Chapter Seven - Courtney Mix-Binish

Throughout the book I have kind of felt that these stories were stories we heard during under grad.  Hearing about the teachers who stepped outside the box to reach their students.  Initially, I went into the classroom trying to understand my students, very similarly to the teachers who were highlighted in this book.  I came to find, that is not me.  I wanted to understand that my students are going to act differently than I do, or that I need to be sympathetic to them.  One thing I learned from the field, however, is exactly what is spoken about in the end of the book- these are unique situations of specific classrooms in urban environments- just like “Freedom Writers” (and please note, I did, in fact read that book and try to do that in my classroom…needless to say, it did not work.)   I appreciate this acknowledgement because sometimes a person can second-guess their own practices when they hear about extraordinary teachers such as these.  A teacher can feel like they should be doing something different in their classroom, even though their methods are already successful. 

I also appreciate how this book highlights teachers who are real.  Their real-life situations have been documented or all to hear and they are not afraid.  It feels, many times, that we need to monitor what we say and do in fear of losing our jobs.  The greatest thing about these teachers is they have embraced their craft and are not afraid to be judged for what they do or how they act in a situation.  Thinking specifically about Nancy, I know many teachers who would have flipped when their student said “f*cking” when referencing sex.  Nancy very calmly, yet sternly explained the inappropriateness of the comment.  She knew reprimanding the student wouldn’t do anything but cause a stir in the classroom- she knew the student could use this as a learning experience…remembering her students may not have had an opportunity to learn this outside of the classroom.

I believe that a teacher can read this book and, without reading too much into it, can learn a lot about how to handle the classroom.  I recognize a lot of the  methods used in the classroom and how they are successful in my classroom as well. 

Nancy Serrano by: Deanna Hicks

Nancy's story was one of true passion to encourage and allow children to see that where I live does not determine what my success will be as an adult. Nancy's main goal was to educate her children about life experiences and to get them to think outisde of the box. You don't have to succumb to your surrendings and challenge every thing that is set in front of you.
Nancy Serrano's story resembled my life in some ways, although I did not grow up poor, I have three sisters and one brother. The first time leaving them was when I went to DePaul for the Golden Apple program. Like Nancy all of my roommates were white from suburban America. I had to let down my barriers and actually get to know them. Nancy went back to her old neighborhood to teach and this was also my dream, I thought it would be awesome to teach in the neighborhood in which I grew up and to show children positive influences. now I work in an urban neighborhood on the south side of Chicago and although we learn the curriculum. I take moments as Nancy did to discuss the difference between proper language and language for at home. (I have first grade)
Nancy's mission as a teacher was to provide her students with 1. the ability to have an open mnd and be critical thinkers you do not have to accept things just because other people say that is how it is supposed to be. 2. She wanted her students to understand that they can do whatever they want it does not matter where you are from you have the ability to do whatever you want. She encouraged her students to challenge anything and everyone and did not back down when they challenged her. I love the open dialouge she had with her studnets and how she hangled the tough conversations. Especially being a first year teacher this is hard to overcome, knowing your boundaries with studetns, getting them to open up and trust you. I admire the role Nancy took with her children and hwo she had to reflect on her own life and road blocks for the betterment of the students.

Chapter 7: Connecting the Voices -Connie Rogers

Gregory Michie connected the efforts and voices of the five tremendous teachers we learned about throughout the book. In this own reflection, key characteristics of what made these teachers "voices for change" emerged. All of these teachers kept culture at the forefront and made it part of the curriculum. This goes well beyond Black History Month or reading stories folktales from other cultures; it involved valuing and building upon students' experiences and knowledge so that curriculum acted much like a "mirror" (188). With those powerful practice, the five teachers were able to truly connect students to their learning by seeing new ideas and enhancing previous constructs. These five teachers also consistently built strong relationships with students so that they could make learning meaningful to them. Lastly, high expectations were demanded while ensuring social justice. These teachers all knew the realities facing their students, but this didn't cause them to lower expectations; rather, it maintained or elevated high expectations while always keeping in mind ways to help these students who have struggled. Michie's reference to a quote from poet Audre Lorde illuminated the dedicated work of these teachers all must feel compelled to demonstrate so those who are struggling can benefit from opportunities education can bring, "Even the smallest victory is never to be taken for granted. Each victory must be applauded because it is so easy not to battle at all, to just accept and call that acceptance inevitable" (195). Remarkable teachers do not accept failure and the persistent achievement gap between students of contrasting socioeconomic statuses. Like the teachers we met in this book, such as Toni and Nancy, we must continue to learn about the needs of students and their communities and meet them where they are.

