Blog 15: Self-Assessment

Blog 15:
Self-Assessment

This course has reaffirmed my desire to become a teacher. I currently work in an office, and although I am good at what I do, I can’t envision myself working in an office for the rest of my life. Teaching on the other hand is far from being routine. Being a teacher requires true dedication, and a drive that always inspires you to be and do better. This course has taught me that a teacher’s goal of reaching his/her students and supporting them in achieving academic success will always be challenged by the students’ surroundings. Not only do teachers have to deal with the effects of a student’s personal life, but in many urban communities teachers must also face insufficient funding, poor teaching conditions, and an undeniable lack of hope. If teaching wasn’t my passion, a course like this, which exposes the reality of teaching in urban communities, may have intimidated me back into my cubicle. Instead this course has strengthened my aspirations of becoming a teacher and of having a positive impact on each of my students’ lives.
One of the most valuable lessons that this course has taught me about public education is that it is fundamentally important to be creative. Because not all schools have the funding necessary to provide all students across the country with an equal level of opportunities, for example through course text books or school extracurricular activities, teachers must find alternative ways in which to engage their students’ interest and promote their learning. A teacher’s resourcefulness can potentially turn 99¢ sales into supply closets and bake sales into fundraisers. On the educationally end, sport statistics can be transformed into math lessons, music into literary analysis, and board games can be modified to serve as practice sessions for exams. Utilizing everyday items and situations do not only serve as teaching aids, but also impart the lessons of not conforming to tough circumstances and of making the best of what’s available. The focus must always be in preparing the students to succeed, and despite material and monetary disadvantages, these life lessons are what they will carry with them through the years.
Teaching is a powerful and fulfilling profession. Being a teacher doesn’t just consist of teaching a subject matter and striving to produce a class full of “A” students. Becoming a teacher means assuming the great responsibility of really understanding your students and taking on the challenges that may prevent them from achieving to the fullest of their potential. This course has inspired me personally and professionally to see beyond any obstacles and to always keep my eyes set on my goals. As a teacher I will aim to motivate my students to set high standards for themselves, and I will support them in living up to these standards. The impact a teacher can have on a student can be life altering. As a teacher I will be committed to seeing that my students receive the best education they can, regardless of the community they live in or any form of impediment that challenges their chances of success. I will also provide the emotional support they need to believe and know that they can reach beyond any limitations they have been dealt. This course has reinforced my determination to become a teacher, and to make a difference in each of my students’ lives.

Blog 14: Abstract & Final Summary

Blog 14:

ABSTRACT:

The purpose of this study was to examine the role that testing plays in the learning experience of native English speakers in Union City, New Jersey. Over the course of six weeks, I observed the community and analyzed the High School Proficiency Assessment (HSPA) test results for Union City’s two high schools. This community in particular is comprised of a large Latino population. The data collected revealed mixed results in which a percentage of native English speakers tested below their counterparts as viewed through the State results, but also that a percentage tested above these same standings. Part of these results support previous research, while the remaining is new territory. This study will illustrate how living in a largely Latino community, where Spanish is present at times more than English, can have a crucial effect on the school policies that are put in place to prepare students for academic success. What is important about these results is that it highlights the need to reevaluate the ways in which the school system is addressing the needs of not only the limited English speaking students, but a portion of the native English population as well. Equally important to note, is that while this culturally-rich world that surrounds students outside of school is to some degree hindering the academic advancement and success of some of its students, at the same time it is promoting the progress of others.

FINAL SUMMARY:

The sample used in this study reproduced some results that have been generated in the past, however the combination of conditions have prompted a deeper look into the differences that persist in the Hispanic population’s testing results, especially when this group includes native English speakers. This study serves to encourage further, more meticulous research be conducted with the goal of pinpointing the exact causes behind the lower testing results of the Hispanic student population. If native English speakers can be defined as those who primarily communicate in the English language, then this means that the high percentage of students in both schools who maintain that English is the first language spoken at home are to be considered native English speakers. The question then becomes, then why do the results of the study still place the white student population in a higher proficiency status then the Hispanic student population? This study should also serve as a reminder of the importance of changing unfair school policies that try to accommodate easy academic achievement, and that isolate students that are not linguistically proficient, thereby causing them to fall behind their peers and limiting their academic achievement potential. The central point is that these practices must be examined and corrected to treat students as individuals and not as statistics.

