The Vehicle to Changing Lives

It was nearly the end of the day at our Third School on Day Two. I did not realize the clock's hand snickering at me past the 1/2 hr mark, tinkering on as i peered into a music classroom at the end of a long hidden hallway. It was nearly empty aside from a couple students, a University faculty member, and what appeared to be the regular teacher of the classroom, a seemingly pleasant middle-aged African American man.

I hesitantly leaned in the doorway to take a peek, since there was no class going on and I wasn't sure whether or not to enter. "Well, come INTO the classroom not out of it!" he boomed and teased with a smile. I felt a sudden ripple of welcome and quiet urgency.

This was Mr. K, a music teacher at "R" Elementary School, and a man with a vision with a dash of wisdom that he said it took him 7 years to begin to understand. He is writing a book to impart some valuable points from experience because he doesn't want new teachers to blunder through the forest for that long before seeing some key concepts... We spoke about teaching and what it really means...

"Figure out your subject matter and what it really means to you," he said. "What kind of fingerprint will it leave on them?"

Am I passionate about my subject matter? Definitely. It is ingrained into my life each and every day and I now more than ever truly feel that the children are our hope and they are the vehicle for change just as the subject matter is our vehicle to changing lives. I felt empowered after these minutes. I felt that I would 'speak for Earth Science' in the classroom, be that voice/that passageway, because Earth Science could not speak for itself. I would be my wacky self and wear my passion on my sleeve, because this is who I am and the students need that.

But the breaking point was when I asked Mr. K to talk about the value of content matter versus other aspects important to truly teaching to the students.

He said, "Your content matter is just the vehicle to changing lives"
It's about changing lives.

This visit left this lasting impression on me and inspired me in several ways. So now that I've spoken about the thought provoking conversation at the end of my time at the school, I'll mention how my psyche took a flight through a Cloud 9 of excitement upon first ENTERING the school.

"R" Elementary School, part of the Public School school system in "Port City". This was an AWESOME project that the entire school (k-8) was involved in a fabulous interdisciplinary effort funded by a Rainforest action group. Each grade had projects displayed all over the halls and walls of the school about the life and value of the rainforest. ROCK ON I LOVE IT!!

This is the Amazon Rainforest, created by the students throughout the entire school. In interdisciplinary masterpiece, I feel it gave students a chance to transform their school visually for a time period, which probably really empowered them. And this is only the beginning. This display brings forth a gilded door to dozens of pockets of potential. Future lessons and activities can be built off of, connected to, and developed from this educationally decorative endeavour.

Focus on the Human(ities)

City = Resource

Many may think of the city as an unstable and crazy place to be, and the schools not as safe, financially supported or well reputed as suburban counterparts. One thing is for sure, there is a CORNUCOPIA (yes, i used my favourite SAT word) of resources at your disposal in an urban setting. From libraries to museums to neighboring schools and businesses, this is an advantage that can be noted, there are partnerships that can be forged, supplies to be shared. The staff at "N" High stressed this availability of resources in the city, which ties into the image of this magnet school as a culturally driven facility as well.

"N" High = Cultural chameleon

The school has its own culture that is constantly changing and reworking itself over years of time. And so they say this is what the school is known for. But I noticed that not only does it seem to provide a challenging environment with interesting course options available, such as an entire Law circuit pathway and of course Humanities pathway; including courses such as Sociology, Women's studies, Anthropology, Shakespeare, Drama and more, but the students are driven and want to succeed.

"PAY IT FORWARD"
was painted on the slab just below the hallway ceiling

It was explained to us that someone always returns. A former student that had been led to growth and success comes back to give back to the community that formed him/her. One of the teachers/administrators that spoke to us had attended the high school and was now working there and giving so much back to the community that had given to him... and emphasizing the need to...

FORGE A BOND with the students

Regardless of race, ethnicity, gender, they are HUMAN BEINGS. "Forget the subject matter", he said, "notice how kids feel, make eye contact". Heavens do I find this in my heart. And show the kid you care about them as a person, care that they succeed; don't replace them with the subject matter.