Chp. 5 Toni Billingsley - Meredith Adelman

I found this reflection on Toni Billingsley very familiar. It, in some ways, was like my own classroom. When I began reading and in the first paragraph it talked about her teaching style - "part introduction to the language, part aerobics workout, part improvisation workshop, and part standup comedy routine" - I knew I would be able to relate to teacher.

Toni, an African American woman, is a teacher Spanish on Chicago's west side. She does not think the kids can't learn and even though demanding, she makes it fun to learn. She states, "I think the learning experience has to be fun for both the teacher and the student,...if I'm bored, I 'll get frustrated, and I won't be teaching my best"(pg. 120). Toni does many fun and active things to help students learn; her classroom is a good example of using the multiple intelligences.
Toni, like many in the book, did not have an easy childhood. It was when she went to stay with her grandfather that she found a foundation and come to understand the importance of education. She also talked about how he lived his life was her most important lesson. The idea of modeling what we want from our students is so important and Toni learned that lesson early.

I really liked the how Michie described how Toni tried to help her students. "Trying to help her students see their own worlds with new eyes-were big parts of what Toni considered good teaching. She implicitly embraced the metaphor of curriculum as window and mirror put forward by Peggy McIntosh adn Emily Style (1999)" (pg. 124). For some reason idea of the window and mirror was an interesting image to me.

Michie goes on to observe that although Toni used a lot of action and humor in her class, they weren't grandstanding things, they were to help her students learn. He goes on to observe that she 'had other tools in her kit' (pg. 125). 

Toni had first taught at a large school, Harrison, and did not find much fullfillment in her days. The school had a 'crisis of relationships' as written about by Deborah Meier. (and as discussed in our own class - relationships are so important to a successful learning environment). Her current school, TCA, was smaller and made for more meaningful teacher-student interactions (pg. 126). She also points out that in her previous school, she had to make an appointment to see the principal, but at her current school she is able to walk in to the office at any time. She had scheduled observations at her former school, but has much more informal observations at her current school. She had been asked to rate her own performance for her previous school's evaluation. She said she was average, not wanting to brag. But then that was what her evaluation said!

The second part of the reflection looks more toward the issue of race. Many minorities in urban areas have their only experience with white people when in school. Many white teachers come in with idealized attitudes, but didn't have an understanding of the cultures from which the kids they were trying to teach came from. Toni observes that many white teachers come in with certain ideas about how to empower the students, but what they don't understand is that they must expected the teacher to earn the authority - it wasn't theirs just by virtue of being the teacher, the supposed authority figure. She says the teachers who succeed are the ones who hang in there and truly care about their students. It shows the kids that they won't be abandonded, that here is someone who stick with them. It is easier for an African American teacher to teach African American students due to empathy; it easier on the first step, but the teacher still has to prove herself to be a good teacher with each step there after.
One comment I found interesting was Toni's statement that, "Black kids need a teacher who cares, and if that teacher happens to be black, fine. But you can learn from whoever teaches you" (pg. 130). The question I had when I read this was, "do white kids need diverse teachers too?"
Toni also discusses the conflict resolution program at her school. It seems ineffective to her, but she still feels it is worth the effort. But she understands, although frustrated by it, that the job comes with no guarantees and much uncertainty.

Toni discusses her mentor teacher who was a no nonsense African American Spanish teacher. She insisted on not selling your self short and expected excellence. One of the four characteristics discussed in class - the one most often missed.

Michie goes on to observe and discuss how a meeting at Toni's school is run. It is almost a perfect model from our readings. The staff contributes, there is a reason to have the meeting, and people talk about and discuss solutions.

This reflection shows a teacher truly committed to her students and her job of teaching her students. Many of the positive aspects of instructional leadership we have been discussing are part of Toni's day to day activities: from the four characteristics of famous leaders to effective meetings to the ability to structure lessons to meet the unique needs of the students to establishing teams among peers and nurturing relationships with students and other staff.