Blog 13: Summary of Project Findings

BLOG 13:
SUMMARY OF PROJECT FINDINGS

WALKING OBSERVATION FINDINGS
During my walking observations of Union City I found that this community is very rich in Latin American culture. The majority of people are of Hispanic descent, although there is a large Hasidic Jewish community in the area surrounding the Jewish Community Center of North Hudson. Spanish is the language that is most heard, and it is spoken by all the age groups. English is also spoken, although mainly by young adults and teenagers. Something that stood out was that in most instances, teenagers spoke English when talking amongst themselves, however many were observed switching to Spanish when speaking to an adult figure. The restaurants of this community speak of its Latin American diversity, with a variety of Cuban, Caribbean, Mexican, and Central and South American cuisine.
Housing in this community consists mainly of two and three family homes, as well as a few apartment buildings. In some areas the homes have a nicer more maintained appearance. There is also a lot of new housing construction, mostly observed in areas where it appears that the community is being renovated. The commercial districts, especially Bergenline Avenue, seem to have a steady flow of consumer traffic. Most businesses are catered to this Hispanic community in that their services are offered in Spanish, or offer bilingual personnel. Something that caught my attention is that there is an enormous amount of daycare centers, almost on every block. This community also has the advantage of being very close to New York City, as can be observed by the skyline view in many areas. Union City has a close proximity a few of New Jersey’s major highways, and is also located near Weehawken, Hoboken, and Jersey City, which provide direct transportation to and from Manhattan. Another observation made was that although this community is so heavily populated, it maintains a fairly clean appearance. The sanitation department conducts timely pick-ups of garbage and recycling, and there are garbage cans practically on every corner.
As mentioned, various structures including City Hall and Jose Marti Middle School seem to have been renovated. The community also houses the offices of Senator Stack. Throughout the community there are a wide variety of churches of different denominations, including Christian, Catholic, Hasidic Jewish, and Jehovah’s Witnesses. There are a total of eleven public schools and a new high school and athletic complex is currently under construction

HIGH SCHOOL PROFICIENCY ASSESSMENT (HSPA) FINDINGS
The results of my study replicate the findings of previous research which have shown that Hispanics generally test below their white counterparts. The HSPA results for Union Hill High School reveal that the white population tested higher than the Hispanic population in both Language Arts Literacy and Mathematics. Although in the Language of Arts Literacy the Hispanic population tested slightly higher than the white population in the Proficient category, they tested noticeable lower in the Advanced Proficiency category, and higher in the Partial Proficiency category. Because of the small level of white students tested in Emerson, testing results were not disclosed for this group. Below are the HSPA results for both schools.




Emerson High School

High School Proficiency Assessment (HSPA)
LANGUAGE ARTS LITERACY: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 49 83.7% 16.3% 0%
White School * * * *
Hispanic School 281 31.7% 68.7% 4.6%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.

High School Proficiency Assessment (HSPA)
MATHEMATICS: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 48 81.3% 18.8% 0%
White School * * * *
Hispanic School 280 42.1% 50% 7.9%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.

Union Hill High School

High School Proficiency Assessment (HSPA)
LANGUAGE ARTS LITERACY: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 52 76.9% 23.1% 0%
White School 11 27.3% 63.6% 9.1%
Hispanic School 287 29.3% 69.7% 1%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.


High School Proficiency Assessment (HSPA)
MATHEMATICS: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 52 59.6% 40.4% 0%
White School 11 27.3% 63.6% 9.1%
Hispanic School 287 40.4% 51.6% 8%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.
The question remains, why do Hispanic students always test below their white counterparts and what can be done to bring this population’s test results to the same level. What is really troubling is the fact that the Hispanic population makes up the largest part of the community, and yet they still test below the white population. My expectations were that the Hispanic student population would test at the same level as the white student population, but this was not the case. Also troubling were the results of the Limited English Proficient Students, which revealed that a 0% Advanced Proficiency for the Language Arts Literacy and Mathematics tests in both schools. This population also tested noticeably lower in the Proficient category, and had exceptionally higher results in the Partial Proficiency categories when compared to both the white and Hispanic populations.

