mcclishs’ Neighborhood

"The idea is that students will rise to whatever your expectations are, no matter how high they are."

 This sentiment, ruminated by TFA alumni, Gary Rubinstein and endlessly quoted as an 'one-size fits all'  amelioration of student failure- is just that- an 'idea.'  This in itself, speaks to its overt fallibility.
Gary Rubinstein argues  “....when you make things too complicated, students don't rise to your 'high expectations,' they lose confidence in themselves and, more importantly, they lose confidence in the ability of their teacher.  Once they decide that their teacher is not competent enough to make 'appropriate level' lessons, they stop listening, start talking, and make it impossible to teach."

The preceding statement simultaneously identifies the cause  as being a teacher 's poor pedagogical awareness and the effect as being poor student performance. Here, the cliché, “it takes one to no one,” shamefully holds true for me.  I have been that teacher.
 As such, however, I have come to distinguish between “mak[ing] things too complicated”  and raising your expectations - they are not one in the same. Neither are 'expectations' synonymous with 'standards.'  The incisive directive with which Ben Guest so purposefully equipped us, “Release yourself of all expectations,” is timeless and true.
While expectations are tailored to the individual and often perpetuated into lofty ideals, standards should have uniformity and are (intended to be) aligned with a state, national, or otherwise accountability factor.
To this end, 'Freedom Writers,' the very movie that Rubinstein (incorrectly) cites as promoting an 'unrealistic expectations sentiment,'  actually evidences the case for realistic standards, not high expectations. 
Although unrealistic in the movie's  'feel good' ending, the teacher, Ms. Erin Gruwell (Hilary Swank) in no way, blithely upholds expectations (that are invalidated even as she attempts to teach internal rhyme using Tupak Shakur.)  Rather, she actively reflects and re-evaluates until she achieves a psycho-social, pedagogical, and otherwise awareness of her students.
It is only now, in the context of an acquired awareness of our  students' reality, may we, like Ms. Gruwell, allow this awareness to inform what must be consistently realistic expectations and relevant standards.

 As a case study, Ruby Payne’s “A Framework for Understanding Poverty, is well-researched and topically comprehensive.  As a sociological handbook with ‘practical yet compassionate strategies for addressing impact on people’s lives’ it is more prescriptive than any such resource should claim to be.  

While the observation-based generalizations in which Payne made regarding the characteristics of generational vs. situational poverty seem to be accurate or at least representative of my own observations many generalizations are misappropriated as facts. Specifically, the ‘Deposits, Withdrawals’ chart on pg.111 can be easily reciprocated from lower to middle class.  While I agree that mannerisms for living (such as importance of matriarchal structure, identity tied to lover/fighter role for men) can be positively influenced through mentoring from someone who has made the transition to the higher economic class- the references that intend to define specific mannerisms (‘mating dance,’ ‘negative orientation’)  were more theoretical than factual.  

 While “A Framework for Understanding Poverty” does not in and of itself equip me with the understanding I need to both emphasize and educate my students it does provide a register to interpret the results from the anonymous student survey and a language to articulate the responses that they so candidly put forth.

Perhaps, the greatest shortcoming of Ruby Payne’s book is that she juxtaposes credible researches with sources that are commercial rather than academic.  

DeAngelo.  Overarching essential questions in social studies.  Accessed at http://gse.uml.edu/rtah/pdf/DeAngeloOverarchingEssentialQuestions.pdf on September 9, 2009.

A good resourse to help guide inquiry-based lesson planning/development in social studies courses.

Well, it's far from the Mid-South and the Delta.  Here's what I was able to find out from the Arlington Public Schools website.  However, I think the President's message can be easily transferred to our own schools and student populations.

Taken from Welcome to High School in Arlington Public Schools: A Guidebook for Parents

Wakefield High School is a richly diverse school where many ethnic groups and cultures are represented.
Students have the benefit of learning with peers from around the world
on a daily basis. This multicultural aspect is just one of the
unique features of Wakefield. Wakefield was a 2006 recipient of
one of three National College Board Inspiration Awards of
$25,000. This prestigious award was given in recognition and
support of Wakefield’s commitment to challenge all students to
take advanced and Advanced Placement courses.
Wakefield takes great pride in its ninth grade “House” program,
called the FOUNDATION FOR ACADEMIC EXCELLENCE
as well as its Senior Project requirement of an independently
conducted project presented for assessment by a review
panel. Also unique are the COHORT program designed to
increase the enrollment of African-American and Hispanic males
in Advanced Placement courses, and the United Minority Girls
group, designed to assist juniors and seniors with the college
application process. The exemplary project, the Advanced Placement
Network, whose goal is to provide access to Advanced
Placement courses for all students, continues to grow and expand.
Technology is a focus for all students beginning with a
required 9th grade course and expanding to higher level classes
including Network Administration, JAVA and Cisco. Wakefield
provides its students and teachers with nine full-sized computer
labs and every classroom has at least one computer station with
full-class display capability, allowing teachers to provide instruction
using the most up-to-date software and Internet resources.
Wakefield boasts a state-of-the-art Technology Center complete
with a television production studio. Each spring, Wakefield has a
Technology Expo where students present examples of technologybased
schoolwork.
There are many leadership opportunities for Wakefield
students. All Virginia High School League sports are offered and
all athletes are required to maintain a 2.0 GPA. The Drama
program maintains a strong partnership with Signature Theatre
and fine arts students compete in and win many competitions.
Wakefield’s commitment is to continue providing programs of
excellence for all of its students.

DOE Secretary Arne Duncan shares information with principals and lesson plan ideas to go with President Obama's speech on 09/08/09.

I don't see what all the fuss is about...  http://www.ed.gov/admins/lead/academic/bts.html

This link also includes a link to the text of the President's speech.

A great resource for those who have the technology (either a lab, or library computers) to manage an on-line activity. 

Yoder, M.B. (1999). The student webquest.  Learning and Leading with Technology. 26 (7).  Available online at http://www.lesley.edu/faculty/myoder/webquest.pdf

• Student-Centered vs. Teacher Centered

            Now that I’ve had two full weeks to observe the personality dynamic of my classrooms, I’ve been able to strategically pick students helpers that will both self-regulate their individual sense ownership for the classroom and their learning as well as provoke other student’s sense of self.

• This implementation alone has helped to:
• Maximize the organizational structure of my classroom
• Channel the influence  (both positive and negative) into necessarily positive, leadership roles.

Other management practices that prove to be timelessly true and effective:

• Parent Phone Calls
• Documentation
• Calm Discipline
• CONSISTENCY!

Still, however, I have a long way to go before I may consider myself even proficiently effective:

• Organization (Personal & Student)
• Higher Expectations (More Homework Every Night)
• Grading / Giving Back Papers Immediately
• Consistency!

It has been said time and time again that the second year of teaching is infinitely better.  For whatever reason, I never did believe that this generalization would apply to me.  Three weeks into teaching at the same alternative middle school, I may personally affirm this to be true. 

Although, I cannot yet, pinpoint exactly why it is better-the most initial factor that comes to mind is a newfound mental calmness that allows me to more effectively address rather than react to situations. Specifically, I have learned to exhibit a type of 'calm discipline' that allows me to give consequences, address behavior, and follow through with this- all while maintaing an expression that I couldn't care less.

As far as what I need to improve-most immediately, I need to improve my classroom organization which will help create a more preventive rather than punitive classroom management system.

1) I want to assess much better, more frequently, for formative and summative, in many different methods.

Today a student described me as "calm."

It caught me a little off guard, then made me feel great.