Richard Elmore coined the phrase "unexamined wallpaper." In other words, certain ways of doing things have become such a part of the school or classroom culture that it is not questioned whether it helps to achieve important goals.
This reminds me of the story of the woman who always cut off part of the roast before putting it in the pan. Someone finally asked her why she did that. She said that she didn't know but her mother had always done it. The mother said she had only done it because her mother had. When the grandmother was asked why she did it she replied that the roast was too big for the pan she had.
An educator must continually ask himself what the ultimate goal is and if what he is doing--even if has become the way of doing things around here--helps to achieve that goal.
Showing posts with label culture. Show all posts
Showing posts with label culture. Show all posts
Wednesday, December 1, 2010
Monday, September 20, 2010
Being Hispanic Isn't Sufficient
It definitely could be advantageous for a school that serves a high percentage of Hispanic students to have a Hispanic principal who is biliterate. Being someone the students can view as a role model is one advantage. Another benefit would be that the Hispanic principal may understand issues the students are facing and know how to overcome barriers and obstacles better than someone from another culture.
Yet, just being Hispanic isn't sufficient. I have seen both extremely effective Hispanic education leaders and those who were less than effective. Plus, when I have interviewed successful Hispanics and asked them who influenced them in their academic pursuits more often than not they mentioned a teacher, a leader, and/or a mentor who was not Hispanic. It was the interest and caring that mattered more than the culture.
I have come to the conclusion that having a Hispanic principal could be a bonus but not a necessity if a school is to meet the needs of our Hispanic learners.
Yet, just being Hispanic isn't sufficient. I have seen both extremely effective Hispanic education leaders and those who were less than effective. Plus, when I have interviewed successful Hispanics and asked them who influenced them in their academic pursuits more often than not they mentioned a teacher, a leader, and/or a mentor who was not Hispanic. It was the interest and caring that mattered more than the culture.
I have come to the conclusion that having a Hispanic principal could be a bonus but not a necessity if a school is to meet the needs of our Hispanic learners.
Wednesday, September 8, 2010
ALL Children Are OUR Children
"The measure of a man's greatness should be based on well he cares for the most vulnerable populations," Mahatma Gandhi wisely counseled. One of our most vulnerable populations is our children--ALL our children. We must do whatever it takes to care for them.
"What the best and wisest parent wants for his own child, that must the community want for all of its children," John Dewey declared. This includes children of color, children from different socioeconomic levels, children who don't speak English, and children from different cultures. In other words, both in society and within the shcool walls we must eliminate the term "those kids." "Those kids" must become "our kids."
Having this attitude will hopefully change views towards the curriculum, instruction, and learning goals. Being "colorblind" to children of different colors is not only insufficient but it is counter productive. For changes in curriculum, instruction, and learning goals to be most appropriate and most effective it is critical for educators to understand and incorporate the culture of their students of color in all aspects of the classroom and school.
According to Dr. Ron Edmunds, "We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."
"What the best and wisest parent wants for his own child, that must the community want for all of its children," John Dewey declared. This includes children of color, children from different socioeconomic levels, children who don't speak English, and children from different cultures. In other words, both in society and within the shcool walls we must eliminate the term "those kids." "Those kids" must become "our kids."
Having this attitude will hopefully change views towards the curriculum, instruction, and learning goals. Being "colorblind" to children of different colors is not only insufficient but it is counter productive. For changes in curriculum, instruction, and learning goals to be most appropriate and most effective it is critical for educators to understand and incorporate the culture of their students of color in all aspects of the classroom and school.
According to Dr. Ron Edmunds, "We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."
Monday, September 6, 2010
It Will Benefit All of Us
It is to the benefit of all of us to address this challenge and opportunity to better serve our Hispanic learners. The Hispanic populaton is the fastest growing minority population in the U.S. due more to a high fertility rate than to immigration. It is also the youngest population. Therefore, the dismal academic statistics surrounding our Hispanic learners will not only have an impact on their own personal lives but to all U.S. citizens as the Hispanic population becomes a huge part of our future.
The staggering statistic that only about 1/2 of our Hispanic learners are graduating from high school and only a small percentage are going to college let alone graduating from college is of deep concern. Yet, the statistics don't look very promising way before high school when Hispanics score much lower on assessments than their Anglo peers in elementary school.
While we discuss in future postings specific things we can do it is important to keep a few things in mind. First, Hispanic learners do not come to us as "empty slates." We need to look for their assets rather than focus on deficits which too many assessments tend to do. Second, research results from one context usually don't transfer over to another. In other words, what works for Anglo native English speakers won't necessarily be the answer for Hispanic learners. Third, it is important to remember that Hispanic learners are as different from each other as any other group of students. Each student has his/her own personal culture. Yet, the more we learn about the Hispanic culture in general while learning about students' individual cultures could give us clues on how to better serve our Hispanic learners.
The staggering statistic that only about 1/2 of our Hispanic learners are graduating from high school and only a small percentage are going to college let alone graduating from college is of deep concern. Yet, the statistics don't look very promising way before high school when Hispanics score much lower on assessments than their Anglo peers in elementary school.
While we discuss in future postings specific things we can do it is important to keep a few things in mind. First, Hispanic learners do not come to us as "empty slates." We need to look for their assets rather than focus on deficits which too many assessments tend to do. Second, research results from one context usually don't transfer over to another. In other words, what works for Anglo native English speakers won't necessarily be the answer for Hispanic learners. Third, it is important to remember that Hispanic learners are as different from each other as any other group of students. Each student has his/her own personal culture. Yet, the more we learn about the Hispanic culture in general while learning about students' individual cultures could give us clues on how to better serve our Hispanic learners.
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