Blog 11: Inquiry Project Progress

Blog 11:

My inquiry question, what role does testing play in the learning experience of English native speakers, has given me more insight into the world of teaching, and it has also taught me a lot about myself. As a future teacher, my goal is to provide my students with the tools and the opportunities necessary for them to achieve successful and fulfilling lives. This particular study has highlighted fundamental disadvantages that a large percentage of students must face in their struggle to achieve academic success. When accessing students’ academic success it is important to acknowledge the various causes of low test scores. In the case of limited English speaking students, this study has taught me that it is essential to evaluate beyond language proficiency and to examine all the factors that contribute to low testing results. When I first began this study, it’s fair to say that I was not properly classifying the student population as I should have been. My initial interpretation of an “English native speaker” was of a white student, and although I was conscience that this wasn’t always the case, I had the unconscious tendency to view students through this assumption. When analyzing the High School Proficiency Assessment (HSPA) test results, not only did my misinterpretation of the student population demographics become clearer to me, but I also began to realize that the test results revealed weaknesses in the entire student population, regardless of language proficiency.
During my walking observations, I instantly saw the impact that the predominately Latino community was capable of having on its students. When analyzing the HSPA test results and comparing them to the state standings, it became clear that the school system was in fact catered to the Hispanic majority. As an educator your hope is that your students will be prepared in enough to hold their ground when competing with students of other communities, however my study has demonstrated that this particular community is not at par with other communities statewide. This has made me more conscience of the level of achievement I, as an educator, should aim to promote in my students. This study has also shaped my understanding of public education in that I am now even more of aware of the various obstacles public educators must face. With regards to public education students, teachers must strive to motivate their students to achieve beyond the accomplishments that they and/or their communities have set. Similarly, public education educators must make every effort to encourage their students’ success despite shortcomings in the school system.

Blog 10: Inquiry Project Introduction

Blog 10:
Inquiry Project Introduction

One of the most highly debated topics in the United States is the “immediate” need for immigrants to learn English. This can become very apparent in situations where a non- or limited English speaker resides or is employed in a largely English speaking community. However, it is also important to keep in mind that this scenario isn’t always the case. Across the United States there are numerous communities that are made up of people to which English is a second language. This opens up the topic at hand by posing the question of, if non- or limited English speakers face various obstacles when finding themselves in an English speaking environment, in what ways are native English speakers that live or work in a non- or limited English speaking community affected?
One way to reach a more comprehensive understanding of the fundamentally influential role of the community is by examining academic success in high school students. It is important to examine the many ways in which a community can effect one’s learning experience, just as it is equally important to monitor the course of action that the school system promotes in addressing the needs of its community. By doing so, it will aid in carrying out appropriate measures that will continue to promote productivity, but it will also help to identify and remedy inadequacies in the educational system. The High School Proficiency Assessment (HSPA) test is the standardized test used in the state of New Jersey as a form of assessing the level of academic performance among public high school students. Although many have argued that standardized testing is not the most accurate way of assessing academic performance, until more reliable measures of assessment can be put into place statewide, standardized testing results provide us with a breakdown of student performance as per the standards set by the state, and give some insight of academic and regional areas that need improvement.
This study will focus on examining the role that testing plays in the learning experience of native English speakers. In analyzing the HSPA results, it will be critical to keep in mind the diversity present in the student population. This is important because by outlining a student group comparison, more concrete observations can be made as to what sources contribute to differences and/or similarities in the results. These implications can then be explored further to allow for a more complete explanation of the influential factors behind testing results. In comparing student group results, certain advantages and/or disadvantages for a specific group might become more apparent. Limited English proficient students will be very significant when evaluating the results because their scores can bring to light weaknesses in the educational system and its policies with regards to English as a Second Language (ESL) placement and its established progress requirements. As has happened in previous studies, it can also be revealed that a student’s surrounding, typically one’s community and family, are what most impact academic development. All of these circumstances contribute to testing results, and ultimately to the learning experience of a student.
This study is important for many reasons; among them is the call to take a more rigorous look at the educational system. Testing results will indicate if the steps being taken to prepare all students, regardless of language proficiency, are satisfactory. It is fundamentally important that all students have an equal opportunity to do well, even if this requires implementing extra steps that will bring students that are behind to a uniform class level of proficiency. Perhaps the most significant finding that can be extracted from testing results is the basic reality that although it is important to learn the language, advancing in other academic areas is also important and must not be put aside until an ideal level of language proficiency is reached. Testing results can also suggest that other methods of evaluating student proficiency must be implemented. When looking at class progress and comparing it to testing scores, it is crucial to examine the differences that may exist and develop methods that will help close the gap.

