Dreamkeepers Chapter 7 & Afterword

The similar views the “Dreamkeepers” have on abiding to the curriculum is similar to one of the teaching traits I have found in successful and experienced teachers. Throughout this year as both a new teacher at my school and new teacher of African American students, I was constantly trying to abide by all rules and follow all guidelines set out. The bottom line is, however, the administration doesn’t know your class as well as you do, no one does. Even the parents of the students don’t know your class as well as you. It makes sense that teachers should have the flexibility and responsibility to teach what your students need, and you are the only true assessor of the knowledge. I have struggled with the way my school creates and implements our curriculum from the beginning. The three first grade teachers are each expected to create an entire curriculum on their own, either math, writing or reading. I am in charge of writing and even though I have never seen any writing lessons or writing samples from the other two classrooms, I am expected to make plans for all three classroom teachers to follow. The other two first grade teachers are expected to follow my lessons plans, even though they were made with only my class in mind. I love that Margaret Rossi says “Very quietly, I do what I want.” This is sad that it is almost seen as sneaking around when teachers are trying to do what is best for their students. I should be able to slow down or speed up based on my students need. However, with my lesson plans hanging on my door, I am bound to following the lesson plans set out for me. After noticing this quiet rebellion from all the experienced teachers at my school, I started to try straying off the path. Today I stopped teaching for 20 minutes and had a conversation about respect with my students instead of teaching the required lesson. Although I ran the risk of being reprimanded, in my eyes it was worth it to have to push back a lesson plan in order to give my students something they really needed in that moment. Although I am still nervous when I notice that my reading lesson was supposed to have started already, I am staring to see that my choice to provide my students with what they need is more worth while than getting a good evaluation.

I agree that one of the best ways for anyone to learn something new is to observe and learn from a master. I have been asking my administration since the first day that they put me into my classroom a month into the school year, to be provided with opportunities to observe. I feel inspired when reading about new ideas and methods, watching them is even more effective. Especially teaching candidates need to see all types of teachers, but especially those who would be beneficial to model. When I am teaching, I am constantly thinking about what other teachers have done differently. Although we may have been taught a method, it is important to be reminded and to see it in action.

Dreamkeepers Chapters 5 & 6

It is extremely interesting to read about Ann Lewis and Julia Devereaux and the differences and similarities between them that Ladson-Billings describes. Although the vignettes reveal two opposite approaches to teaching, I agree that there seems to be a similar underlining methodology. Both teachers take their own approaches to teaching and put their heart and soul into them. They both believe in their students’ abilities to succeed and surpass even their own expectations. It seems to be less about the structure of their lessons, and more about their passion behind the lesson plan. Both Lewis and Devereaux have the same values yet express them in different ways to their classes. Observing each individually you may see opposite techniques, however, look closely and you will see the same philosophies rooted in their teaching.

In order to contradict the mainstream ideas of African Americans motivations in school, culturally relevant teachers such as Lewis and Devereaux raise their expectations instead of lowering them. These teachers don’t believe for a second that these beliefs are accurate; instead they push for the other end of the spectrum. High expectations are something that I have personally always found to help motivate students. If the students see for a second that you may let them get away with anything less than what is expected, they will see that your expectations aren’t really as high as you say they are. In my classroom I consistently tell my students to “Work Hard, Play Hard” and enforce this idea every chance I get. If my students aren’t working their hardest, they won’t get to play as hard. They get what they deserve. If they have high expectations for themselves and reach those levels, they reward themselves for their hard work. This idea will not only help them succeed in school, but is an important lesson to learn in the real world. I often refer to my own experiences of working hard and then allowing myself to play hard. If the students see that I am also expecting myself to live up to high standards, they tend to believe in the philosophy a lot more.

