Teaching What it Takes

Community Background/History and Its Impact on Your Classroom
Central High School, 5PM-8PM

So this was an introductory class - one of four classes to take place this month to educate teachers on what it takes to be an educator in Newark. This class was (for the most part) a discussion of the history of public education in Newark, and a few things were ingrained in us last night. One: that education is the key to something better. Two: that climate and culture are different, but work together to create a positive or negative outlook for a person, group, or school. Three: that the history of Newark (and, in turn, its public education) is loaded with conflicts between races, classes, and politics. Four: BE DARING - it is important to give students an understanding of themselves on a macro level, not just micro. Although there were times where I felt that I wanted the class to move forward more, I had to remind myself that this is the first of many classes, and the instructor is giving us a base in which to work off of.

In the history of Newark (and other developing urban areas), school was seen as the "ticket out" - children were told by their parents to stay in school. Parents wanted a better life for their kids than they had - nothing really has changed since (besides the types of jobs available, amount of education one needs, etc. but the ideal still stays the same). School gives you a future to be guided toward.

In the beginning of the lecture, we worked together through conversation to define what culture was. It is a medley of different things, but a few that stand out that I think everyone universally agreed upon was that culture was a system of beliefs and traditions that individuals and families could identify with. One person also added that culture involved language. We then talked about school culture and how it changes from school to school - one person noted that it was "impossible to have similar school cultures, even in the same district." Schools have a set of standards and values, and although some may be similar, different school cultures are bridged by expectations. That is where the conversation shifted to define the difference between climate and culture - climate (as Sarah so eloquently put it) is the initial feeling someone from the outside (not connected to the school) gets when they walk into the school. The outsiders are not familiar with the culture - that is organizational. Culture is what defines the school, the individuals and groups a part of that school, the beliefs and values of teachers and people at the school, etc. Climate is what is allowed - actions, behaviors, etc.

As an ever-changing "melting pot," Newark's "in crowd" evolved with whoever (race/culture) was the majority. Whoever had the economic strength also had the political strength, and in turn, controlled the public schools. The 1970s started the "age of black power" where Newark became the first majority black, or "chocolate," city. People from all over the south, who were being oppressed, took the bus and migrated to Newark - this city had a history (during that time) of being extremely friendly and full of music.

During this time (and into now), there was a huge polarization and conflict within schools - 1971 marked the longest Newark Teachers Union strike in the history of Newark. Even now, this issue hasn't been resolved - politicians and other individuals don't trust the union or parents, and the students are the ones caught in between this conflict and getting hurt the most. In the 1970's, PUBS (People United for Better Schools) was created to help parents, administratos, teachers, and politicians work together to create more advanced and equal-learning schools for students. However, that group fell apart after the unions struck, and the parent community gave up/went away. The mayor appointed his friends on the school board, and it didn't seem that there was a unified agreement on anything regarding the education of children. 1983 marked the first elected school board, but the board didn't become fully elected until 1986 (there were 3 newly voted officials replaced by the "friends" each year).

This also marked the increase of housing removal, and drug culture. The inequality of the drug classes just promoted more financial inequality - the rich people (or the "elite") bough coccaine, and if you were caught with an ounce of coccaine in the 1980's, it was a minimal fine and jail sentence. However, if you were caught with crack (a lower-class drug), it was a heavier fine and jail sentence.

Toward the end of the lecture, the conversation moved to students of today, and what influences them. We talked about the students, how we establish culture in our class, and how we make sure that they take responsibility for themselves. One teacher motivates students with an attitude that says, "They know that I care, but you can't walk all over me."  A lot of teachers expressed their concern and frustration when students feel entitled to certain things, like breakfasts that teachers pay for, etc. This reminded me of Maryellen's comment from class - our generation hasn't really been exposed or had to work for equality like former generations, so we don't feel like we need to work for it - it is just how it always has been.

This was a great lecture to get the classes and our brains started on the right track, but I think I need to try and find the time to go to another one, because I think this class will spark even more rich conversations in future classes.