I met a future lawyer, doctor, and teacher at a student round table at the tail end of the visit. These future and even current contributors to society absolutely 'wow-ed' me. I feel like this interaction was the most beneficial part of the visit because really getting to hear the students' perspectives was so valuable, since these are the personalities we are going to be teaching one day.

What's your character?

Yesterday I felt spoiled rotten. We played monopoly upon a decorative table set for a feast and colourful enough for a parade, we were serenaded by the talented student musicians playing Pachabel's "Cannon in D", and some of our little cohort were even awarded baskets o' goodies!

Then our eyes were opened anew. I truly felt that mine were, at least - the start of an adventure!

June 2nd, 2008 approximately 30 University students showed up at "P" Elementary School, the first stop on our schedule of packed days to visit and explore the educational system in some of "Port City's" public schools, gratis a la Urban Educator's Institute. Not only were we joined by administrators and faculty of "P" School, but in addition professionals from the other 6 schools on our neatly typed list. This was the beginning of what would be our morphing cohort of teachers, administrators, and future educators out to get the real deal and find out What is RIGHT With Urban Education?

I was not quite sure what to expect that day. I suppose some of my assumptions were still idling, (ie: the threat of violence, encountering disruptive rebel students lacking ambition and the like) but I desperately wanted these assumptions to be shot down. Even as I drove down the City streets after hopping off the highway a little too early, my shoulders tensed and my tongue was dry because I was in unfamiliar territory and didn't quite know what would happen next. What did I find?

Driven
This school was driven by an inspired principal with a vision and a culture of learning. Professional development is valued here and teachers don't just sit where they are, satisfied and comfortable. They are urged to push the envelope to grow and enrich the programs available and up the ethic and character of students at the school. As we sat and listened, teachers from the school told us about the very recent trip they had taken to Tokyo, Japan, to observe the educational system, pedagogy and behavior. Their drive to develop themselves for the better of the school and ultimately the students, took them to the other side of the globe to compare/contrast and bring home best practices and ideas for implementation.

Multiple Intelligences
What surprised me? The students take a Multiple Intelligence Test at the school! (if not familiar, check out Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner or an overview of the theory) I thought this was... SO COOL! This way the teachers can be informed of what type of dominant learner the child may be, be it Musical, Spatial, Bodily-Kinesthetic, Linguistic or any of the other styles. This could be vital knowledge for structuring styles of teaching to utilize in the classroom and knowing how to approach a child, particularly if they may be struggling with learning.

Monopoly and Houses?
The video that "P" School had created to give us an overview of the school's best practices in parent involvement programs, after school study groups and development opportunities was so creatively made, incorporating the monopoly theme elements of our morning's activities into the visuals. I was introduced to the novel idea of having "houses" within the school (think Harry Potter but maybe not quite as competetive - though they certainly ARE proud of their houses!). Each house has a name, mascot, theme and quote: for example one team was the Phoenix, of which the colours scarlet and gold have special significance, they are focused in the area of Literacy and thrive on their "we rise". The goal is for each of the 3 houses to strive to achieve the highest number of points through variety of avenues that incorporate merit and initiative. When I first learned of the implementation of this "game", I thought it might be extraneous and silly but I actually found it intriguing. The whole house system concept seems - in addition to a cleaver bit of fun - like some friendly competition in the guise of a "game" to build responsibility, confidence, and overall character in the students - the 'whole' child.

Cultural Design-nation

The activity of creating the cultural collage in its physical semblance created a flurry of mind activity in itself.

Eve's Cultural Collage, May 29th, 2008

In the process of it, I dug through my old artwork from high school, college, and even childhood days.
"Self-Reflection" ~ Eve [sometime during 1998-99]

I leafed through boxes of playbills, movie stubs, work and organization flyers, stacks of magazines, and looked at pictures of my family that brought me back to the roots of my Polish heritage. It helped me to remember - or at least brought to the forefront of my mind what had been stored away on the backburner - part of what makes me who I am.

