Comment: In chapter 6, p115 I think the concept of "dance of place" is very important. It is not to say that a teacher can only teach in a community that they grew up in but I think that it is important to be involved in the community so that students can sense that you have things in common with them and there is a "shared purpose" in your classroom.
Question: At the end of the chapter it stresses the importance of a new teacher finding mentors within their new-found school system/community. How will you go about this when you get your job and what advantages do you think it will give you?
I think after I get settled, I'd ask several different teachers their opinions and methods/advice. I think finding a mentor would occur naturally, but it's hard to say, depending on where I end up.
I think it would provide great advantages: Someone who's been where you have and *perhaps* where the students have, therefore bridging the gap, someone to act as a confidante in a new and potentially scary or at least uncomfortable situation, someone to bounce new ideas off of, someone to work with in terms of figuring out the administrative aspects, etc.
Delpit stated that her primary concern for this chapter on African American culture and the negative impact of alternate certification in the U.S. is that “the message going out very strongly is that people who look like the African American children in the classrooms are not good enough to teach them” (113). I agree that the fact that many African American teachers and principals losing their jobs is extremely awful. I also understand her critique of Teach for America and it’s affecting tenured, experienced teachers. I’ve always heard really great things about Teach for America, so it was good to hear another perspective of it. My primary concern for her critique is that I myself will be what she would call a “young, European American (read “white”), idealistic teacher” in the next year. My rebuttal is that we all have to start somewhere. We need experience to become experienced. I understand her critique and the problems that programs like Teach for America may bring, but I don’t think that black children can only be taught effectively by black teachers. Although she did note an exception to this problem and a remedy for the potential ineffectiveness for white teachers, her argument came across as being ultimately in favor of African Americans teaching African American children. Yes, I agree we need to be familiar with the culture, but this is extremely doable for any teacher, white, Asian, or Hispanic.
I think the counter argument to your concern would be that those young white teachers were directly replacing established black teachers. Obviously we all know that. I don't think she's at that extreme, I think she is just saying that TFA IS at the other extreme. They seem to ONLY want young white teachers teaching low-income black and brown children. Obviously, a black teacher who has been teaching for half a decade will better understand a black classroom than any of us. I would hope so at least.
There is a major difference between you and what Delpit is talking about though. You (probably) actively plan to be a teacher longer than 2 or 3 years. Many of the young idealistic white people Delpit talks about (especially those recruited by teach for america) only plan to teach for a few years while they get their feet on the ground in their actual profession of choice. They don't stick around long enough to become experienced.
There is a major difference between you and what Delpit is talking about though. You (probably) actively plan to be a teacher longer than 2 or 3 years. Many of the young idealistic white people Delpit talks about (especially those recruited by teach for america) only plan to teach for a few years while they get their feet on the ground in their actual profession of choice. They don't stick around long enough to become experienced.
Delpit’s critique of Teach for America was very eye-opening to me. One of my friends from Mercer was a Teach for America teacher and loved it. I’ve always heard such good things about the program, so it was good to hear a different opinion of it. My question is really about the reason why school superintendents and principals make room for these teachers by firing or demoting African American teachers. Do you agree that most Teach for America teachers are “tourists rather than teachers,” who have the potential to “enter the classroom arrogantly, believing that young white people like themselves are the saviors of black children”? (114, 118). Obviously, none of us are in an alternate certification program, but how do ya’ll feel about them?
I was really curious about this as well. I considered going through the GATAPP program as an alternative, but decided, obviously, to go with the MAT. But, I was rather concerned with what the process involved. You could basically go into a classroom without a certification as long as you're in the program. This completely terrified me, because without the summer classes that we took before placement, I would've been a DEER IN HEADLIGHTS.
I was disturbed to read that so often, in the guise of 'reform,' black teachers and administrators are swept out despite being highly qualified and experienced in their positions to make way for the white teachers administration who are primarily new and inexperienced and then politicians shake each others' hands, pleased that they've taken a step towards 'fixing' schools. It's just so racist, weird, and counter-productive.
Suppose you were at a school where this revolving door of teachers was common practice. Would you do or say anything? What could one do or say? It seems to be above school administration and such and I imagine the students would be jaded at the rotation as well. Do you think you could break through that cynicism to get them to accept you as a teacher? How?
