Reflecting on the 12 Elements of Effective Teacher Education for Diversity

Over the course of my studies I have had the opportunity to read a plethora of material about teaching ethnically and linguistically diverse students. This week’s reading, Diverse Teaching Strategies for Diverse Learners, discusses a common pattern that has been present in the other material I have read. This common pattern is the 12 key elements for effective teaching for ethnic and language minority students. After reading the elements, and the extensive article they can be found in, I found that there was one element that resonates with me. This is element two, which states “Teachers communicate high expectations for the success of all students and a belief that all students can succeed.” Having high expectations and believing that every student can succeed has been part of my teaching philosophy since I began teaching at the Early Childhood level, almost ten years ago. I believe that this is something that truly comes from the heart.

The reading discusses what this element means, and what it can mean for students. The opening line of the discussion states, “Students learn more when they are challenged by teachers who have high expectations for them, encourage them to identify problems, involve them in collaborative activities, and accelerate their learning.” This is a powerful statement that shows the importance of believing in students. It is so much more than a good job, or a pat on the back. Teachers that believe in their students work hard to make sure that the students are going to have the experiences that are going to help them succeed. This is evident in their planning, in their instruction, and in their assessment of their students. While they are working hard, they also expect hard work from their students.

It is not only on the teachers to believe in their students. It is also on the school districts. Districts that do not have this belief often practice “tracking.” This practice places students viewed as low achieving in different classes than those viewed as high achieving. This is not fair to either student. The high achieving students feel they are treated unfair because of the increased workload and expectations. The low achieving students do not try because they are left feeling like they cannot succeed. Another disadvantage to this system is the unequal distribution of resources. The reading states “Students placed in low-track classes seldom receive the educational resources that are equivalent to students who are placed in high-track classes.” This means that we not only have lower expectations, but the materials we are giving them are subpar so they cannot succeed. This system gives up on some students before they are given a chance to succeed. It cannot then be surprising that they don’t succeed.

Believing that all students can succeed, and having high expectations for them is not something that happens automatically. This is even more true when it comes to some districts efforts to “de-track” or stop sorting students by perceived achievement levels. The reading states “Detracking goes beyond just technical or structural changes, but involves a cultural change in teachers’ beliefs, attitudes and values, changes in the curriculum, and the organization of instruction.” Unfortunately, this is easier said than done. I have spent time in classrooms where the teacher does not believe that all their students can succeed. For example, during my second semester of Math for Elementary Teachers I was working in a middle school classroom. I was helping a class of seventh graders work on solving simple algebraic equations. There was one student that I attempted to help that would not pick her head up off her desk and even try. After several attempts to encourage her, she sat up and said something along the lines of “If you are not going to leave me alone I guess I’ll try.” With support and encouragement, she was able to complete a few problems before the class ended. After all the students had left, the teacher pulled me aside to tell me that the student I was working with had no potential and would not learn the material. She suggested that I work with the other students and just let the student I was working with sit there with her head down. After I left that day I did a lot of thinking. I questioned whether I was in the right program, and if this is what I wanted to do. This was the first time I had questioned my choice to become a teacher, and I hated the feeling. Thankfully, I did not change my mind. Instead I decided that I would be the best teacher I could be, and that no student in my class would sit there with their head down if all it took was me pestering them to help them get back on track. I know that the student I worked with could succeed if given support and encouragement.

This concept seems very straight forward to me. Students will succeed if you expect them to, and if you expect failure, failure is what you will get. I do wonder, if this has been shown to help students succeed, why isn’t it a more common practice? Why are we still separating kids based on perceived achievement abilities? Why do we have different expectations for some students? A good teacher should be able to teach to a high standard for all students, so why are we still stuck in the past?

The major aha moment that I had during this reading is depressing. Reading this material made me realize that segregation is alive and well in our schools. We are no longer segregating African Americans to different schools. Instead we are segregating ethnically diverse and poverty stricken students to classrooms that do not support their learning potential. In some areas, we are segregating these students into different schools. We are telling these students that they cannot succeed, and that is not right! I have learned about the cycle of poverty, and the inability of some families to succeed. Of course they are stuck in the cycle, we are telling them that they can do no better from a young age. This has to stop. I am not becoming a teacher so that I can watch some students succeed while I write other students off.

References

Saravia-Shore, Marietta. "Diverse Teaching Strategies for Diverse Learners." Cole, Robert W. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded 2nd Edition. ASCD, 2008. Web.