Taking The Limits OFF
*Yes, there are little children used in this video, however the same concept still applies to adolescents. The sooner “every opportunity” is started in schools, the better.
Identity. An individual way of learning and seeing. A person’s own aspect of comprehending or understanding material given (Alvermann, 2001). Educators should be well aware of how each of their students learns. The effects schools have on students’ futures and their success are mind blowing. That is, when you actually dive into the issues that limits their thinking and opportunities to thrive in the classroom. What a responsibility it is to aid numerous adolescents that will transition them throughout the course of their life! Schools are in place to enhance the learner, not stagnate. When all staff are on one accord to encourage, engage, and expand the student, there is no room left for failure.
School Leadership. No matter how highly motivated and highly trained the staff, they need the full support of a leader who takes ownership of the work (Kafele, 2011). The leader would be that of the Principal. Looking up the actual word principal, I find that it means most important, consequential, or influential (Webster, 1956). So there’s no coincidence that the head role in school would be titled principal. This is obviously a very critical position that shouldn’t be taken lightly. The success of any instructional program literally hangs upon the principal’s understanding and support of the components of that program (Zipperer, Worley, Sisson,& Said, 2002). Not only teachers, but ALL faculty and staff are entrusted to their leader. Which further shows us just how significant principals are for EVERY student’s achievement.
Moving away from the standardized school and introducing a culturally responsive school. Utilizing culturally responsive curriculum and instruction helps recognize students’ cultural backgrounds, home environments, and the impact of student experiences on the teaching and learning process (Kafele, 2011). It is highly imperative that teachers get the appropriate training when studying diversity in teacher education. There needs to be a sense of trust between the teacher and the student. It’s vital for the teacher to be mindful of the student’s culture, his language, and to be conscious of anything that could limit their opportunity to learn in the class and in school as a whole. To teach effectively, the teacher needs to understand how learning depends on her ability to draw connections to what the learner already knows. Preparing students to have a voice so they can be who they are meant to be is extremely rewarding to all who are involved.
No Limits. “You are a writer, Derrick. I don’t see any of this out of you in class. You and your friends, Shawn and the gang, just sit in the back of the classroom and stare. You’re not doing great in my class, and it’s not because you can’t do the work. That book in your back pocket says that you can. I just want to understand how I can help. I’m asking because I really care about you, and seeing your journal let me know how much about you I don’t know. It’s like I missed the boat somewhere.” This conversation took place in the book, “A Search Past Silence” by David Kirkland (2013). In this excerpt, a teacher is expressing concern to a young black boy named Derrick. Here was Derrick’s simple response to all she had to say:
“Miss, thank you, but I don’t need your help” (p. 20). He then walked away.
From a discussion with my group in class, I perceive how Derrick has been made a single story. Another young black boy dehumanized and positioned as wasted potential which characterizes the tension between black males and schools. He was just another “bad” boy rebelling against school authority. To top it off, he would be solely responsible for his own failures. Derrick is an intelligent adolescent and all he NEEDS is for the teacher to care enough to know him. To see, hear, and respect what he had to say. Her questions of his participation in the classroom caused him to question her sincere interest of him. (pgs. 19,20) As a future educator, I will be challenged to bring about a positive change and make all the difference in my students’ feats. I accept that challenge.
Alvermann, D. E. (2001, May). Reading adolescent’s reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44(8), 676–690. http://networkedlearningcollaborative.com/wp-content/uploads/2015/10/identity_alvermann.pdf
Kirkland, D. E. (2013). A Search Past Silence: The Literacy of Young Black Men New York, NY: Teachers College Press.
Webster, N. (1956). New collegiate dictionary. A Merriam-Webster. Springfield, MA: G. & C. Merriam.
Kafele, B. (2011, February). Race Against Time: Educating Black Boys. Focus On Blacks, 1–8. Retrieved from http://www.nea.org/assets/docs/educatingblackboys11rev.pdf
Zipperer, M., Worlery, T., Sisson, M., & Said, R. (2002). Literacy education and reading programs in the secondary schools: Status, problems, and solutions. National Association of Secondary School Principals Bulletin, 86(632), 3–18