That is such a hard question to answer. I don't even know if there is an answer. The thing that I would try is to find some sort of authority figure- administration, a veteran teacher, school board, etc. to try to get on board. It may just take one other person to build a team of people who could end up really making a difference.
I agree that it's a difficult question, especially since the chapter noted that principals and other administration were wantonly demoted/dismissed as well. I think it's important to be hopeful and try to create discussion on the topic, I guess. Maybe talk to the new teachers as well as the old and let them know you're there for advice as well and perhaps get them to see things from the students' perspectives via your friendship.
Man, I wish there were more easy answers to some of these problems. It'd make them less overwhelming at least!
Comment: I love the quote at the end--" If we are serious about democracy, if we are serious about providing equal opportunity for all citizens, if we are serious about equity and justice, then we have to undo any model that obliquely serves to replicate a racist past." Also, I ahve thought about Teach for America issues before, but this one about racism in school politics was not one that I thought about before. Personally, I am not a fan of TFA because it doesn't provide the necessary training and resources that you need to be a good teacher. The statistics say a lot in this chapter.
Question: How do you feel about Teach for America and other alternative certification routes?
I'm not a fan of TFA either. I had a friend in undergrad who was an English major and who joined the organization only to be teaching chemistry to studnets who knew less about it than he did (which was nothing).
My comment is that she seems really harsh towards Teach for America, and I can understand her reasons behind her opinion, but on some level it seems blown out of proportion. I feel like a few times she implied that white people can’t teach black children as well as other black teachers can. And from that it seems like she almost wants the schools to be segregated again. I am in complete agreement that no one should be laid off or asked to retire because of their race, and to have veteran teachers of any race step aside to make room for TFA people isn’t right, but I felt like how she came across was saying that young, white teachers can’t relate to poor black students and therefore shouldn’t teach them. Did you guys feel the same or was it just me misunderstanding her point?
My question comes from her suggestion about TFA, that the terms should be longer and the training more intense. I think these are both really great suggestions. I don’t know much about TFA, anyone who does, do you think these would improve the program? And do you think that the program is really causing as many problems as she says?
I had some of the same feelings about TFA, Whitney. I can see the problems that she was describing but I don't think that it is unrealistic for young white teachers to be able to teach poor black students. I think that if you have the right tools and are knowledgeable about their backgrounds you can learn to teach them as well as any other teacher. Obviously teachers who have been teaching these students for years have a better handle on it but they just have time on their side, we can't become experienced as teachers without time under our belts as well. I think that Delpit has some valid points that can be integrated into a less harsh solution.
I thoughtfully disagree with Delpit's statement that white people cannot teach black people. She honestly believes that racism is only a white person thing when in reality there are racists everywhere and of every race. In fact, I've had several black teachers who taught me extraordinary things such as getting my black belt in karate.
In reference to the title of this chapter -- "When teachers stumble over the unique names common to a place, then there is a deep disconnect," (115-116).
Delpit may have a point in some instances, but I think that there are ways to overcome this. Admittedly, some of my students' names are new to me. However, the way I approached it my first day was to listen to how my host teacher pronounced the students' names when he called on them. I would practice their names in my head & make notes of how to break down their names when I read it on the attendance chart. And 2 weeks in, I think I'm doing well at remembering them AND saying them correctly. So, just because I am not used to these names doesn't mean that I'm going to be disconnected from my students. I think it's interesting to end up in places that we may not be familiar with. You never know what you can learn from diverse environments.
Yes. This also made me a little agitated. I mean, some of the points she makes I can see having some value. In my opinion, the name thing is a personal issue, not having to do with race. My soon-to-be sister-in-law's name is Dené. (Like René with a D.) Throughout her childhood, teachers called her DEEN. This had nothing to do with race, just with the fact that the teachers couldn't read accent marks.
My question for y'all is regarding this quotation:
"We must remember that children do need to see & connect to teachers who look like themselves, who know their communities & their lives, who know how to say their names..." (118-119).
Um, have you guys ever had teachers that did not look like you & you still connected with them?
