As many of you know, I am a teacher.
I work at a public middle school in the low-income southern
Delaware town of
Seaford.
Though my first year was difficult, I’m looking forward to going back and starting fresh, more aware of the unique challenges such a community presents.
I could spend this post ripping No Child Left Behind because of its under-funded mandates on the states and the DSTP for its many flaws, but I think that these programs have done some good in that they have brought the conversation about the state of education in America out of college classrooms and the closed doors of the Department of Education and into the public forum. Indeed, each candidate in the 2008 election, both statewide and nationally, will have to provide some stance on their beliefs about the public education system. Ironically, many will do this without consulting educators who have worked within the system, instead relying on “expert” studies by professors who have been trapped in the world of academia for decades.
As an educator, I can only hope that some candidate will embrace this issue as their own, recognizing that we have some serious work to do. While many continue to focus on “the gap,” meaning the scoring gap between whites and African-Americans on standardized tests, it has been my experience that the true gap is between rich and poor. Just as the racial gap prevented social mobility a generation ago, poverty continues to limit the American dream for too many in a wealthy society like ours.
Unfortunately, remaking education for the lower classes in America will involve a major paradigm shift in society as a whole. Poverty is a self-feeding cycle, living off of hopelessness and poor adult modeling that influences young children profoundly. The only answer lies in good, free, public education for these children. Teachers of these groups assume the responsibility not only of subject educator but mentor and adult model for better behavior and improvement. This additional challenge brings no additional pay. Indeed, under the current system of school assessment, teachers in these schools are frequently punished not only with less pay but with association to the lower test scores that are often the result of the other challenges faced by this less fortunate group of students. It is hard to focus on a three hour math test when you slept on the floor of a cold house the night before after babysitting three younger siblings until they went to bed next to you on that same cold, hard floor.
For our system to change and our society to improve, we must “think anew and act anew.” We must stop accepting everything the “experts” tell us and start listening to the true experts; the teachers who work hard everyday. We must move beyond those horrid words, “Those who can, do. Those who can’t, teach,” and instead embrace the words of Theodore Roosevelt, powerful words that ring true through generations and across topics:
"It is not the critic who counts, not the one who points out how the strong man stumbled or how the doer of deeds might have done better. The credit belongs to the man who is actually in the arena, whose face is marred with sweat and dust and blood; who strives valiantly; who errs and comes short again and again; who knows the great enthusiasms, the great devotions, and spends himself in a worthy cause; who, if he wins, knows the triumph of high achievement; and who, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who know neither victory or defeat."
I’m proud of what I do, and I look forward to going back. That said, I also look forward to working for change and improvement. We cannot embrace the “soft bigotry of low expectations,” but instead must work to create hope and reform society from the bottom up. I don’t consider that a liberal notion, but an American belief deeply rooted in the history of our great society.