I believe that I am designed, we are designed, and we also design ourselves and our surroundings through cultural exposure. Our surroundings also have a strong power over how we view but aspects and traditions of cultures have been designed and passed down through generations. They hold great gravity in shaping who we become, how we view society, and what we believe, though culture is not the sole factor nor is it the absolute and end all. Bitterness and rejection of one’s cultural roots can also happen, but we are a part of the nation that we live in and we cannot block out ALL the influences – unless we leave. And even if we leave, some traces of the previous cultural exposure will always move with us.

In addition to the control that we and our surroundings have in shaping us, there is a helplessness in how we can be “designated” and categorized by others and by those in higher power. Our cultural choices create for us a cultural designation as well.

As mentioned in my assumptions, I was born and raised in a white Polish-American Catholic household in the midst of the grand suburbia of North Jersey’s metropolitan area. The setting and the heritage had a large hand in shaping me and my personal culture.

Culture & views shape one another
And as culture is often manifested in several artforms and performance media, the background of an individual or group will affect and influence how they express themselves, which eventually translates into these mentioned outlets. If I am a married black heterosexual Baptist male I will certainly express myself differently than a single white gay agnostic female. Race, class, gender, sexuality, language and religion all help to define an individual and will affect how they behave and see the world.

The resultant paintings, writings, music, dance, and other artforms will flow out based from the experiences of the individual and communities. This all becomes a part of culture. And in this culture’s presence, how we view each of these same factors is influenced. Once we’ve been exposed to the artforms and surroundings of a particular culture, having grown up in our niche in the world, we have a subjective view of race, class, gender, sexuality, language and religion. However all of these particulars are portrayed in the media and art of the culture may be how we will tend to view them. Even if we are not caught under any assumptions, stereotypes, or images presented, it will at least be a factor in working to shape how we view all these facets.

The culture that I have been exposed to is primarily of the North Jersey suburban living and surroundings, with more limited exposures to big cities that I have visited, rural areas like the Amish countryside, time at university, and other countries that I have seen. I visited Poland several times and so had these briefer exposures, in addition to the heritage that my parents and other family bring to the table.

So I am a Polish-American and do enjoy our ethnic food, but I am also a lover of so many different cultures and cuisines. The city visits opened me up to so many opportunities to taste different foods from other parts of the world and to view art from many different cultures and places. I think because our family took trips to urban centers on the eastern seaboard of the US and enjoyed them in general, I formed more liberal views in being exposed to this more liberal culture. That my parents were open to all of this and supported me in study abroad opportunities to Morocco and Australia, as well as friend and familial visits to 11 other European countries, has helped to build a passion for world travel and culture.

Also as mentioned in my assumptions, my parents were open when it came to race, but alternate sexual lifestyle or visual appearance and personal expression differences were judged and critiqued. Particularly my mother, born and raised in Poland in the Catholic religion, held a more traditional view of these things. My views are far less traditional, probably attributed to my cultural exposure here.

How I learn & see myself
I think this made me an open learner, ready to see and know more, wanting to travel and experience the new, and for the most part respectful of all cultures and peoples. I developed a hunger for more cultures of the world, but was this a result of MY cultural exposure or an intrinsic development inside myself? I don’t know. I honestly think that the suburban life made me more fearful of the city, and it did seem like “we had life better here in the suburbs” or something like that. I feel like I definitely had personal conflicts (to deal with internally) in my cultural exposure over the years, and that it certainly has influenced how I view myself and how I learn.

The American media has made me scrutinize myself and see myself as too fat and not pretty enough. I hate those superficial things, yet I still became a victim. That is how culture in the media can influence how we see ourselves. I think my suburban culture made me feel like “have” and made me feel compunction for the “have-nots”.

I also come from a hard-working family and I felt like I could never be good enough. The work ethic of a culture or a child’s exposure to it can affect how they view work and accomplishment. This also created within me a drive to “be perfect” - whatever that means – with an ambition to see and do more, more, more… I see myself as ever-doing, ever-seeking, ever-learning.

What do I stand to bring to the classroom?
This drive will hopefully plunge onward with me as I enter the classroom and show an endless love of life and learning. I will bring with me my passion for cultures of the world, the love of learning about different peoples and backgrounds, languages, foods, artwork, and so forth. I realize I will need to be careful with this as I do not want to appear to show favoritism to any one group, but a respect and recognition of all. How will this show itself? I would like to incorporate some activities involving the culture and heritage of the children in my classes (of course with Earth Science themes as the primary educative subject matter).