I have never had an Asian teacher in my life. EVER. Just sayin'. I think I've connected with many teachers whether black, white, young, old, etc. From my personal experience, I learned from people who looked way different from me. I think if you're a good teacher, you can make connections if you try & are willing to get to know them. It's not just about the color of someone's skin. Sure there are parts of history that African American teachers can relate to more so than Caucasians when teaching African American students (sometimes not so much); however, I do not think that it necessarily means that there can't be a connection between students of a different race.
I agree, Jessica. I don't think that teachers need to necessarily look the same as their students to connect with them. I do think she has a point that they need to know the communities, etc. Being involved and caring about your students and showing them the goals you have for them is the best way to connect with them. Sure, they need to respect you and see that you have credentials to teach them and understand them but that can come from many different ways other than looks.
I agree too Jessica. In fact, I'd say that Delpit's points of segregating opposite race teachers from opposite race students goes against her stance against racism. I've had teachers who acted like role models by dressing up poroperly and I was inspired by them.
Question: How do you think we can be teachers like Mr. Stieber when teaching students about race since most haven't experienced oppression? How will you command a classroom so well that students will trust you to give them factual information about black history and the like? How could you be a teacher like Ms. Rigby, the school secretary they were discussing, even though you are younger and lack experience?
Comment: I thought it was interesting that Delpit starts to talk about programs like Teach For America--where 50% of recruits are gone in the first 2 years and 80% are gone after 3 years. I find this statistic really shocking. I have several friends doing TFA, and it'll be interesting to see if they stick with teaching or move on in a few years.
My comment is about the comic of the revolving door and white teachers who go in and then right back out while the black students look on. So many people think of what we do as only a job. It is not. it is a choice. We choose the life of a teacher and all of the things that it entails. We choose to be challenged deeply and daily. I understand that some should not survive and should pick another career. And by all means, if you find yourself incapable, do not hang on for pride. Get out! Teachers should not be breed or funneled into the profession. Those who are only cause more damage than they are helping. The comic doesn't show the good teachers, the ones who are inside, doing their work, picking up the slack...
Question: Can you remember a teacher you have had that you know only thought of their position as a job? Or any teacher in particular that should not have been a teacher?
I had a few teachers who should not have been teaching. Now, to be fair, this was a different time, but one teacher who was also the principal would complain about how easy we kids have it during the tests and then even after we outright told him not to talk during our tests, he'd still do it.
Another one who springs to mind is a math teacher who one day was having a bad day and sent, like, half the class to the office for little/no reason.
I had a teacher in high school, can't remember his name, it was a non-gifted history class. I can vividly remember that feeling of "I know so much more than this guy." And I don't think it was that teenager feeling of "I know all there is to know." At 16 I really think I knew some of the content better. I imagine he never connected with a student on any real level.
Also, reading about TFA has made me curious about the GATAPP program. It makes me wonder what training the teachers receive and the turnover rates. I know for the GATAPP you're supposed to stay in a certain area for at least two years. It would be interesting to see if it has similar repercussions as TFA.
Question: It's never explicitly stated in the book, and I haven't tried to research it at all, but it sounds like TFA has a product (teachers) that they can make cheaper than the current product (veteran teachers). I assume that the veteran teachers are being paid more on average than a teacher with little to no experience. It's not the exact same problem, but this capitalization of education seems a lot like charter schools acting more like businesses than schools. Thoughts on this business model of education?
In the past I have been really interested in Teach for America simply as a way to find placements. TFA is often marketed towards graduates who were not originally planning to enter education (part of the reason for its high turnover rate.) Putting that aside however, what do you think about it as a tool for people who DO want to be teachers?
When I looked at the political cartoon with the line of teachers, I think I say a second layer of meaning in it. The door that the teachers are coming in and out of is labeled as the "teacher entrance", and all of the teachers are white. I felt like the cartoon was also pointing out how not only are students in poor black schools having to deal with constantly new teachers, but the hiring of exclusively white teachers was a way that segregation was proliferated even in the face of desegregation (separate door for the white teachers and the black students.)
On page 117, she recounts conversations that she had with students about former teachers. In that conversation, the students talk about how much they value honesty and "being real". What does that mean? respecting students? Trying to make school less schooly? Or perhaps a genuine nature? It seems kind of abstract. Thoughts?
