"One Word"

As I reflect on my observations of and experiences in urban education, I can sum it up with the word commitment. We need commitment from our teachers, parents, students, school district officials, education advocates, and states’ department of education. We all have to be committed to making sure that we promoting education in a positive manner. As I have stated in the past, students have to take some self-responsibility in their education. Too often they blame the teachers and their parents for the choices that they have made. They do not consider the affect it will have on their futures. I fear that they will learn that lesson at a great expense.

In being committed, we as educators and supporters of education we cannot exclude or forget about those who require additional help and services. Those children who have special needs, both learning and emotional disabilities deserve the same level of commitment. We cannot give up on them. Patience is everything in the education field. Some days the kids will want to learn and participate and the next they have “I don’t care attitudes”.

Despite the challenges we face in educating the next generation, we cannot give up. We have to be consistent and fair in our practices, and tactful in our instructional delivery. We have to practice what we preach and share our experiences. We have to be committed.  

"The Question: A Look at Urban Education"

As I sat inside the classroom of a group with varying attitudes and positions about education, I began to reflect. I reflected on the experiences that I had in receiving secondary education and the culture of my classrooms. I reflected on my attitude about learning and what I expected from my teachers. I reflected on my parents expectations of me when I was in school and all of the times I did not exhibit the behaviors and mannerisms that I was taught at home. I reflected on the relationships that I had with my teachers, classmates, faculty, and staff. I reflected on the MISSION of education, I ask myself the question “who is responsible for ensuring that the next generation receives a quality education that will prepare them to explore various career paths and be contributing members to society?”

I noticed that the culture of the classroom as change drastically for a number of reasons. Teacher’s beliefs, technology, and student engagement are some just to name a few. I listened to conversations between students, and oh was I in for a surprise. I observed classroom management styles of teachers and teacher-student interactions. My brain cells began to feel a current that caused a serious migraine. I was mentally exhausted from thinking about all of things that shaped the classroom experience.  I mind began to wonder and the lens on the microscope that I holding began to focus. I was time for me to take a closer look.

The classroom, especially an urban classroom, is one that holds stories that would make ones’ heart cry out, and put a “S” on his/her chest to save the authors of the stories. As I interacted with these students, I realized that I had more in common with them then a little bit. The following conclusions listed below are ones that I believe all educators and school administration should take into consideration.

·         Home life has a huge barring on students success. Sometimes these kids are being big sisters/ brothers and parents at the same time. The do not have time to do their homework and study for test when they are being mini adults. They are carrying the weight on the world on their shoulders

·         Many students parents are never home. For some there is no structure and they govern themselves accordingly, and for others they either follow the rules or rebel.

·         Parents are not actively involved because they are working two and three jobs to make it. They expect for their children to go to school and behavior.

·         Some kids have no respect for an authority figure. You do not get respect because you are the teacher or the principal. They see respect as a two lane highway; you have to give it to get it.

·         Peer pressure powerful. The need to fit in is real. For some reason, the kids want to make a name for themselves. Representing their “hoods”, “sets”, “clicks” is about respect, money, and for some it’s a family. They feel like the people in their group understand them and want the same thing they want.

·         Sports are seen as a way out, not the books. They goal is to make it the pros. Our kids who are athletes are under the impression that all they have to do is dribble a ball or throw a football. However, reality sets in when they do not have the grades to get on the court or the field.

We all are responsible for ensuring that our kids succeed. Parents, teacher, advocates, community leaders, and government officials are all pieces to a puzzle. We all have to understanding the factors that discourage the youth from going to school and putting their best foot forward. Although our roles may be different we should all be working towards the same goal. The foundation of it all starts at home. Parents have to make some scarifies to get more involved. They have to want better for their children in the form of education. The push for academics has to be greater than the push for athletes in the urban community.

