URBAN TEACHINGDispelling the Myths of Urban teachingBy Regina Powers ISU 2012
Urban Schools Defined:•Urban education refers to educating students in public schools in metropolitanareas.•These schools often operate in a context of poverty, diversity, and crime.•Urban schools typically exist within large, possibly bureaucratic schoolsystems that may lack the resources to handle the challenges faced ineducating every student given the diversity they represent. http://www.sitemaker.umich.edu/rosman.356/funding_
HOW DOES GOING TO AN URBAN SCHOOL AFFECT STUDENTACHIEVEMENT?Urban schools are at an extreme disadvantage, especially to the children that areattending these schools. Inequalities in education exist from the textbooksprovided to the teacher qualifications which in turn affects the quality ofeducation that inner-city children are receiving. Neighborhoods are being segregatedby social class and the impoverished population is not getting the sameeducational opportunities as the suburban population. To read the entire article please visit: http://www.sitemaker.umich.edu/rosman.356/urban_education _
What have NCLB put in place to ensure that ALL students get an adequate education?Increases Accountability for Student • Puts quality teachers in the classroomPerformance • Develops a district improvement planReduces Bureaucracy and Increases • Consolidates programs and expandsFlexibility eligible activities.Focuses on What Works • Employs scientifically based interventionsEmpowers Parents • Informs the public on teacher quality Please visit for more information http://www2.ed.gov/admins/lead/account/nclbreference/page_pg17.html#ii-a
How can an urban teacher be prepared?• Sensitivity and deep appreciation for children, their circumstances, and their uniqueness are essential.• Teachers require administrative and economic support as well.• Don’t get lost in rules, anonymity, lock-step programs, and standardized examinations that drive curricula.• Resist the forces that strip them and their students of both individuality and community while denying them the opportunity to deal with each other in human terms (1999, p.16) Rentel and Dittmer (1999)
.Resources for researchThe following reading resources related tothe field of teaching in respect to urbanteacher recruitment and retention.
Atkinson, P. (1993). An African American View-Brown vsTopeka: Desegregation and Miseducation. Milwaukee, WIHal Leonard Publishing. "Although the older generations have not been unaffected, for the past several decades, African American youth have been the primary victims of deracination and dehumanization imposed by White America. Young African Americans are required increasingly to function within the context of the value system of the dominate society".
How I will apply this information:The more I come to understand the professional terminology of what ishappening in our school systems and society, and the “powers the be”, the more I am able to apply it respectfully and reflectively to my research.
Hale, J. E. (2001). Learning While Black: CreatingEducational Excellence for African American Children.Maryland: John Hopkins University. “Given the racialized treatment of African American in the UnitedStates, learning while black can be as dangerous to one’s mental and physical well-being as driving while black”(Hale, 2001). The authordemonstrates that the racialized treatment of African Americans helps account for the low levels of academic achievement among black children from middle-and upper-income families, as well”.
MythWe must not continue to accept what the media feeds to us. Negative information about our students can be damaging to our minds and thoughts about our students and their abilities to learn. For so many years there has been this idea that African American students do nothave the capacity to learn as well as the Caucasian student, but this is a myth.
Rethinking Schools (2011), “Keeping Quality Teachers Teaching: ASpecial collection on teacher recruitment, retention, and quality.”Retrieved from: www.rethinkingschools.org . 2/14/2012.“New teachers are leaving the profession at an alarming rate and there is no single reason or easy solution”. This text is an amazing eye opener to the condition of United States ability to retain quality teachers.
An African American teachers interview of state of urban schools: Lack of support for the teachers and the students, and financial support and emotional support. 20 year old books with chapters missing out of them. The teachers fighting among themselves. Every fall districts hire 270,000 to replace the ones who are leaving the profession. Half of new teachers leave within 5 years of teaching because of the lack of support and training on their districts part. (Rethinking Schools 2011)
Video links related to urbanteaching.The following videos are resources related to field of teachingin respect to urban teaching. These are success stories andinformation for success in this area of expertise.
My testimony The more I am learning about the problems that are happening in urban schools, the more I want to plan my studies around teaching in this setting.I understand the urgency of the need for quality teachers in this setting. Being raised in an urban school setting, I understand first hand the obstacles that most be overcame.With determination, motivation, and understanding teachers, I was able to find passion and joy in learning and now in teaching. Thank you for viewing.