I personally perceive that as not always being overly professional... having conversations with students and speaking to them almost as if they are peers, in the sense that you are interested in what they have to say and are able to speak casually
On page 113, Delpit talks about some of the problems that she has with TFA. I have never heard any of the opinions that she represents and I think that she is making a big deal out of a reality within TFA, which I think is a greta program.
It would be great to have a mentor teacher the first year because I imagine it will be difficult to learn how everything works the first year... But, I think it depends on the school and the circumstances. My host teacher says she never had a mentor teacher, so it seems to me, that you only end up with one if someone is nice enough to volunteer to do so. I will definitely do whatever I can to get a mentor and if not I'll just talk to as many teachers as possible to get as much input as possible.
I have noticed a glaring absence of black teachers from my education, not only in high school, but also in college as well. Actually, the only black professors that I had both had emigrated from Africa. Even within our own cohort, apparently no black students decided to enroll in the teaching program.
Why do you guys think that this is??
Those that transferred from other colleges: was your experience the same as mine?
During my undergrad, I attended 3 different schools... And am attending GCSU for the first time as a grad student... In the 4 schools Ive been to for higher education, I have found what you've said to be true. The schools I went to were in very different areas and one was up north and this seems to be true all around. I had never really thought about this until now, but I am curious as to why this is.
I believe that it has to do with resources available to certain people in order for them to be successful in certain endeavors. Many African Americans do not have the resources White people have to become teachers sometimes.
While I have my own problems with TFA, I must say that I do not agree with Delpit's statements regarding how teachers must be exactly the same as their students. If they are, then what is there to be learned or gained? I can understand teachers getting to know their students but I've had a few black teachers in my life that have been very influential in teaching me valuable things. Delpit sounds like she is trying to introduce segregation back into schools.
Question: What teachers who were different have inspired you all?
Comment: In chapter 6, p115 I think the concept of "dance of place" is very important. It is not to say that a teacher can only teach in a community that they grew up in but I think that it is important to be involved in the community so that students can sense that you have things in common with them and there is a "shared purpose" in your classroom.
ReplyDeleteQuestion: At the end of the chapter it stresses the importance of a new teacher finding mentors within their new-found school system/community. How will you go about this when you get your job and what advantages do you think it will give you?
ReplyDeleteI think after I get settled, I'd ask several different teachers their opinions and methods/advice. I think finding a mentor would occur naturally, but it's hard to say, depending on where I end up.
DeleteI think it would provide great advantages: Someone who's been where you have and *perhaps* where the students have, therefore bridging the gap, someone to act as a confidante in a new and potentially scary or at least uncomfortable situation, someone to bounce new ideas off of, someone to work with in terms of figuring out the administrative aspects, etc.
Chapter 6 comment:
ReplyDeleteDelpit stated that her primary concern for this chapter on African American culture and the negative impact of alternate certification in the U.S. is that “the message going out very strongly is that people who look like the African American children in the classrooms are not good enough to teach them” (113). I agree that the fact that many African American teachers and principals losing their jobs is extremely awful. I also understand her critique of Teach for America and it’s affecting tenured, experienced teachers. I’ve always heard really great things about Teach for America, so it was good to hear another perspective of it. My primary concern for her critique is that I myself will be what she would call a “young, European American (read “white”), idealistic teacher” in the next year. My rebuttal is that we all have to start somewhere. We need experience to become experienced. I understand her critique and the problems that programs like Teach for America may bring, but I don’t think that black children can only be taught effectively by black teachers. Although she did note an exception to this problem and a remedy for the potential ineffectiveness for white teachers, her argument came across as being ultimately in favor of African Americans teaching African American children. Yes, I agree we need to be familiar with the culture, but this is extremely doable for any teacher, white, Asian, or Hispanic.
I think the counter argument to your concern would be that those young white teachers were directly replacing established black teachers. Obviously we all know that. I don't think she's at that extreme, I think she is just saying that TFA IS at the other extreme. They seem to ONLY want young white teachers teaching low-income black and brown children. Obviously, a black teacher who has been teaching for half a decade will better understand a black classroom than any of us. I would hope so at least.
DeleteThere is a major difference between you and what Delpit is talking about though. You (probably) actively plan to be a teacher longer than 2 or 3 years. Many of the young idealistic white people Delpit talks about (especially those recruited by teach for america) only plan to teach for a few years while they get their feet on the ground in their actual profession of choice. They don't stick around long enough to become experienced.