Art and personal expression are invaluable for development and as they have shown up in various forms in cultures across the globe, I feel like this is an integral part of how I view cultures. Others may not see artistic forms as important as they may have been exposed to different life conditions. When one has to work hard outside 12 hours a day to support their family, they may not have that exposure or see value to art in the same way. I would not want to “push” students to anything, but to expose them to what is out there by forging connections between the disciplines. I would love to be able to tie art and expression in with science. As David A. Sousa stresses in How the Brain Learns, “The sciences need the arts,” (Sousa, pg 216).

Culture’s Role in the Classroom
Cultural differences can create division among teachers and students, just as differences in faith or ‘vision’ have created rifts and wars throughout history, however I believe even these differences can serve to unite and bring people together. Students may think there is no way that a teacher with a completely different cultural background and set of understandings could relate to them. A teacher with a radically different set of beliefs than a student may begin to wonder, how on earth can I begin to try to understand this student? This might cause distress and frustration or even animosity in worse cases. But in this disparity there can be an awesome opportunity for both sides to benefit.

Recognizing those differences may help to dissipate anxieties or preconceptions about others that are different. I aspire to let my students know that I may not relate to their culture because there is no way that I could without having experienced what they have experienced, but that I care to know and respect. And in allowing them to express their culture in some way in the schoolwork that they do can give us a chance to learn from each other. Just as I learned about myself and explored my culture through this cultural collage assignment, other students learned from me, and the teacher learned as well.

This is also a reason why I see diversity in public education to be excellent grounds for learning and growth. As we discussed in Dr. Wandalyn’s Enix’s Social Dynamics course, the exposure to diversity brings children together, helping to prevent future conflicts and dissipate negative views of other cultures. We fear what we don’t know, no? Of all the cultural design-nations, the more we see and listen and learn, the more of a foundation we will have to approach cultural differences.

Works Cited:
Sousa, David A. How the Brain Learns. Corwin Press, Thousand Oaks, CA, 2006.

Urban Eve's Assumptions

We make assumptions every day. Maybe we assume that the ATM will have cash to dispense when we slide our card in or maybe we assume that the man behind the counter at the McDonald’s is there because he couldn’t obtain a higher education. Are our assumptions correct? In the course of this paper I intend to explore my own assumptions about urban centers, education and what it entails, entertaining several relevant questions, and relate this to class readings and discussions from the first week of Education in the Inner City.

Born and raised in a white Catholic Polish-American household in the midst of the grand suburbia of North Jersey’s metropolitan area, I am sure my perspective is just a little bit skewed. Not that this is bad in any way, but our roots, family, home environment and surroundings certainly do shape how we view the world. My parents always seemed pretty open when it came to race; everyone was a human to be treated with kindness and interracial relationships did not seem to be a problem. But you start to talk an individual’s sexual orientation or visual appearance and personal expression, boy were there some strong judgments to awaken. So aside from exposure to openness in certain realms of diversity and a critical eye in others, I do feel like I was sheltered. I don’t feel, however that I lived in a bubble.

Trips to urban centers were not a commonplace occurrence for us but they did happen - well let’s just say we weren’t hanging out in NYC a few times a week. A trip would be more like a special happening - planned and the exception rather than the norm. There would of course be the traditional annual trip to see the Christmas tree all lit up coupled with a show or musical and dinner at a restaurant. We certainly enjoyed that portion of the trip, however, to see our sour frowns and wrinkled noses as we walked the streets of Manhattan, you could clearly see that my sister and myself were NOT enjoying our surroundings.

We HATED the City. Why?
Not only did the sight of trash in the streets and the smell of urine around me disturb me from an aesthetic standpoint, but for me an urban center represented mankind’s selfishness, carelessness, the anguish of poverty and the fear of crime. Why oh why the city? Weren’t these universal qualities and didn’t all of this exist in other areas? Sure. But my perceptions connected it more to the inner city. The close quarters in which residents lived and associated, and the dense population made it so obvious, so visible.