Blog 8: Unequal Childhoods

Blog 8:

In reading Unequal Childhoods, the differences among social classes are what most stand out. It is incredible to see how each individual’s life differs in so many ways, when compared to one another. I believe that the main purpose of reading these texts is to make us more aware of these differences. One of the most important traits of becoming a teacher is having the ability to distinguish the needs of each student in helping them obtain a good and beneficial education. Factors such as after school activities, parental support and supervision, living conditions and economic stability all have an undeniable effect on a child, and therefore, all become relevant when assessing a child’s needs. It is crucial to understand that a child’s education is not limited to the classroom. The experiences that a child deals with on a daily basis, directly or indirectly, all contribute to the way in which the child functions.

What is interesting about Unequal Childhoods is that the children described, while approximately the same age, all have drastically different personal lives. I find this to be important because it displays an assortment of family living conditions, and chances are that this type of variation can be found in an inner city setting. Because a child’s learning experience can be influenced by home environment, it is important to be aware of the diversity that exists in an inner city setting, as opposed to a suburban setting for example. More often than not, children that receive education in the inner city are experiencing a multitude of challenges both at home and in their schooling, which suburban children are not exposed to. In inner cities, it is common to see financial difficulties, housing issues, and families that are forced to neglect their children’s needs while trying to provide for them. Aside from the adversities they face at home, these children must also face the consequences of insufficient funding in their schools, which in turn limit the essential materials and supplies needed to provide them with the quality of education that students in other communities enjoy. In most cases even the school buildings are in such a run-down state that these children’s concentration in undoubtedly affected.

This text has already begun to help me understand the different challenges a teacher must face when teaching in the inner city. It has made me more aware of the impact a child’s personal life has on their studies. In reading this text, any assumptions I may have made about a student’s life are now more real, and this in turn has made me question the ways in which I would deal with the issues that directly affect the student’s academic development. It has also made it clear that a parent’s encouragement or lack thereof is vital in accessing a child’s motivation to succeed. Although achieving changes at home that will help support a child’s academic success will not always be possible, this book has inspired me to look for alternatives that will help me reach my goal of helping each of my students succeed. This book has also made me more aware of the advantages that some communities have over others in terms of funding, and of the activities students tend to participate in. This has motivated me to be more creative in providing the same level of opportunities that inner city students are too often denied. Being more perceptive to the factors that affect a child’s academic development, will help me to determine the ways in which to reach and provide the support necessary for each student’s specific needs.

Topic:
How do the evaluation standards set for minority non-English speaking students in comparison to minority English speaking students have an impact on their success? What is the success rate of minorities that have come to this country having already experienced the education systems of their native countries, versus the success rate of minorities that have solely been educated in the United States?

Interview Questions:
-What are the racial demographics within the school? (students, teachers)
-What types of tests are administered OR how are incoming non-English speaking students evaluated?
-Are there differences in class schedules between minority non-English speaking and minority English speaking students? What might these differences be?
-An overview of the ESL program /Are there sufficient resources for non-English speaking programs? (ESL)
-How is the progress of minority non-English speaking students monitored?
-Do these students become involved in activities with non-English speaking students? /How many minority non-English and minority English speaking students participate in extracurricular activities? (academic, sports)
-How involved are the parents of these students in supporting their educational growth? /How involved are the parents of these students in supporting their extracurricular activities?
-What is transfer rate of non-English speaking students to and from bi-lingual schools? Reasons for transfer on part of students and/or teachers.
-What is this success rate of students that have entered school as minority non-English speaking?
-What is the success rate of minority English speaking students?
-Comparison charts of classes and activities that minority non-English speaking students and minority English speaking students are enrolled in.

Ogbu, J.U., and Simons, H.D. (Jun., 1998). Voluntary and Involuntary Minorities: A Cultural- Ecological Theory of School Performance with Some Implications for Education. Anthropology & Education Quarterly, 29(2), 155-188.

This article seeks to provide more detail and perhaps clarify three key issues that Ogbu has presented in past studies. The authors begin by describing Ogbu’s cultural-ecological theory of minority school performance. They then break down minorities into the following categories: autonomous, voluntary (immigrant), and involuntary (nonimmigrant). These classifications are used to explore the differences in school performance among these groups. The final issue they address is the pedagogical implications that can be derived from the theory. They note that an understanding of the nature of the problem will offer better insight when creating strategies to improve learning.

White, M.J. and Glick, J.E. (Dec., 2000). Generation Status, Social Capital, and the Routes out of High School. Sociological Forum, 15(4), 671-691.