DeleteThere is a major difference between you and what Delpit is talking about though. You (probably) actively plan to be a teacher longer than 2 or 3 years. Many of the young idealistic white people Delpit talks about (especially those recruited by teach for america) only plan to teach for a few years while they get their feet on the ground in their actual profession of choice. They don't stick around long enough to become experienced.
DeleteChapter 6 question:
ReplyDeleteDelpit’s critique of Teach for America was very eye-opening to me. One of my friends from Mercer was a Teach for America teacher and loved it. I’ve always heard such good things about the program, so it was good to hear a different opinion of it. My question is really about the reason why school superintendents and principals make room for these teachers by firing or demoting African American teachers. Do you agree that most Teach for America teachers are “tourists rather than teachers,” who have the potential to “enter the classroom arrogantly, believing that young white people like themselves are the saviors of black children”? (114, 118). Obviously, none of us are in an alternate certification program, but how do ya’ll feel about them?
I was really curious about this as well. I considered going through the GATAPP program as an alternative, but decided, obviously, to go with the MAT. But, I was rather concerned with what the process involved. You could basically go into a classroom without a certification as long as you're in the program. This completely terrified me, because without the summer classes that we took before placement, I would've been a DEER IN HEADLIGHTS.
DeleteI was disturbed to read that so often, in the guise of 'reform,' black teachers and administrators are swept out despite being highly qualified and experienced in their positions to make way for the white teachers administration who are primarily new and inexperienced and then politicians shake each others' hands, pleased that they've taken a step towards 'fixing' schools. It's just so racist, weird, and counter-productive.
ReplyDeleteSuppose you were at a school where this revolving door of teachers was common practice. Would you do or say anything? What could one do or say? It seems to be above school administration and such and I imagine the students would be jaded at the rotation as well. Do you think you could break through that cynicism to get them to accept you as a teacher? How?
ReplyDeleteThat is such a hard question to answer. I don't even know if there is an answer. The thing that I would try is to find some sort of authority figure- administration, a veteran teacher, school board, etc. to try to get on board. It may just take one other person to build a team of people who could end up really making a difference.
DeleteI agree that it's a difficult question, especially since the chapter noted that principals and other administration were wantonly demoted/dismissed as well. I think it's important to be hopeful and try to create discussion on the topic, I guess. Maybe talk to the new teachers as well as the old and let them know you're there for advice as well and perhaps get them to see things from the students' perspectives via your friendship.
DeleteMan, I wish there were more easy answers to some of these problems. It'd make them less overwhelming at least!
Comment: I love the quote at the end--" If we are serious about democracy, if we are serious about providing equal opportunity for all citizens, if we are serious about equity and justice, then we have to undo any model that obliquely serves to replicate a racist past." Also, I ahve thought about Teach for America issues before, but this one about racism in school politics was not one that I thought about before. Personally, I am not a fan of TFA because it doesn't provide the necessary training and resources that you need to be a good teacher. The statistics say a lot in this chapter.
ReplyDeleteQuestion: How do you feel about Teach for America and other alternative certification routes?
I'm not a fan of TFA either. I had a friend in undergrad who was an English major and who joined the organization only to be teaching chemistry to studnets who knew less about it than he did (which was nothing).
DeleteMy comment is that she seems really harsh towards Teach for America, and I can understand her reasons behind her opinion, but on some level it seems blown out of proportion. I feel like a few times she implied that white people can’t teach black children as well as other black teachers can. And from that it seems like she almost wants the schools to be segregated again. I am in complete agreement that no one should be laid off or asked to retire because of their race, and to have veteran teachers of any race step aside to make room for TFA people isn’t right, but I felt like how she came across was saying that young, white teachers can’t relate to poor black students and therefore shouldn’t teach them. Did you guys feel the same or was it just me misunderstanding her point?
ReplyDeleteMy question comes from her suggestion about TFA, that the terms should be longer and the training more intense. I think these are both really great suggestions. I don’t know much about TFA, anyone who does, do you think these would improve the program? And do you think that the program is really causing as many problems as she says?