Too many people, too few trees!
The crowds of people were overwhelming for me, the rudeness and seeming inaccessibility of friendliness a factor of disappointment and even a point of contention, the noise a pounding headache. Oh was the city noisy. There was a constant flow of cars, trucks, horn honking, people shouting, endless movement and inextinguishable lights. I didn’t know how people could sleep there.

Where there seemed to be an overabundance of people, buildings and cars, there was a huge lack of trees and other vegetation. This made me cringe and it made me sad. My parents were not “nature nuts” (oh no, I’ve secured that title on my own) but they did instill in us a respect for the natural environment and enjoyment of the outdoors. My father used to take us hiking and camping when we were younger. So here my associations with the city were feelings of isolation and separation from nature, pollution, unhealthy air and vile stagnancy.

Violence & schools
I thought someone would have to be crazy to live in the city and probably even crazier to teach in the city. I thought of the schools as a challenge – a challenge for the teachers to deal with the students, who likely did not have a strong desire to learn and could become physically violent at the snap of a finger. Some of these associated perceptions stemmed from the media’s coverage of the city I am sure. I felt like every time the news was turned on (television or radio) or any time I opened the paper (as I got a little older), there was nothing but negativity. Abuse. Rape. Robberies. Drugs. Gangs. Shootings. Murder. Death. Most often the setting was urban. I hated hearing about it so much that for years I avoided the media almost completely. But it had built up enough of an image for me.

TV shows and movies also portrayed student violence and misconduct within the urban school, so this is what I came to think of as the norm. The students in the films mentioned in the article “Teachers in the ‘Hood” are depicted as

“loud, out of control, disobedient, violent,
addicted to drugs; having no family values;
and rejecting dominant social institutions,”
(Bulman, page 257).

This image, with the rejection of the school and the teacher, is, what came to terrify me about the prospect of dealing with an urban school. I didn’t feel I could be the right person to cope with that.

If I walked into the walls of an urban school with these preconceived notions before the true experience of living or working in an urban location, I think that my interactions with the teachers and students would be nerve-laden and fearful. I would worry about disrespect or misbehavior by students in the classroom, that someone would curse me out or even bring a weapon to school. Me to the fellow teachers would likely include a barrage of questions about what goes on in the school, what is ok and not ok, how to react and protect myself from students, parents and avoid impending doom.

Ok so I had observed a day of high school Earth Science class in Jersey City during March of 2007 and it so happened that a “Code C” was called that day. This was normally a brief 5 minute drill, but instead this took myself, the teacher, and her 25 students into a tiny back room, where we sat silently for over an hour, lights out and shades drawn, not knowing what was going on or when we would be let out. As it turned out, a conflict between two gangs the day before had led police to search the school for weapons. Unfortunately this experience did not really help to alleviate some of my assumptions about urban schools – however, it did work on some others. While the students of her class were back there, they complied and behaved remarkably well for high school students in a situation like that.

Some of my assumptions about urban education and urban school environments include examples from class discussions and literature. I envisioned urban schools as run-down buildings due to lack of funding and lack of concern for the general welfare and education of the community. Though the “Teachers in the ‘Hood” article’s description of the cinematic stereotype is a little more extreme than my take on it, my assumptions were along a similar vein:

“These are schools with no soul - just troubled
students, failed educational methods, burned-out
personnel... the vast majority of teachers have
cynical attitudes and their jobs, and they seem
to believe that most of the students are beyond
hope,” (Bulman, page 261).

But heavens do my perceptions of urban life seem so very negative! My urban assumptions also include what benefits the city can provide – a great deal! Through the family visits to the city where we experienced shows, musicals, the movies, restaurants, and people watching as we walked from destination to destination; through school trips to museums and galleries; and news about parades, protests, and other events, my eyes were opened to the awesome opportunities. There was so much to see; and the colourful surroundings in all the storefront windows, styles of passers by and glimmer of the evening lights created a visual bonanza. I came to see an urban center as a cultural oyster, always producing many pearls in the forms of entertainment, multi-cultural and ethnic representation, and tons of ‘possibility’.

