I have been considering how to write a post about my recent experiences as a teacher in the Bronx. I didn't want to claim any authority as a teacher because I'm still new and I'm still figuring out how things work and how to teach. I feel comfortable in the classroom, but I never feel perfect. Who knows if I'll ever feel perfect. So I can't speak as a teacher, but I can speak as a person watching the difficulties of education from the inside. Too often there are articles and studies published describing inner city schools as "failing" and "dysfunctional". They call them dropout factories and begin the blame game. Blame the teachers first because clearly they did not do their jobs. Blame the principal for not firing them. Blame the unions who prevented the teachers from being fired. Blame the parents who didn't raise their kids properly. And the most sickening blame I see: blame the students for being lazy ingrates who did not take advantage of the social mobility put in front of them. Those casting blame often have very little experience with these areas or have only seen these areas through a 25 cent binocular stand visit. They saw one fight or one disrespectful exchange between a student and teacher and felt content with labeling all the students as failures.
I was ready for that reality when I walked in. What I didn't expect to find was the reality painted by the media being a farce. Schools aren't always at the verge of failing. Administrations are not always lazy. Teachers are not always ineffective. Parents are excellent caregivers and role models. And my kids are spectacular. Yet some of them will still struggle and possibly fail school. But why Raymond, if everything going so splendidly what is the issue that needs to be fixed! But that's the thing, it's so complicated that I can't give you the golden formula that explains what makes good schools. The narratives I'm about to paint aren't from any specific students of mine, but what one could expect to see in an inner city classroom as an educator.
You receive a class of 35 students, immediately over the threshold recommended for your classroom. The irony of being a school that's respected in an inner city neighborhood is it often leads to your school becoming overcrowded since every parent wants their kid there. Your students are excellent. They want to please you and will do work in the hopes to succeed and gain your praise. One student in particular has been struggling in your class. You do everything in your power to help them. Extra homework, lunchtime tutoring, positive rewards for good behavior. The only issue is the student came to 6th grade lacking basic multiplication skills. You can't teach multiplication skills in two weeks. They fail their first exam and feel betrayed by you preaching hard work and determination. They don't come to you for extra help anymore. But you have 34 other students to worry about, so as long as that student isn't a behavior issue in the classroom (which they often do become because they feel disengaged by the material), then you can focus your efforts on other students. You have a student who doesn't show up until 2 weeks later. They are doing math at a 3rd grade level and are now 2 weeks behind. They also misbehave in the classroom constantly. You find it easier to send them out of the classroom than to actually teach them. Every time you tell them to leave you feel a bit defeated. A student in your class has family issues at home as a result of lack of income. They may lose their apartment. Unsurprisingly this student has started to act up in your classroom. You're a no nonsense teacher though so you tell the student you're sorry about their situation but that behavior is not acceptable in the classroom. It doesn't work. That student who used to be an A student has now become satisfied with Cs. They also will give you attitude in the class. This is the unfortunate reality. You have a student who has a learning disability. You try to differentiate materials for them, but with so many students it's difficult to do this for every lesson. The student is still struggling and you want to offer them more support, but it does not exist at your school. The student grows more frustrated as success feels more unlikely. They begin to check out in your classes, which they cannot afford to do since their learning disability makes it incredibly difficult to catch up. You have a model student who is going to take the specialized high school exam. They could not afford a prep class and their parents would not buy them a prep book. You want to buy one for them, but your paycheck can barely afford the rent and food. The student fails to gain admittance to any specialized high school. Why didn't they go to the library? The library is too far from their house and they can't stay out late because it's dangerous. You are a teacher. Your kids aren't doing well. Whose fault is it? I guess I'll put the blame on me.
Rewrite the narrative. Great educators exist everywhere and aren't only teachers. You have a student who struggles and seeks extra help. You do everything in your power: extra homework, lunchtime tutoring, positive rewards. You notice they struggle with multiplication and get your school to purchase an online game that teaches kids multiplication. The student scores a respectable 75 on their exam. They are determined to get an 80 on the next one. You have a student who comes to school two weeks late, who is working on a 3rd grade math level. They misbehave constantly and you find it easier to send them out of the room. But in your first day of teaching you told them you won't be sent out this classroom. You keep to your promise and the kid eventually stops trying to get thrown out. They begin the road of improving in math, but still struggle. You have a student who is starting to act up because their family may be evicted. You bring this issue to a social worker who finds access to emergency funds that helps struggling families stay in apartments. The student recognizes your role in that process and is now grateful. They become a positive role model in the classroom. You have a student who has a learning disability. You try to differentiate materials, but they still struggle. Your school can't offer you more resources. So you give up lunches and sometime after school to keep this kid on track. They score a 70 on their exam. They appreciate your extra help and are more motivated to work in your classroom. You still can't purchase that specialized high school prep book, but that pushes you to start a specialized high school prep course in your school. The student immediately signs up and gets admitted to Brooklyn Technical High School. But you have other students who you will fail. Students you can't find a fix for. You will eventually be spent and be unable to help your students.