I had some of the same feelings about TFA, Whitney. I can see the problems that she was describing but I don't think that it is unrealistic for young white teachers to be able to teach poor black students. I think that if you have the right tools and are knowledgeable about their backgrounds you can learn to teach them as well as any other teacher. Obviously teachers who have been teaching these students for years have a better handle on it but they just have time on their side, we can't become experienced as teachers without time under our belts as well. I think that Delpit has some valid points that can be integrated into a less harsh solution.
DeleteI thoughtfully disagree with Delpit's statement that white people cannot teach black people. She honestly believes that racism is only a white person thing when in reality there are racists everywhere and of every race. In fact, I've had several black teachers who taught me extraordinary things such as getting my black belt in karate.
DeleteIn reference to the title of this chapter -- "When teachers stumble over the unique names common to a place, then there is a deep disconnect," (115-116).
ReplyDeleteDelpit may have a point in some instances, but I think that there are ways to overcome this. Admittedly, some of my students' names are new to me. However, the way I approached it my first day was to listen to how my host teacher pronounced the students' names when he called on them. I would practice their names in my head & make notes of how to break down their names when I read it on the attendance chart. And 2 weeks in, I think I'm doing well at remembering them AND saying them correctly. So, just because I am not used to these names doesn't mean that I'm going to be disconnected from my students. I think it's interesting to end up in places that we may not be familiar with. You never know what you can learn from diverse environments.
Yes. This also made me a little agitated. I mean, some of the points she makes I can see having some value. In my opinion, the name thing is a personal issue, not having to do with race. My soon-to-be sister-in-law's name is Dené. (Like René with a D.) Throughout her childhood, teachers called her DEEN. This had nothing to do with race, just with the fact that the teachers couldn't read accent marks.
DeleteMy question for y'all is regarding this quotation:
ReplyDelete"We must remember that children do need to see & connect to teachers who look like themselves, who know their communities & their lives, who know how to say their names..." (118-119).
Um, have you guys ever had teachers that did not look like you & you still connected with them?
I have never had an Asian teacher in my life. EVER. Just sayin'. I think I've connected with many teachers whether black, white, young, old, etc. From my personal experience, I learned from people who looked way different from me. I think if you're a good teacher, you can make connections if you try & are willing to get to know them. It's not just about the color of someone's skin. Sure there are parts of history that African American teachers can relate to more so than Caucasians when teaching African American students (sometimes not so much); however, I do not think that it necessarily means that there can't be a connection between students of a different race.
I agree, Jessica. I don't think that teachers need to necessarily look the same as their students to connect with them. I do think she has a point that they need to know the communities, etc. Being involved and caring about your students and showing them the goals you have for them is the best way to connect with them. Sure, they need to respect you and see that you have credentials to teach them and understand them but that can come from many different ways other than looks.
DeleteI agree too Jessica. In fact, I'd say that Delpit's points of segregating opposite race teachers from opposite race students goes against her stance against racism. I've had teachers who acted like role models by dressing up poroperly and I was inspired by them.
DeleteQuestion:
ReplyDeleteHow do you think we can be teachers like Mr. Stieber when teaching students about race since most haven't experienced oppression? How will you command a classroom so well that students will trust you to give them factual information about black history and the like? How could you be a teacher like Ms. Rigby, the school secretary they were discussing, even though you are younger and lack experience?
Comment:
I thought it was interesting that Delpit starts to talk about programs like Teach For America--where 50% of recruits are gone in the first 2 years and 80% are gone after 3 years. I find this statistic really shocking. I have several friends doing TFA, and it'll be interesting to see if they stick with teaching or move on in a few years.
My comment is about the comic of the revolving door and white teachers who go in and then right back out while the black students look on. So many people think of what we do as only a job. It is not. it is a choice. We choose the life of a teacher and all of the things that it entails. We choose to be challenged deeply and daily. I understand that some should not survive and should pick another career. And by all means, if you find yourself incapable, do not hang on for pride. Get out! Teachers should not be breed or funneled into the profession. Those who are only cause more damage than they are helping. The comic doesn't show the good teachers, the ones who are inside, doing their work, picking up the slack...
ReplyDeleteQuestion: Can you remember a teacher you have had that you know only thought of their position as a job? Or any teacher in particular that should not have been a teacher?
