[MCP] Blame Game

Tue Mar 27 13:31:58 EDT 2007

John I am in agreement with you.  Many of us think that the students don't want to learn; but the case may be quite the contrary.  As you stated we do not know the home situation or personal situation (outside of the home) of our students.  The children may want to learn so badly but can't focus because the last time they saw a hot meal, running water, or even a bed has been days.  Since leaving the city I miss these kids and not because I pitied them but because they were needy.  These are the kids I wanted to hook and reel into a lesson.  I wanted them to accomplish something in 40 minutes that made them feel like they mattered (even if it was for a fleeting minute).  I do not believe all students learn the same way or even at the same level; but all students have the ability to learn.  If the student can write (not necessarily cohesively or clearly), walk , talk, or tie their shoes they can learn.  All of our gross and fine motor skill were learned so the next time "we"
 (collectively as a group) think our students can't learn they have learned to do some things... so they can

Karen Casey

----- Original Message ----
From: John Lindsay <jclind2 at msn.com>
To: "Multicultural Pavilion's discussion group on equity, social justice, and multicultural education." <mcp at edchange.org>
Sent: Monday, March 26, 2007 11:02:30 PM
Subject: [MCP] Blame Game

Why is it that Marva Collins and others are able to rescue students who would usually be placed in special education or forced out (drop-out)...and turn them into not only high school graduates but college grads as well?!  

Although I'm a MSW student, I've had to take a number of classes in the College of Education because the social work program doesn't teach cultural competence....and only a particular component within the College of Ed includes multiculturalism.

But what I'm seeing more and more of (due to other students sharing in class) is the necessity for a teacher with both teaching and social work skills.
In a nutshell, if our society produces the situations whereby parents are under-educated/socially promoted/ graduated/got a diploma, but can't read---what's most likely to happen with their children?

How do these parents help their children with homework? What role should the school play?
I know some schools implement individual learning plans for their students, but mostly focus on academics. It seems an unmet need is the social work segment.  

The message that Paul posted last week containing the list of things ailing many schools, i.e. high percentage of teachers teaching in fields they don't have a Master's for, high rate of teacher absenteeism/turnover, lack of labs, low rate or lack of parental involvement, etc., are the very ones where additional skills are needed.

Have you stopped to consider that "the purchase of books may be a luxury that many can't afford or that perhaps the parent (s) can't read?!

"I have many children who are not fed, nurtured, or even bathed daily."

Other things to consider are 1) does the parent have a mental health condition, 2) a parent may love a child, but may not know how to nurture because he/she wasn't nurtured.....you just can't jump to unsubstantiated or rely on stereotypical beliefs, 3) does the family have running water, etc.

Does your school have a culturally competent "school social worker?" Probably not....if you wrote that.

Families with several generations of poverty are typically multi-problem families. For example, if a child is hungry, many studies illustrate that learning is the last thing on their minds.

If there are problems in the home, this is going to be reflected in the child's behavior at school. And problems at home may be connected to both individual and societal issues.

And to all of that...add the teacher with low expectations for some students. 

That's why a holistic approach to teaching is needed. It's past time to bring the inter-disciplinary approach to the classroom.

Journalist Leonard Pitts wrote a column asking readers to "write him with solutions for 'what's ailing urban students."
One of the things he discussed in a follow-up article is, "if our society developed solutions to deal with the Great Depression, etc., why can't it develop similar plans for the crisis in urban schools....because the problems are of the same magnitude.

John L. 

alicia banks <ambwww at yahoo.com> wrote: 

 I am tired of teachers being held increasingly accountable for young children who do not want to learn and parents who do nothing to assist us...From the genocidal edicts of NCLB to people who have not set foot in a typical school for decades, I am told daily that anything that is wrong with failing students is my fault. 

I do all I can for all children who come to me with less basic skills annually...I have many parents who never read to their children and never even buy them books. I have many children who are not fed, nurtured, or even bathed daily. I have many children who have never even been told how/taught to behave at school or anywhere else. 

I am a superior teacher. I give my very best to all of my students. Some of them are angels who excel. And, some are demons who have no desire to learn and no one to teach them to value education or study at home. Some watch TV all night and snore through my classes. 

There are indeed some children whose cycles of social and intellectual dysfunction, prenatal chemiccal damage, and cultural toxicity all mesh to make them unreachable. 

I am a teacher. I am not God. I cannot save them all... 

FYI, 
Alicia Banks 
Who's Who Among America's Teachers 2006 

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