I think we can argue that most teachers truly do care for their students in that they want them to succeed academically. Why else would they go into the profession? It’s certainly not the long hours, small paychecks, and demands from parents and administration that lure us to the field. We want to make a difference; we want to create a classroom environment that allows kids to learn to the best of their abilities. But, as Rolon-Dow’s article shows us, students need to feel more than just our will for them to succeed. The level of care they need from us is more than just concern for their brains. We need to show genuine care and interest in their lives outside of school.
The girls interviewed in the article felt as though the teachers, despite many having taught in this particular community for upwards of ten years, knew very little truth about the lifestyles of community members. Even worse to read was that many of the teachers, who happen to be mostly white, carried themselves with an air of superiority over the young students because they don’t live in this lower-status community (p. 101). The girls seem to feel forgotten about by their teachers, by government, and left to struggle in a poorly funded school. Perhaps the lack of resources or the dilapidated state of the grounds could be softened by a showing of genuine care for the girls (and all students, for that matter).
I thought Ms. Lamar and Ms. Evans, who were interviewed briefly in the article, are doing a great job in actively involving themselves in the students’ lives and showing true care for them. Ms. Lamar embraces the social construct theory of teaching, which shows students that they are able to effect change within their own communities while learning at the same time. This method would work particularly well in this community because so often, students in lower income areas feel stuck, helpless, and unable to change their situation. Ms. Evans, on the other hand, focuses on loving and treating her students as if they were her own children (p. 103). Imagining students in this way helps her appreciate the differences that each unique student brings to her classroom. Unfortunately, not all of the teachers at this school are able to practice in this way.
I think Nieto and Bode sum it up best – “Teachers and schools that affirm students’ identities, believe in their intelligence, and accept nothing less than the best have proved to be inspirational for young people, even if they live in otherwise difficult circumstances” (p. 277). The best way we can truly prepare our students to be contributing members of society is to believe in them, nurture them, and care for them. Students can’t learn if they believe they can’t; we must help them know that they are capable. The first step in doing this is to create a genuine, meaningful, trusting relationship between teacher and student… Real learning will follow.
Hi Kate,
ReplyDeleteI really liked your "lead," (as journalists would say). Indeed, why would someone go into teaching . . .
Yet, we do see this. Sometimes, though, to be somewhat charitable, we see teachers who, dare I say it, seem "worn down." Or some, due to personal or even professional reasons, begin to develop a cynacism. While I empathize, I feel that this is THE great Red Light to the teaching profession.
If our attitudes towards teaching, education, the "structure" of education become disenchanted or cynical, it's perhaps time to rethink the career.
I see this with the medical profession. It seems almost a blaspheme to suggest that some folks who choose nursing do so because of the financial rewards. It's true. Many do. The Nurse Nightengale myth, while charming, seems to me, simply that, a myth. There are, however, many sober and great people who go into that profession and for the right reasons. I'm just suggesting that there are some that don't.
Similarly, we see this in education.
So again, thanks for the GREAT observation.
By the way, please join me @ rsouthern12@blogspot.com.
I couldn’t agree more with your comments Kate. Like I mentioned in my blog, we have already so many responsibilities in our classrooms, but Rolon-Dow has added another. However this responsibility seems to be one of the most vital. We consistently discuss the importance of building relationship with our students in order to create a strong learning environment. We truly need to care for our students on an individual and community basis. I also found it saddening to read that many white teachers view themselves as superior to their lower-class students. That mentality alone displays the true lack of care for the students. As educators we need to take interest in our students, even if it’s something we don’t truly understand we have to make an effort. Greet our kids at the door, ask how their weekend was, anything that makes them feel acknowledged. Our students want to be more than a name, they want to be known. If we truly want to assimilate them in the classroom we have to make them understand their story matters. If we can display that care and affection, surely our students can make a conscious educational effort. This is no easy task and won’t come to us on our first day in the classroom. However, if it were easy, why would we even become teachers?!
ReplyDeleteKate, Like Rob and Phil I agree with your comments. I like the point that to make teaching worthwhile we have to learn about our students. I myself being an immigrant find it hard to understand that how some immigrant children do so well in school and others drop out. I have to go out of my way to understand the family circumstances of children who find it hard to be motivated to do well in school.
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