Teachers have create an environment where students want to learn, where students are able to expression themselves, where students are able to engage in “hands-on” learning, and where students are learning lessons that will carry them for a lifetime. Structure and expectations run in the same circle. I noticed that when you have structure and expectations of students their engagement levels and degree of self-regulation increases. Students want to know that you care. As educators, we must do our best to understand the dynamics and demographics of our classrooms. Every student is different. Differentiate instruction is AWESOME!! The amount of confidence that I have witnessed students display because they feel a sense of accomplishment was great. They were experts in some content areas. For some, cooperative learning seemed to work best. In urban education, creativity will change the culture of the classroom and beliefs of the students. Every moment these children are in the classroom is critical and we have to take advantage.

We have to share our stories. For some of us we have been in their shoes, I know I have. I shared my story with the students in my classroom. I told them I spoke their language. I am well versed in gangs, rap, guns, illegal narcotics, pills, codes, and even “plays” (a plan to do something). I understand their living conditions and even having to grow up fast. However, I did not allow my circumstances to define me. I preach transformation. I wanted them to understand that they have to want it (education) for themselves. They have to take some self responsibility for the actions and involved in ensuring they have a bright future. Before, I left I shared this with them “our greatest fear is not that we are inadequate. Our greatest fear is that we are powerful beyond measure…We ask ourselves, who am I to be brilliant, gorgeous, talented and fabulous. Actually, who are we not to be?” (Marianne Williamson).

 

 

"The Light Bulbs Go Off"

In building teacher-students relationships, I am finding that students’ light bulbs are going off. The bulbs are going off for different reasons, but none the less they are shining bright. It is unfortunate that is has happened only after being in an alternative learning environment. Now, I believe in getting to know my students and finding out what I can do to help them be successful in transition back into a traditional learning setting and into society. My students usually feel comfortable talking to me, and I can honestly say that I am honored to have such close relationships with my students even if it is for a short period of time.

For many of my students they have not attended school for a long period of time. They have been consumed by peer-pressure and the fast life that school has been put on the back burner. They are more concerned with making a name for themselves than having their names printed on their high school diploma. Students are now slowly realizing that education is important because of their current situation. I ask them all the time, “what type of statistic do you want to be?”. I tell them that they are already at a disadvantage, but they have the power to change the direction of their future. They can do this by being committed to getting their education.

A high school diploma is everything. After numerous conversations and putting it into to their terms they finally get it. The light bulb goes off. Then all I hear is “Miss, you right, you right”.  In every moment, I challenge you to make those personal connections with your students.

"Wherever They See Fit"

This week I noticed that a number of my students are bring their outside behavior into the classroom. They could care less that it is a learning environment. They have no filter on the things that they say or the way that they behave. They do whatever where ever they see it.  They cruse, yell, fight, dance, and play around in the classroom. It really makes me wonder what is going on their heads. Do they really think their behavior is acceptable? How is to blame? 

I believe in self accountability, but I also believe in the power of parenting, which I believe has lost its power for some of my students. They lack of parenting is evident in the classroom, especially in urban educational settings. I am not saying that this is the case for all the students, but for the majority it is. The streets, televisions, media, and peers are raising kids while their parents are working two jobs, addicted to drugs or alcohol, or are incarcerated. Grandparents and other relatives are being left to raise these children and having to deal with everything they had going on before they became their responsibility.

Once these kids get to school they show out and could care less. They are dealing with so much in their home life that they are not focused in school. This is where building those student-teacher relationships come into play. That one-on-one conversation, which inquiry about their deviant behavior, has to occur in the classroom. The students have to know you care.  I have those conversations with my students because sometimes there behavior is just out of control. From students I expect it, but for others it completely catches me by surprise. I take off my teacher hat and put on my counselor/ mentor hat and get down to the root of the problem. In every moment, I challenge you to consider the hats you want to wear.

