In an attempt to discuss the actions of Joe Clark, it is very necessary to understand the dynamics and circumstances under which he had to encounter so as to perform his duties as an effective principal. First the community in which the East Side School operates is a black community which lacks education and literacy, job skills, and motivation to change their lot in life. They maintain their survival by having lowly paid jobs, that is, if they could find paid jobs. There is gang warfare, drug dealing, prostitution and frequent theft with break and entering commercial business and private home. The community comprises those who once attended East Side High.
Next we have teachers who might not have been successful in teaching and were hired to teach at ESH because no really good teachers might have wanted to teach there because they feel that they might risk their lives on a daily basis, and more importantly the educational standards have been a failure as the school's academic achievement was below the national standard. The teachers themselves had poor teaching skills and did not want to interfere with the difficult dynamics of ESH students for fear of their own safety and 'knowing' that their students were going 'nowhere' in life other than being thieves and drug dealers, prostitutes, and engaging in community warfare. The teachers at ESH adopted an attitude of 'what's the use of teaching when teaching is being wasted'. They became complacent.
The students at ESH show an inability to survive should they maintain the ethics of more affluent school districts. They lived in a jungle of the survival of the fittest. Because of their extreme poverty, they robbed, sold and used drugs, and got into gang warfare to control various pa...
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...ur own image. If in loving them we do not love what they are, but only their potential likeness to ourselves, then we do not love them: we only love the reflection of ourselves we find in them”
“No Man is an Island”, Thomas Merton
I feel that Joe Clark had the best interest of his students, teachers, school and community. He did wonders for ESH. His actions, though severe brought about effective changes with all with whom he was involved. Elizabeth Lyttleton Sturz, made a comment about Joe Clark in the New York Times Book Review and referred to the book, ‘Laying Down the Law “as:
"… A fascinating picture of a man obsessed with the nuts and bolts that make or break programs in education and elsewhere."
Joe Clark is to be commended for his strength in spite of the politics and odds that he had to face.
... of the students. Many of the students have no sense of belonging and see no relevance of to be at a place where even there teachers have no expectations for them.
This decision makes it clear the most important thing for a school to do is to protect the students. It also states that the board of education, whose role is to oversee the schools, must make sure that the staff of the schools is protecting those children. This case highlights that long-term abuse can happen in schools if there are not clear policies or, if there are, that there is no one ensuring that those policies are
4) In Rose Place the segregation needs to stop polluting the community, it goes beyond a racial hate but also an economic disparity. Integration at Jackson Smith elementary school is important not only for the minority students, but also for the students who have always attended that school. They can learn from each other and begin to understand how the world around them functions, they will have to work with others from all different types of life. By excluding a select group of students, the community is stunting their ability to achieve a greater life then what they are currently living in. “Isolation by poverty, language, and ethnicity threatens the future opportunities and mobility of students and communities excluded from competitive schools, and increasingly threatens the future of a society where young people are not learning how to live and work effectively across the deep lines of race and class in our region.” (Orfield, Siegel-Hawley, & Kucsera, 2011, p. 4). Through teachings, meetings and ongoing work this community could learn to open their doors to allow others in giving them the opportunity to become more effective members of society and hopeful helping squash out the remaining remnants of racial
Arne Duncan is the current Secretary of Education in Washington and was the biggest architect of the Renaissance 2010 movement within the Chicago Public Schools. He has been an effective leader for the charter school movement, or “turn around” schools as they begin to shape the education systems of underprivileged cities in the rest of the United States of America. There are many people who are in favor of the charter schools coming up through the education system, but there are others who are seeing the negative impact on their families and children. This renaissance is good for creating a better education for students, but the scale is heavily tipped to one side that is harming people who are/have been involved in Chicago Public Schools
While watching the Uniondale School Board of Education meeting this was something very interesting. The people that attended this meeting where the school board members, the superintendent, the student member, business affairs and people from the local community. The people the present was the student member, two school board members and a couple people from the community. There were a couple things that the board talked about and the members of the community. Something that was very interesting at this board meeting was that the members of the board had a student member by the name of Campbell present during the meeting. Campbell raised a concern about the segregation that is happening in Long Island. She mentioned how she and other people
...the real world, we need to adopt a modern approach that is proven to work and built to last.” He says that parents, not politicians or bureaucrats, should be in charge of the education dollars spent on their children and that teachers need to be liberated from the politicized, bureaucratic status quo and rewarded for the educational value they create. Robert Sarvis plans on maximizing school choice through public-school matching programs, ending education fads, deregulating private schools and public-school reform, and fostering every aspect of education policy.