The study described in this article examines the participation differences in “human capital enhancing activities” among immigrants and those born in the United States. This longitudinal study focused on collecting data that measured the influence of generation status, human capital and social capital on high school sophomores. It then uses this data to study whether these characteristics have an influence on the routes taken by adolescents that have dropped out after two years of high school.

Trueba, H.T. (Sep., 1988). Culturally Based Explanations of Minority Students’ Academic Achievement. Anthropology & Education Quarterly, 19(3), 270-287.

This article reveals the need to acknowledge and incorporate the role of culture into the learning environment. Trueba examines past macro- versus micro-, and explanatory versus applied ethnographic research to make the point that differences in achievement within and between minority groups cannot be attributed solely to societal forces. He also discusses the stereotyping taxonomy of minority groups and argues that the minority categories created do not explain the different responses found between individuals of a same group that have been affected by the same social and economical circumstances. Finally, he stresses the importance of a socioculturally based theory of achievement.

Montero-Sieburth, M. and LaCelle-Peterson, M. (Dec., 1991). Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community. Anthropology & Education Quarterly, 22(4), 300-325.

This article addresses the misconceptions that developed through the years that have suggested that in the past immigrants that came to United States somehow learned English without the help of special programs. The study focuses in on reviewing the historical documentation of urban communities during 1890 to 1920 and 1970 to 1990, particularly “the historical and contemporary schooling policies that were used to integrate immigrants in a local urban community”. The authors then examine the reconsideration of “commonsense” notions that have dominated views about immigration and language acquisition.

Gitlin, A., Buendía, E., Crosland, K. & Doumbia, F. (Spring, 2003). The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research Journal, 40(1), 91-122.

The study discussed in this article focuses on Kousanar Middle School and examines how immigrant students are caught in contradictory circumstances which welcome them, while at the same time unwelcome them into the school system. The authors of this article focus in on exploring various elements outside the classroom to better understand the impact they have on the students’ place within the school. The study begins by researching the history of the school, and its English as a second language (ESL) programs in which these students are enrolled. This revealed that a foundation of marginalization was already in place before this study began. The study then looked into the roles of the school system, the teachers, the community and even the students’ parents in enforcing these policies and practices. Keys factors found included breaking the racial barriers of a historically all white school, the lack of ESL curriculum materials, large class size, and the parents’ role in enforcing the assimilationist policies and practices imposed on the students. It was concluded that the placement of these students into ESL programs while including these students into the school system, they also excluded them by not allowing them to become an equal part of the school. This shows how these programs actually place these students at the margins, not allowing them to be viewed and, consequently, fully integrated into the school system with all of its benefits. This article is very insightful in that it highlights factors outside of the classroom that often get overlooked, but prove to be crucial in the way these students develop within the school.

Culture Collage:

My family and loved ones are the theme for my culture collage because the bonds that we share are a very important part of my life. When I was young, home was a three-story building with family on each floor. I have countless memories of birthday parties with my cousins, summers playing in the backyard, and even waking up to the sounds of my parents having breakfast with my aunts and uncles. My parents were pretty strict, so having my cousins nearby helped balance things out. I loved every minute of it, but by the time I reached high school, everybody had moved away.

Since before I can even remember, my parents would always take us to the motherland, in our case Chile. The close relationships I have with my cousins have most likely been shaped by the close relationships my parents have maintained with their generation of family. When we were young, my cousins and I would only see each other once a year. Now that we’re older we’ve gotten a lot closer thanks to the internet and the occasional trips overseas. Two major similarities that we have found in our home lives are, one: all of our parents were incredibly strict, and two: we all have a strong religious background (with the majority being Christian and there are also a few Catholics).

As it would turn out, most of my friends after high school are Hispanic, mainly South American. I guess I can attribute this to the strong connection I feel with them because of the similarities in our cultural backgrounds. Something that always seemed to surprise them was that I had never lived outside of the United States. Until I corrected them, everybody always assumed that I was born in Chile or that at some point in my life I must have lived there. We all pretty much listen to the same type of music, and of course soccer is the major, and in some cases, the only sport of choice. The most North American thing they have found about me is my interest in baseball. The friendships that I have made have allowed me to feel like myself without the backlash of feeling like an outsider. But eventually as was the case with my family, my closest friends have also moved back to South America. Like my family, we stay connected thru the internet, phone, and the occasional visit.

I think that the most important thing that my family and friends have taught me is the importance of having a strong bond. Some things in life are temporary or short lived, but this type of bond is constant remains strong through distance and time.