I thought culture was beautiful. Diversity made life interesting and I loved the diversity of the inner city and the people. I wanted to learn more about a variety of ethnic backgrounds, cuisines, languages and traditions. My assumption was that the city would be the best place to do this and to truly be exposed to more diversity than anywhere else.

Where am I now?
Many of the more negative assumptions of younger years have since diminished. How do I see urban centers and urban education now, after having completed high school, going through college and biting into the start of a graduate degree? Some of the same sentiments have stayed the course, but now I certainly come to view the dynamic nature of an inner city as an adventure. I adore the cultural hub of urban life; I thrive on museums, galleries, shows and musicals, ethnic foods from across the globe, and seeing the awesome mix of people and diversity. I’ve come to see a lot of the same negative qualities that I had connected with the city exist in the suburbs as well, just maybe in less noticeable at first glance.

The eight senior fellows of the Annenberg Institute for School Change call cities ‘civilizing forces’. While this would not have been my ‘assumptive’ choice of words from my personal store of first associations, I now see this as a truth as well as an inaccuracy. I can see how in order for a city to exist, it must be a civilizing force, but I still feel it can also be a center of ‘uncivilized’ activities. Thinking upon the more positive urban assumptions I have held in the past and still hold at the present time, the fellows phrase it well in the following excerpt:

“The rich mix of races and ethnicities, languages
and cultures, also centers of intellectual and
artistic energy and creativity as well as catalysts
of social change,” (Estrada et al, page 1).

I think that these assumptions leading from childhood into the more recent years of my life will actually function in giving me a more powerful grounding when it comes to entering the urban classroom, because if the assumption and the truth differ greatly, I will learn all the more from it. I will see, through time spent in urban centers and interaction in urban schools, (and through this course), what is a reality and what is not. Once misconceptions are defined and realized, vision becomes so much clearer.

However, if I did hold strong to some of my negative assumptions, I might have a more withdrawn interaction base, feeling more awkward and separated, in fear of rejection and violence, and wary of my surroundings. This would probably hamper my teaching as well as mar my little niche within the school. On the flipside my assumptions about culture and creativity would open my classroom up to all kinds of possibilities – from creative and collaborative projects to local field trip ideas and a thirst for cultural immersion. I would want to know more about my students of different cultures – of all cultures. I would include this aspect in assignments.

I hope to become a professional yet personable and caring teacher that values every student for their being, their potential, strengths and weaknesses, and value as a human being. Various activities/methods and teaching styles would go hand in hand with the recognition that different individuals as well different cultures may have different learning styles. My love of culture and diversity would tie into this as well as how I treat everyone with the same respect. My previous assumptions might make me have higher or lower expectations of certain students, and this is not where I want to be. I intend to challenge everyone in the classroom.

I also want to remain open and understanding. I may worry about rejection but I will hold onto my ideals and beliefs, and present the subject matter in my own goofy way (while of course still maintaining my professional base!). I would feel the strong urge to get these students OUT of the classroom and into the field, to where there are more trees and more of earth processes are readily visible, as often as I could. I also want to be a teacher the students feel that they can come to with questions, problems, and concerns, but also to know that they will have to work, learn, and be challenged intellectually and creatively in my classroom.

Conclusion
My views on urban centers and schools were certainly shaped first and foremost by my parents and family, but also heavily influenced by the media. Further down the line of influential factors is the personal experience that helped to form some of my views: in brief exposures and visits to inner cities and some interactions with children and adults from these areas. I know that my assumptions have morphed over time, but I wonder how much of what I once believed and what I currently believe to be ‘urban’ is a reality? Do these kids really need our ‘help’? Do they really need good teachers? Every district needs strong and qualified teachers. My mind turns over the possibility of teaching in the urban educational system and I think, could I do it? Am I capable? I guess I would not fully know the answer to this until I am able put all of my assumptions in place and see the reality, as close to or far away from mine as it is.


Works Cited
Bulman, Robert C. “Teachers in the ‘Hood: Hollywood’s Middle-Class Fantasy.” The Urban Review, Vol. 34, No. 3, September 2002.