 

"Gotta Keep My Cool"

Okay, so this week I was not sure if I was going to share this with all of you. I could not believe that I had this encounter with one of my students. Now, I already know that they do not wait to be there, but I try my best to provide engaging activities related to reading so they will focus. I created “do nows”, morning class assignments, that allow them to self-reflect and critically think. I was not prepared for the wind that would blow in my class that morning.

As my students walked into my class and it was business as usual, attendance, do nows, and an update on what was going on in our lives. I had some new students in my class, so as usual I walked around while they completed their do nows to read their assignments and in an effort to learn their names. What I did not know is that a student would curse me out. I was every name in the book instead of Ms.Knox. I was in shock. I never had this happen to me. I wasn’t sure how I should respond. All I could think of is that if I allowed him to get away with this type of behavior my other students would like that it was okay and be sure to try it. I had to write that young man up on a referral.
As an educator, I want to provide a peaceful and learning conducive environment. That type of behavior was just unacceptable. I really had to keep my cool. Some of my students know that I grew up in the same impoverished neighborhoods they live in now. In their words, “I m hood” or “ghetto”. Despite their terminology, it is a connecting piece and a point of reference for us. They know I could have gone there with that student. However, I decided that it was not the place to do. I had handle the situation in a professional manner and be an example for my students in the area of conflict resolution.  It was important for me to show my students that sometimes you have to “eat humble pie”, but be assertive at the same time. After all was said and done, my other students were just as confused as I was. They could not believe that their classmate was completely disrespectful. I took it as another lesson learned. In every moment, I advantage of the lesson.

Does What I Want Matter?

I came in early to prepare my lesson for the day. The objective for the day was to be able to distinguish between problem/solution, cause and effect, compare and contrast, sequence, and descriptive text structures.  I was excited to show my students that we use these text structures in our everyday conversation. However, my students informed me that education was not important and that they did not feel the need to do things that would not benefit them in the future. Immediately I needed to get to the root of these comments. The objective was now changed, and my students were now the teachers. This was definitely an opportunity to understand their world and logic.
I asked the questions and the provided the answers. At the conclusion of class, I found out the following:

*Students feels like reading, math, science and history are the only subjects needed
* The FCAT is unnecessary
* They would prefer to have life skills and vocational courses offered in school
* Teachers do not really teach, they just want them to be robots

After listening to them, I realized that I do agree with them. As teachers we should be concerned about not only teaching the subject matter, but helping them prepare for the real world. We need to consider how we keep our students interested in school. I agreed that providing more vocational track programs would be beneficial for my students, especially African American at risk males. All students will not go to a four-year university. Some kids will need a vocational certificate. If we could offer some of those courses while in high school, I believe that the students will be more successful and the dropout rate and low graduation rate will decrease. They wanted programs like construction, welding, air conditioning and heat, and plumbing. It is my duty to share the information and concerns of my students with the school district.  

If He Was A Fly on The Wall

As I walked into the classroom as a substitute teacher, I was quickly faced with the reality that my students were not doing to do any work today. After providing them with instructions for their assignments, I was told “we don’t do work when he here”, “this man trying us”, “he not even going to grade this work, so I m not doing it”, and “all we do is watch movies”. I was in complete shock. I could not believe that these students were refusing to do work.

I began to question the learning instructions provided on a weekly bases from this particular teacher. I also wondered what type of structure he had developed for them and what kind of classroom management skills he had. I asked myself the questions “are these kids telling the truth?”, but as the day went on I heard the same thing from four different class periods. In considering the comments from the students, I began to really think about the structure and culture that teachers create in the classroom. No matter if they are there or not, their students should always want to learn. What students do when the permanent teacher is there is the same thing they will do when a substitute is there.

If he was a fly on the wall, I sure his students comments and actions would have been like bug spray being sprayed. I sure he would have been offended by what was being said about him. As educators we have to be mindful of our actions and be consistent in promoting learning. This experience just confirmed the need for teachers to set a pace for their students and expectations.  In every moment, I challenge you to step outside of your comfort zone and to make an effort to close the educational opportunity gaps in your own school district.