Questions:

The questions that I would like to explore originate from my past experiences. I am fluent in Spanish and English. Although I was born here in the States, growing up, Spanish was the language spoken at home. This is something which my parents were pretty strict about, and for which I will always be grateful for. Being fluent in another language other than English has provided me with more job opportunities, has allowed me to really get to know the Spanish speaking countries I have visited, and most importantly has made possible the close relationships I maintain with my relatives overseas. Being bilingual was also very useful in school, mainly in elementary school where there were very few Latinos. Whenever there was a new student that did not speak English, chances were that the student would be seated next to me so that I could translate what was being taught, this of course before they were placed into ESL classes. What most caught my attention was that many of the things we were being taught, especially in Math, they would always tell me that they had already been taught in their native countries. What would later bother me is that when they were placed in ESL classes they would most often have to take less advanced subject courses because they were not fluent in English. Although it is logical that they would have to learn English first, many of them became frustrated and even bored, in classes like Math, when they had to go over things that they already knew. My questions are the following:

· What are the evaluation standards set for Non-English speaking students in comparison to English speaking students? And how and what are they based on?

· What is the success rate of minorities that have come to this country having already experienced the education systems of their native countries, versus the success rate of minorities that have solely been educated in the United States?

Another question I have, which can relate to my topic and this class in general, is the following:

· So far we have discussed and read about how change can be achieved by focusing in on changing the system, but while we are doing this, what can we effectively do in our classrooms to make a difference in our students’ education despite what is being imposed on them by the school, community, government, and etc.?

February 2nd Assignment

FILM
Urban: Dangerous Minds
In this film the students are represented as “rejects from hell”. There is little hope that any of them will ever leave the ghetto, that is until a retired Marine becomes their teacher. Although at first it seems as though Ms. Johnson, their teacher, might give up on them the film goes on to show how her determination to get through to them prevailed. I feel that this is a classic example of the characterization of urban students as failures, but that it also demonstrates how influential a teacher can be in a student’s life.

Suburban: American Beauty
This film depicts the stereotypical suburban life of everything seeming perfect on the outside, while in reality life isn’t as wonderful as it seems. School life in this film displays the notion that if you don’t fall into the perky cheerleader category you are likely to be viewed as an outcast. Although suburban life is often associated with perfection, the hidden imperfections are always an underlying theme.

Rural: Footloose
This film offers a look at what rural life is in comparison to city life. Rural life is often seen as calm and peaceful. If not for a “rebellious” city kid moving in, you are left to wonder if anybody would have ever really made a big deal about the outlawed rock music and dancing in this small town. This film shows how the problems depicted in rural life are often deemed important through the regulations enforced in that community.


MUSIC
Urban: Gangsta’s Paradise – Coolio featuring L.V.
This song conveys the concept of “gangsta” life being dark, dangerous, and tragic. To many it may seem like an exaggeration of what life on the streets really is, but to others this is a reality. I feel that this song is insightful to the urban life that most people would like to believe only exists in movies.

Suburban: Little Boxes – Malvina Reynolds
The lyric of this song illustrates the uniformity that suburban life is often identified with. The words “all the same” are repeated every other line. This is a clear example of how suburban life is mostly described from the outside and hardly ever revealed from the inside.

Rural: Home on the Range – Dr. Brewster Higley
This song is what I have always considered rural to be. I think that the following verse says it all:
Oh, give me a home where the Buffalo roam
Where the Deer and the Antelope play;
Where seldom is heard a discouraging word,
And the sky is not cloudy all day.
For some reason I have always thought of rural life to be almost as if from another time.


Television
Urban: 21 Jump Street
This show is the best example of urban life that I grew up watching on television. It covered all the social issues that still plague urban schools to this day. Even excluding the police drama that went on, I feel that this show provided a deeper look into the struggles that urban students must face day to day.

Suburban: The Wonder Years
Again, through this show suburban life seems to offer that safe type of lifestyle that many cherish, but that some try to escape. Although this show was set to shine light on the suburban life of the past, the white picket fences and the typical suburban students of the present remain somewhat connected. Somehow to this day many sigh for a taste of that “Wonder Years” simple life.

Rural: Darcy’s Wild Life
This show is about the daughter of an actress who is moved from the spotlight of Malibu to a more normal home in the country. Her days of designer clothes, cell phones and trips to the mall are over, and now she struggles to adjust to her new life on a farm. In searching for examples of rural life I’ve notice that rural life is most frequently shown side by side with city life in an attempt to show the giant gap between the two.


