"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).