I had a few teachers who should not have been teaching. Now, to be fair, this was a different time, but one teacher who was also the principal would complain about how easy we kids have it during the tests and then even after we outright told him not to talk during our tests, he'd still do it.
DeleteAnother one who springs to mind is a math teacher who one day was having a bad day and sent, like, half the class to the office for little/no reason.
I had a teacher in high school, can't remember his name, it was a non-gifted history class. I can vividly remember that feeling of "I know so much more than this guy." And I don't think it was that teenager feeling of "I know all there is to know." At 16 I really think I knew some of the content better. I imagine he never connected with a student on any real level.
DeleteAfter reading Delpit's views on Teach for America, do you feel like it is helping or hindering low-income schools?
ReplyDeleteAlso, reading about TFA has made me curious about the GATAPP program. It makes me wonder what training the teachers receive and the turnover rates. I know for the GATAPP you're supposed to stay in a certain area for at least two years. It would be interesting to see if it has similar repercussions as TFA.
ReplyDeleteQuestion: It's never explicitly stated in the book, and I haven't tried to research it at all, but it sounds like TFA has a product (teachers) that they can make cheaper than the current product (veteran teachers). I assume that the veteran teachers are being paid more on average than a teacher with little to no experience. It's not the exact same problem, but this capitalization of education seems a lot like charter schools acting more like businesses than schools. Thoughts on this business model of education?
ReplyDeleteIn the past I have been really interested in Teach for America simply as a way to find placements. TFA is often marketed towards graduates who were not originally planning to enter education (part of the reason for its high turnover rate.) Putting that aside however, what do you think about it as a tool for people who DO want to be teachers?
ReplyDeleteWhen I looked at the political cartoon with the line of teachers, I think I say a second layer of meaning in it. The door that the teachers are coming in and out of is labeled as the "teacher entrance", and all of the teachers are white. I felt like the cartoon was also pointing out how not only are students in poor black schools having to deal with constantly new teachers, but the hiring of exclusively white teachers was a way that segregation was proliferated even in the face of desegregation (separate door for the white teachers and the black students.)
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ReplyDeleteOn page 117, she recounts conversations that she had with students about former teachers. In that conversation, the students talk about how much they value honesty and "being real". What does that mean? respecting students? Trying to make school less schooly? Or perhaps a genuine nature? It seems kind of abstract. Thoughts?
ReplyDeleteI personally perceive that as not always being overly professional... having conversations with students and speaking to them almost as if they are peers, in the sense that you are interested in what they have to say and are able to speak casually
DeleteOn page 113, Delpit talks about some of the problems that she has with TFA. I have never heard any of the opinions that she represents and I think that she is making a big deal out of a reality within TFA, which I think is a greta program.
ReplyDeleteIt would be great to have a mentor teacher the first year because I imagine it will be difficult to learn how everything works the first year... But, I think it depends on the school and the circumstances. My host teacher says she never had a mentor teacher, so it seems to me, that you only end up with one if someone is nice enough to volunteer to do so. I will definitely do whatever I can to get a mentor and if not I'll just talk to as many teachers as possible to get as much input as possible.
ReplyDeleteI have noticed a glaring absence of black teachers from my education, not only in high school, but also in college as well. Actually, the only black professors that I had both had emigrated from Africa. Even within our own cohort, apparently no black students decided to enroll in the teaching program.
ReplyDeleteWhy do you guys think that this is??
Those that transferred from other colleges: was your experience the same as mine?
During my undergrad, I attended 3 different schools... And am attending GCSU for the first time as a grad student... In the 4 schools Ive been to for higher education, I have found what you've said to be true. The schools I went to were in very different areas and one was up north and this seems to be true all around. I had never really thought about this until now, but I am curious as to why this is.
DeleteI believe that it has to do with resources available to certain people in order for them to be successful in certain endeavors. Many African Americans do not have the resources White people have to become teachers sometimes.
DeleteWhile I have my own problems with TFA, I must say that I do not agree with Delpit's statements regarding how teachers must be exactly the same as their students. If they are, then what is there to be learned or gained? I can understand teachers getting to know their students but I've had a few black teachers in my life that have been very influential in teaching me valuable things. Delpit sounds like she is trying to introduce segregation back into schools.
ReplyDeleteQuestion: What teachers who were different have inspired you all?