NEWS
Urban: Schools try offering kids 'paychecks' – MSNBC
This article talks about how some city students receive pretend money for good behavior, completing homework assignments, and achieving academic gains. The pretend money can be used to buy school supplies at a designated store. The idea behind paying these students was developed as a motivational technique to boost student achievement. I feel that this article demonstrates that with a little bit of creativity academic goals can be reached.

Suburban: NOT IN SCHOOL: CUPCAKES AND HUGS? – MSNBC
This article discusses the recent cupcake and hug bans that have become significant issues in suburban schools. Once again the problems that suburban communities expose are almost laughable in comparison to the problems urban communities face. What is interesting is that suburban communities also share, to some extent, the same types of issues that urban schools have, yet the problems that make the headlines are often the prettier of the bunch.

Rural: 1 in 10 U.S. high schools is a ‘dropout factory’ – MSNBC
This article highlights the issues surrounding the extreme dropout rates found in large cities and high-poverty rural areas in the South and Southwest. Education in these areas has not been valued to point that obtaining employment was possible without a high school diploma. Now that these jobs are no longer available there are strong efforts being made to turn things around. I think that this article is valuable in that it brings light to the issues that were once overlooked by the culture and/or traditions of a region.

Frames of Reference about Urban Schools Paper

Understanding education in urban schools is an area which I feel should be core to anyone seeking to become a teacher. As a teacher you will be faced with many challenges and being prepared will not only be essential to you in your career, it will also have a huge impact on the guidance you provide to your students. I would like to discuss my personal impressions of what constitutes an urban school. Although my impressions may not focus too heavily towards the typical characteristics, I will explore the beliefs behind my reasoning. It’s fair to say I could be wrong and that I actually don’t have a clear idea as what an urban school is, but I look forward to the insight this class has to offer. Urban schools are often referred to as “high needs”, and in many, usually provoke a cringe by the mere thought of pursuing employment in such a place. I can admit that at times I too have tried to omit the possibility of some day becoming an educator in an urban setting. However, I have always been motivated to make a difference and I feel that these areas could use more educators with that common goal.
My personal beliefs of what would constitute an urban school have mostly been formed by my own proximity to them. I have lived in Hudson County my whole life, and to me Jersey City schools have always been the urban schools of my area. If I hadn’t heard the details of a major incident that occurred in those schools by word of mouth, I could always be brought up to speed by the evening news. Although I attended public schools only a couple of towns away, that small distance made a world of difference. In high school I had a close friend who grew up in the Jersey City projects prior to moving to my town. To say that the stories he told of his experiences were shocking is an understatement, but I have to confess that his stories although raw and intense did not impact me as much as knowing that he had been exposed to these experiences at such a young age. When asked what it was like growing up with things like watching classmates being stabbed in the schoolyard right in front of him, his response was, “it was scary the first time, especially because your young, but then you get use to it”. Just a couple of towns apart, but his response was completely foreign to me. From that point on I would pay more attention to the things that created this giant gap between these two worlds.
What most caught my attention wasn’t so much the violence, but the conformity to it. How could something so wrong be considered normal? Quickly I began to find other elements that were being passed off as normal within urban schools. I couldn’t help wondering at what point alcohol and drug use became just something that the kids at school did. And when did teen pregnancy become an “in” thing? If you weren’t dealing drugs or in a gang, then you would have to watch your back if you ever disrespected one of its members, this was just common knowledge. As if these issues weren’t enough, for those students who didn’t drop out as a consequence of one of these problems, they would have to rise above the low standards that were set for them. When I was in school, A’s and B’s were the grades that I was encouraged to strive for. Imagine my shock when I was informed of the praise given to students for reaching C level and even a D level, because D was still considered passing. Is it possible that it became acceptable not to challenge students beyond the constraint that they have found themselves bearers of? It’s almost as if these things passed from being significant issues to significant statistics, to some just numbers on a paper.
It stills troubles me how different schools can set almost opposite sets of standards. While the high school I attended pushed me to enroll in college-prep courses, a couple of towns away among the students that managed to remain in school, some never even considered college as a possibility. Many were trying to survive their present that the prospects of a future were non-existent. A common defense was that careers were meant for people who had the money to go to college. In our schools we were told that scholarships could provide great opportunities, unfortunately in their schools scholarships would be more attainable if only those academic standards weren’t set so low. But setting aside these standards, I still wondered why the hope and desire for a better life hadn’t prevailed for the majority of students in these urban schools. Were these students ever inspired to aspire to greater things? Suddenly the cruel irony became clear to me. While their limited and at times violent lifestyle seemed so foreign to me, in their eyes the high standards and hope for the future I grew up with were somehow foreign to many of them.
