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.