In both schools, the faculty did not trust the students. Because of the lack of trust, the students did not trust or respect the faculty back, since the facility did nothing to earn their trust. This environment led to disciplinary problems as the students tried to work the system to their advantage. In both schools, the lack of trust between students also contributed to a series of fights and other disciplinary problems.
...h School ten years later, Shamus Rahman Khan discovers that the school that claims to have become more diverse still has a lot of inequality in it. The way to succeed in this school is to master the art of being at ease with different things, from students’ own behavior to forming relationships across different classes and cultures. If this does not happen, then the students are not privileged and will not succeed or go off to a good college. The illusion of equality is ripped into snippets because of Khan’s different reasoning behind why only the elite are succeeding.
In Imagining the Urban: Politics of Race, Class and Schooling the urban jungle is described as, “Black, Brown and Yellow bodies, which are poor and dirty, criminals and dangerous, violence and drugs tied with the images of majority of urban people.” Leonardo (2007) This perception of urban fails to look outside of one’s own stereotypes and attributes some character perceptions to describe a group as a whole. The media also plays a big role in our depiction of the urban, men and women who live in urban walls are seen as villains. An example of this is in the 2015 movie Fast and Furious described by IMDb as a “Crime film/Thriller.” Here we see an increasing majority of the character’s to be men of color and the themes of the movie were fast cars, vulgar language, violence and gang affiliations. The media constantly shows in the news that the response to manage the villain living in the urban is jail or death. The end result for most teachers who see urban in this way believe teaching students in these various demographics as a “waste and hopeless.” This perception held by policy makers and teachers has attributed to what Brenzel and Kantor (1945-1990) have described as a “crisis” that needs to be fixed, “urban schools receive insufficient funding, and have out dated facilities leaving them far below the achievement gap and increasing their dropout rates.” That was the case in the 90’s and is still the case today 25 years later. So in conclusion our perception as educators has a true impact on all students, the way we see them early on and relate to their urban can save them from prison and/ or death. It is challenging to be fully invested and truly help children if you do not trust them, as future and existing teachers we owe it to our students to think beyond the media, and our own
Mathis, Deborah. “Schools Fail at Stopping Violence.” The Cincinnati Enquirer 7 December 1999, Final ed./Warren: A3.
“Fremont High School” an essay written by Jonathan Kozol presents a high school in need of transformation and support with educational advancement. Kozol writes about the limited educational opportunities available to the students that attend this lower class institution. Kozol addresses the overcrowding of this institution and lack of consistent staffing. The purpose of Kozol 's essay is to illustrate that lack of opportunity based on social class is an active crisis in the United States educational system, whereas addressing this crisis in the essay, Kozol would hope to achieve equal opportunities available to all socioeconomic class institutions.
Imagine turning into someone unrecognizable and watching as your life rips apart, a life that you worked so hard for, because all hope is lost. You have hit the bottom of “the well of life”, and deep inside this “well of life” you understand it’s all because of students.
The superintendent and principal are stymied in their efforts to reach a compromise as Mrs. Durnitz refuses to change her position that the policy must be followed to the letter. She appealed to the teachers’ association for support when it appeared that the administration and board might not uphold her position. The local newspap...
People in improper position of authority remove trust in the public. America has the latter of these two and the consequences are felt nationally. Dr. Naison brought up Duncan, “a former basketball player who never taught a day in his life…” (Naison, 1:05) to reveal that someone, so inexperienced, is the Secretary of Education. And is making the point that people like Duncan damage the Educational System, not help it. Duncan, among other inadequate leaders, have lead the charge to “make it run like a business...” (Naison, 4:33). A business requires standardization, so all schools must be taught the same thing across the nation, no matter what surrounds the school. The idea is that to equalize the playing field, everyone can equal opportunity to succeed. But if this equalization does not work in small scale in one school, it is impractical that it will work full-scale across the country. It only hinders people but this time it is a much larger problem. To fail the standards, results in the school closing. To follow what Lynch said: “ overcrowded classrooms are making it even tougher to learn” (10 Reasons, paragraph 3). Those in the Educational administration are so delusional in this standardization, that they have ignored the vast, domino consequences that have appeared because of their lack of
The stories and resilience I’ve seen and heard remind of the importance of civic engagement and leadership. I recognize that without the support of mentors such as Mr. Bravo, I would not be writing these words today. At age 22, I have returned to the community that shaped the individual I am today. My way of giving back for the opportunities I have had in life is by serving as a resource, mentor, and tutor to the youth in my community. I work closely with 11 at risk eight grade students at Carver Middle School, a school in South Los Angeles. My purpose in serving in this community is because my students deserve a quality education that will allow them to develop the skills to be civically engaged citizens. Therefore, building brave spaces for my students is crucial to me; because, I am aware of the importance of social and emotional support of one’s personal and professional development. I want my students to know that they matter and that they are not