I am the type of person that believes that if you really believe in something and you really put your all into reaching these goals you will accomplish great things. It is for this reason that I began to believe that the lack of motivation that existed in most urban students is what maintained these students living in a so-called “urban cycle”. Having realized this, I then began to examine what kind of impact urban teachers were leaving on their students. If school provided me with the educational and motivational tools I needed to succeed, then what were urban teachers providing their students? Through my own experience I know that not all teachers are the same. On one hand there are teachers that are very passionate about the difference they can make. These teachers engage you from the minute you step into the classroom. In the same bunch, but with a much different style are the teachers that you grow to hate for always being on top of you, and never accepting failure. More often than not, as the years go by, these are the teachers you thank. On the other hand, as I also experienced in my own schools, there are also those teachers who just seem to put in their hours. These teachers often times reminded me of dictators. They stuck to their notes, handed out assignments, and were firm in implementing their schedules without any interruptions. Most times they gave me the impression that they dreamed more about the summer than the students did. When it came to discipline, they were usually the ones to kick students out of their classrooms in record time. They hardly seem willing to invest time on resolving any issues, instead they would automatically have a punishment assignment ready for distribution. It was almost as if it wasn’t in their contracts to deal with any outbursts.
Having established these characterizations of teachers I then began to question which type predominated in urban schools. I concluded that perhaps there had to be more of the latter. I think that what most pulled me to this conclusion was the success rate, or lack thereof, that urban schools too often revealed. I know that there are many factors that contribute to the life that a student ultimately leads, and my intention isn’t to place the blame on the teachers. However, I do believe that teachers are critical in the growth and development of a student, and to many they are the only constant guidance in their lives. I strongly believe that teaching isn’t an ordinary job, it is truly something so much deeper than that. The influence you have in a student’s life will stay with them forever for better or for worse. The younger we are the more impressionable we tend to be. As students not only are we trying to find our path in life, we are also trying to find ourselves. A teacher should guide you in the right direction, should encourage you to always pull forward and should provide you with the tools you will need to achieve your goals. Although I am aware that all the other elements in these students’ lives and surroundings do not cease to exists, I still believe that a teacher has the ability to allow them to see beyond all that.
These beliefs will affect my interaction with the teachers I will someday work with, in that I will seek to draw from the passion of those who are truly there to make a change. One teacher can make a difference in a student’s life, but if there are a few with the same common goal this type of unity can reach much further. While getting past the urban environment will be a fundamental obstacle, I am also aware this will not be the only difficulty we will come across. Forming a unified front with my co-workers will provide us with a vital support system among ourselves and this in turn will allow us to more effectively reach our students. As for working with those teachers that really aren’t interested in making a significant difference, I will use their lack of enthusiasm as my personal motivation to become a better teacher for my students. I aim to use my beliefs as a reminder to never lose sight of the obligation I have to my students. My goals will be to make every effort to maintain an open mind when managing the chaos, and to focus on helping these students see beyond their surroundings.
These beliefs are essential in shaping the type of classroom I hope to create. I want to create a place where students not only thirst for more from life, but that they actually expect it. I want my students to know that they can accomplish things beyond their own expectations. I want them to gain an appreciation of knowing that life is not easy and that if something is really worth it, it shouldn’t be easy. Ultimately I hope that they accept that everybody will make mistakes, but that even these mistakes can be valuable if you are able to learn from them and utilize them to become better. I feel that my classroom should create hope in their lives because without this hope these students will continue to conform to their surroundings.
I think that my assumptions relate to the type of professional I hope to become in that although I am aware of the social and economic issues that exist in these urban areas, I focus more on the areas where I am capable of making a significant change. While I can’t change the surroundings in which my students will grow in, I can change the way they see themselves in relation to these surroundings. As a professional it will be my responsibility to help students build the bridges that will allow them to rise above the things that can potentially hold them down. As an educator I must always maintain my focus on the student and on providing them with the tools they will need to overcome the limitations that surround them. My objective will be to give them a vision of a future many of them aren’t completely aware truly exists for them.