Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j8TBkxG16838; Thu, 29 Sep 2005 07:46:59 -0400 (EDT) Date: Thu, 29 Sep 2005 07:46:59 -0400 (EDT) Message-Id: <FE993C63-2886-41A5-86D9-22E39E361CD1@comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: David Rosen <djrosen@comcast.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:1566] Re: race and literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.734) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Status: O Content-Length: 3732 Lines: 92 Omer, A reformer high school principal in Boston, the head of a school in a tough neighborhood with mostly poor kids, used to say to the teachers who complained about the homes the kids came from "Look, these parents send us the best kids they have." I have always liked that because it assumes parents care about their kids, which most do, acknowledges that given their choices -- or the ones they know about -- they do the best they can, and makes the point that teachers can often make a difference. Not always, and not always profound differences; but often, with high expectations, lots of love for kids, and good skills in teaching learning strategies as well as content, teachers can make a difference. There are examples of schools in many cities: New York, Chicago, Boston, among others, which have the same kinds of kids that the other schools have: those from poor families, immigrants, those with health issues and special needs, but that are able help kids do well, help the great majority of poor kids get to college. These schools are small, have top-notch principals, well-trained and committed teachers, and enough resources (usually because the top- notch principal won't settle for less than what the school needs and is savvy about how to get business, social services agencies and foundations to step up). As a society we do not lack the knowledge about how to help poor children achieve education success. We do lack the will. And just a little more will will not do. We need a huge will, a hurricane wind of determination. We need to understand that this is the bedrock of family values, of American values, and we need to lead our leaders to embrace these values. David J. Rosen djrosen@comcast.net On Sep 28, 2005, at 10:58 AM, Omer Ari wrote: > I think the issue at hand is larger than immediate remediation. The > differential and seemingly often lackadaisical attitudes of low > achieving students toward literacy is the root of the problem, and > it requires more demanding intervention. We have to break the cycle > of generational impact that perpetuates this trend among the low > achievers, like Ryan noted. These homes need to be infused with a > dogged belief for the salutary role of literacy for their future. > With the home culture not promoting such belief, I don't see how we > can achieve change for the better. > > > > \\\/// > (o o) > V > ----------------oo-------------------------oo----------------- > Omer Ari > Language and Literacy Education, MSIT, GSU > ariomer@hotmail.com (preferred) > www.esljungle.com > www.esljungle.com/regents > Regents' Students' Stop > ------------------------------------------------------------------- > l l l l > 00 00 > From: Ujwala Samant <lalumineuse@yahoo.com> > Reply-To: nifl-povracelit@nifl.gov > To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> > Subject: [NIFL-POVRACELIT:1563] Re: race and literacy > Date: Wed, 28 Sep 2005 09:21:58 -0400 (EDT) > >Dear Ryan, > > > > I'm > > > just saying that teachers shouldn't assume > > > educational > > > success based on income, and then act on it with > > > prejudice, for, then, they, too, become part of the > > > problem. << > > > >Spot on Ryan! I think instead of focusing on that > >prejudice, if we could think of what that student > >needs by way of help and attempt to provide the > >infrastructure that is missing from the home for > >his/her educational experience, that would be a useful > >exercise. > > > >Regards, > >Ujwala > > > > > > > > > > > >__________________________________ > >Yahoo! Mail - PC Magazine Editors' Choice 2005 > >http://mail.yahoo.com
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