Dreamkeepers Chapters 3 & 4

 I actually started to laugh out loud while reading a quotation from Devereaux on page 42. She describes the condition of her desk and how it gets that way. I was just pointing out to my coworker yesterday that I am embarrassed about the corner I call my work area. When I try and describe my job to other people they have a hard time understanding that I don’t sit at my desk, I can’t check my email or phone and I barely have time to breathe. Throughout the day I feel so involved in my lessons and spend every moment I am not teaching the whole class walking around helping students. I was laughing because I say “put it on my desk” several times throughout the day. When I finally have a moment to sit at about 4:15pm I have piles to take care of before I can even reach my computer. I often feel that the job requires a lot of paperwork without being given the time to complete the paperwork. Now there is not only paperwork but electronic work as well. The number of emails that pile up throughout the day takes about an hour just to sort through and reply. I then still have phone calls to return. As Devereaux mentions, I often feel that my job working with people, often turns into working with paper.

Valentine’s explanation for why she enjoys teaching African Americans made me consider the difficulties I have been having in my classroom. Valentine believes she can relate to her students and knows how they live and learn. Although there are certainly many similarities between my students and myself, there is an apparent difference between us. I grew up in a white suburban area, attending predominately white schools. The students I teach are African Americans living in the city. I do feel separated from them sometimes, as I cannot relate to experiences or beliefs they may have. I may look at something my students say or do and think of it as a sign of needing help. I often have to take a step back and make sure that I am not just seeing a cultural difference. Although this may get easier with more experience teaching in an urban school, there is no way to completely fill the gap between my students and myself.

Dreamkeepers Chapters 1 & 2

Although I have to admit that I am hesitant to categorize all African Americans under one style of teaching or one culture, I can’t stop thinking about the statistic mentioned in the book on p. 2 “African American students make up only 17 percent of the public school population but 41 percent of the special education population.” I go back and forth on the idea that African Americans should be taught in a special way, or that teachers should be prepared before teaching them. Part of me feels like it may not be based on race, but more on the environment in which some students grow up. I think instead of classifying the type of teaching Dreamkeepers is based on as teaching African Americans, instead it should be classified as urban students. But then I argue with myself and look at the previous statistic and believe that numbers can’t lie. From my three years of teaching I have to admit that all the African American students I have taught are different from the white students. However, the black students I taught in Massachusetts were being bused in from Boston so there is no fair comparison. The one African American student in my class who was not from the city, acted and achieved just as her white classmates did. My experiences cannot argue with facts, however, I am still hesitant to completely agree that all African Americans should be taught in a different way than other races.

Thoughts on Dreamkeepers Foreword and Preface

I am very excited that this is one of the books we will be using to guide our discussions this semester in class. When I picked up the book from the bookstore I immediately recognized it. This book could not come into my life at a better time. I am recently new to teaching inner city African Americans at a charter school who’s mission statement is “To bridge the educational divide in Washington, DC by increasing the number of students from urban communities with the academic preparation and personal character to succeed in competitive high schools and colleges.” I was placed in my position without training or any preparation. A 1^st grade teacher left the school unexpectedly and I was asked to take her place. I had never taught a 1^st grade class and had been teaching suburban white students the past two years. It has been the toughest 5 months of my life and I am truly looking forward to reading this book and discussing its contents in order to implement new strategies immediately.

There were a few ideas and comments that caught my eye while reading the foreword and preface. The part about teachers having critical moments of transformation in their teaching careers really spoke to me. I am currently going through a rollercoaster of experiences where I feel every part of my teaching career has transformed. I look forward to reading about the 8 Dreamkeepers and what moments they feel helped transform their teaching lives.

One quality that was mentioned as part of the Dreamkeepers team is being a reflective teacher, always questioning what is right and what could be different. I believe this is one trait I am lucky enough to possess. Although my reflections tend to be more negative, I am always thinking about what else can be done and how could that have gone better. I also try not to dwell on the past but look towards tomorrow (this has been something I have been working on). As a reflective teacher and person, I am able to analyze myself with an open mind. I am known for accepting all feedback and being willing to try anything.

One part of the introduction that also stood out to me was the inclusion of how important it is to go beyond the state and district-required curricula. Before working at the charter school I am now, I felt I was able to teach what was appropriate for my students, even if it wasn’t in the lesson plan. Now I must submit lesson plans a week early without knowing what needs my students will have that day or what concepts they will have mastered. The idea of being flexible is nonexistent in terms of the curriculum, which to me doesn’t make sense in a 1^st grade classroom. I hope I will be able to read more about how the 8 Dreamkeepers balanced what was required with what they feel is most valuable for their class.