Estrada, Cristelle Martinez et al, Senior Fellows. “The Promise of Urban Schools.” Prepared by the Senior Fellows in Urban Education, Annenberg Institute for School Reform at Brown University, Pages 1-11.

Memorial Day & the urban ed. connection

The days preceeding Memorial Day are often filled with the anticipation of a nice, long, relaxing weekend coupled with BBQ's and parties. Publicized also are the various memorial events including services and parades in different municipalities. But does the typical American think much about what Memorial Day actually means, set aside the fervent bustle of life to dwell in thought for some moments on the sacrifice of others?

In an article posted yesterday on Seattlepi.com, "Carolyn Jessup, who is 53 and homeless, typically doesn't think much about Memorial Day. But she read a story about an American soldier killed in Iraq that brought her to tears" (http://seattlepi.nwsource.com/local/364665_memorialday27.html). Memorial Day, originally called Decoration Day and first observed on May 30th 1868, is a day of remembrance for those who have died in our nation's service. And although it may seem sad in spirit, it is also about reconciliation, about coming together to honor the lives and valiant efforts of the fallen.

So who are these people that we honor? The fallen soldiers were historically often those that could not afford to complete higher education, of impoverished families, and without a substantial paying job. So they entered the military to make their way in life. Many of these individuals may have been educated in urban schools which may not have provided a high quality education or prepared students for competetive jobs. So this may be a bridge to the association between these soldiers who sacrificed their lives for us and the urban education system.

To me personally, this holiday is not only about honoring the stereotypically male soldiers that have fought in wars, but also the women, men, and children that have died and lost their lives to a war or war-related violence. Remember them all for their sacrifice, consciously made or not.

"Teachers in the 'Hood'"

I can't say that I've ever been a 'teacher in the 'hood''. I'd like to think I can interact with people from all walks of life and all places and treat them the same as others. But do those beautiful juicy altruistic thoughts and aspirations we may have always fan out into the real thing?

I've worked with kids from the inner city in my days in outdoor education. Did all the stereotypes fit? Hell no. Did some fit? Sure. Of course my time with them was often too brief to really be able to tell too much.

I can't claim to know or understand anything about their lives or even dare to think they are so drastically different from me when it comes down to the core. What I think I do know (I dare to think I know) is that it is a far cry from a likely reality to think that a little bit of time from an outsider - hero or cowboy of sorts - here to 'fix it all' would effectively turn around the lives of students dealing with socio-economic ordeals, poverty, gangs, drugs, violence, broken families: a slew of hurdles and hardships - and in additon the emotional, psychological, and social effects of these experiences. Of course each case is different and some may be dealing with more or less than others, but the fact that we are trying to give it a quick fix [in the ideology of these Hollywood flicks] it is a little unnerving. We think we CAN and SHOULD fix it. Is that our role?

I am a firm believer that all children deserve a caring teacher, who believes in them and their potential because we all - urban, suburbanite, rural dwellers, whatnot - CAN LEARN. We're all people after all, no? Bulman's description of Blackboard Jungle pinpoints a view of the students as "working-class animals" and "beasts" (page 259): as if they are a human sub-species, an inferior culture, and that their behavior is the root of problems in the schools. One of the problems may be a lack of understanding for their background and life struggles. Instead they are looked at as 'the problem' and there is a detracted focus from the surrounding circumstances of the school and community condition.

It feels to me like in these Hollywood urban high school movies (although i cannot truly speak from personal viewing experience as the sheltered soul that is me has not really seen any of them - aside from maybe "Lean on Me" many years ago) that we are trying to say we need to "change" these students. The "teacher-hero/ine" is trying to 'save' the inner city kids from themselves and their troubles, but also to change them in this whole process. The cinematic solution to the state of turbulence in some urban schools is "to reform the individual student, not the educational system or wider society," (Bulman, page 267).

Challenging and engaging learning experiences are vital for all students; we as teachers can support and guide and of course encourage, but can we change who these kids are? Can we radically change how they view life and perceive? I certainly think we can make a difference in the lives of our students by our words and actions and maybe the misguided will one day 'see the light', but that we cannot forcibly change them. And we should never try to change who they are.