The story of educating isn't a hopeless one, just a difficult one. Sometimes the resources exist to patchwork success. Other times you watch as a student fails and you can do very little to help. You keep trying. You do what ever works. And when it doesn't work you try something else. Grad school doesn't teach you how to be a teacher. It shows you how not to be one. I have only worked with my kids for two months. I work with real professionals who have taught their kids for years. Your school is your neighborhood. Your neighborhood is a part of your school. Embrace it. Your school is not an island or an ivory tower. The best schools I find are fixtures that reflect the neighborhood they serve. This post has been a ramble about what I've seen. Of course I didn't use any of my own students experiences because I respect their privacy far too much. So the next time you want to declare outright condemnation of the education system, stop and listen to the teachers, principals, families, students, social workers, bodega owners, para professionals. They hold stories of what is both great and horrible in our schools. Some will tell tales of doom and gloom. Others will speak of immense success happening in our "failing" school system.
I was ready for that reality when I walked in. What I didn't expect to find was the reality painted by the media being a farce. Schools aren't always at the verge of failing. Administrations are not always lazy. Teachers are not always ineffective. Parents are excellent caregivers and role models. And my kids are spectacular. Yet some of them will still struggle and possibly fail school. But why Raymond, if everything going so splendidly what is the issue that needs to be fixed! But that's the thing, it's so complicated that I can't give you the golden formula that explains what makes good schools. The narratives I'm about to paint aren't from any specific students of mine, but what one could expect to see in an inner city classroom as an educator.
You receive a class of 35 students, immediately over the threshold recommended for your classroom. The irony of being a school that's respected in an inner city neighborhood is it often leads to your school becoming overcrowded since every parent wants their kid there. Your students are excellent. They want to please you and will do work in the hopes to succeed and gain your praise. One student in particular has been struggling in your class. You do everything in your power to help them. Extra homework, lunchtime tutoring, positive rewards for good behavior. The only issue is the student came to 6th grade lacking basic multiplication skills. You can't teach multiplication skills in two weeks. They fail their first exam and feel betrayed by you preaching hard work and determination. They don't come to you for extra help anymore. But you have 34 other students to worry about, so as long as that student isn't a behavior issue in the classroom (which they often do become because they feel disengaged by the material), then you can focus your efforts on other students. You have a student who doesn't show up until 2 weeks later. They are doing math at a 3rd grade level and are now 2 weeks behind. They also misbehave in the classroom constantly. You find it easier to send them out of the classroom than to actually teach them. Every time you tell them to leave you feel a bit defeated. A student in your class has family issues at home as a result of lack of income. They may lose their apartment. Unsurprisingly this student has started to act up in your classroom. You're a no nonsense teacher though so you tell the student you're sorry about their situation but that behavior is not acceptable in the classroom. It doesn't work. That student who used to be an A student has now become satisfied with Cs. They also will give you attitude in the class. This is the unfortunate reality. You have a student who has a learning disability. You try to differentiate materials for them, but with so many students it's difficult to do this for every lesson. The student is still struggling and you want to offer them more support, but it does not exist at your school. The student grows more frustrated as success feels more unlikely. They begin to check out in your classes, which they cannot afford to do since their learning disability makes it incredibly difficult to catch up. You have a model student who is going to take the specialized high school exam. They could not afford a prep class and their parents would not buy them a prep book. You want to buy one for them, but your paycheck can barely afford the rent and food. The student fails to gain admittance to any specialized high school. Why didn't they go to the library? The library is too far from their house and they can't stay out late because it's dangerous. You are a teacher. Your kids aren't doing well. Whose fault is it? I guess I'll put the blame on me.
Rewrite the narrative. Great educators exist everywhere and aren't only teachers. You have a student who struggles and seeks extra help. You do everything in your power: extra homework, lunchtime tutoring, positive rewards. You notice they struggle with multiplication and get your school to purchase an online game that teaches kids multiplication. The student scores a respectable 75 on their exam. They are determined to get an 80 on the next one. You have a student who comes to school two weeks late, who is working on a 3rd grade math level. They misbehave constantly and you find it easier to send them out of the room. But in your first day of teaching you told them you won't be sent out this classroom. You keep to your promise and the kid eventually stops trying to get thrown out. They begin the road of improving in math, but still struggle. You have a student who is starting to act up because their family may be evicted. You bring this issue to a social worker who finds access to emergency funds that helps struggling families stay in apartments. The student recognizes your role in that process and is now grateful. They become a positive role model in the classroom. You have a student who has a learning disability. You try to differentiate materials, but they still struggle. Your school can't offer you more resources. So you give up lunches and sometime after school to keep this kid on track. They score a 70 on their exam. They appreciate your extra help and are more motivated to work in your classroom. You still can't purchase that specialized high school prep book, but that pushes you to start a specialized high school prep course in your school. The student immediately signs up and gets admitted to Brooklyn Technical High School. But you have other students who you will fail. Students you can't find a fix for. You will eventually be spent and be unable to help your students.
The story of educating isn't a hopeless one, just a difficult one. Sometimes the resources exist to patchwork success. Other times you watch as a student fails and you can do very little to help. You keep trying. You do what ever works. And when it doesn't work you try something else. Grad school doesn't teach you how to be a teacher. It shows you how not to be one. I have only worked with my kids for two months. I work with real professionals who have taught their kids for years. Your school is your neighborhood. Your neighborhood is a part of your school. Embrace it. Your school is not an island or an ivory tower. The best schools I find are fixtures that reflect the neighborhood they serve. This post has been a ramble about what I've seen. Of course I didn't use any of my own students experiences because I respect their privacy far too much. So the next time you want to declare outright condemnation of the education system, stop and listen to the teachers, principals, families, students, social workers, bodega owners, para professionals. They hold stories of what is both great and horrible in our schools. Some will tell tales of doom and gloom. Others will speak of immense success happening in our "failing" school system.
No comments:
Post a Comment