that I am a new teacher and I see changes that need to and can be made, how would I go about trying to persuade the administration to agree to the changes in curriculum that I see fit. What happens when you have a principal who wants everything done the way it has been since 1895? Then, do I worry about being tenured first and try to implement changes after I have secured my livelihood?
I am sure some people have seen this clip or at least read this poem before, but for those who haven't...take a look, it only takes a few minutes and it is very inspirational. The poem is listed below and the video may be found at: http://youtube.com/watch?v=RxsOVK4syxU
WHAT TEACHERS MAKE
A poem by: Taylor Mali
The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued: "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
He reminded the other dinner guests that it's true what they say about teachers: "Those who can...do. Those who can't ... teach."
To corroborate, he said to another guest: "You're a teacher, Susan," he said. "Be honest. What do you make?"
Susan, who had a reputation of honesty and frankness, replied, "You want to know what I make?"
I make kids work harder than they ever thought they could. I can make a C+ feel like a Congressional Medal of Honor and an A- feel like a slap in the face if the student did not do his or her very best."
"I can make kids sit through 40 minutes of study hall in absolute silence."
"I can make parents tremble in fear when I call home"
"You want to know what I make?"
"I make kids wonder."
"I make them question."
"I make them criticize."
"I make them apologize and mean it."
"I make them write."
"I make them read, read, read."
"I make them spell definitely beautiful, definitely beautiful, and definitely beautiful over and over and over again, until they will never misspell either one of those words again."
"I make them show all their work in math and hide it all on their final drafts in English."
"I make them understand that if you have the brains, then follow your heart...and if someone ever tries to judge you by what you make, you pay them no attention!"
The article, The Promise of Urban Schools prepared by the Senior Fellows in Urban Education discusses ways in which "social, political, economic, and cultural systems interact to influence schooling in urban settings." Although many of the ideas presented were intriguing, the one point that stood out among the rest was that "Unfortunately, in too many urban schools, especially those serving low-income students and students of color, control and punishment are the priority. Student's lives are dominated by hall passes, a profusion of rules and restrictions, searches, lock-downs, and lack of respect. Even older youth, many of whom shoulder adult responsibilities outside school, have little voice or opportunity for self-direction. This dehumanizing school culture is clearly disabling rather than enabling."
This quote explains my entire experience in my Fieldwork for Education class during the Spring 2008 semester. I was placed in a K-8 school in Paterson where I observed an art teacher instructing children from kindergarten through eighth grade. The class was made up of fairly low-income families; the demographic of the school being: 75% Hispanic, 20% Black, 5% Other. The experience was valuable in that I learned exactly what not to do as a teacher and what methods definitely do not help to promote learning. The idea of control and punishment being the priority hit the nail right on the head. On average, my cooperating teacher spent nearly 15 minutes forcing children to stand in perfectly straight lines outside of the classroom door. Before letting the students enter, they must also be completely silent. This before class ritual usually involved several telephone calls to parents or guardians. Once the students entered the classroom, the teacher would dish out "F's" like they were going out of style...a student would not sit down, they received an "F", a student talked to another student - they received an "F", and so on. The teacher wanted the students to conform to the notion that a "good" student is a quiet or inactive student and that a "bad" student is an active or vocal student.
The class time was spent enforcing rules and restrictions so much so that there was literally only about 10 minutes of instruction (if you could even call it that). The instruction involved the teacher saying, "Ok, take out your work from last time and continue working," combined with the teacher answering a few questions. There was (and is) so much room for improvement on the teacher's part and that's coming from someone with very limited teaching experience. When I would interact with the students by starting discussions and attempting to engage in a dialogue/forming a community of inquiry, the students were well behaved and genuinely interested in what was going on. When I was given the opportunity to teach, I challenged the students with new and unfamiliar projects and encouraged them to work together. I found that when the students were yelled at and forced to do mindless, cookie-cutter assignments they rebelled even more - yet when given the opportunity to make decisions on their own and express themselves, they were more productive than ever.
