Chapter 7 - African American Parents

Summary

This chapter focused mainly on the African American parent. In essence, the author spoke to the parents and gave them direction in interacting with the schools. The author gave guidance on IEP meetings, meetings with parents, and home life. The author even made a list of things that would be found in the home of a family that valued education. The following is the list of objects in a home that values education:

• dictionary
• thesaurus
• calculator
• atlas
• globe
• books
• library card
• Scrabble
• Password
• checkers
• ches
• encyclopedia set
• musical instrument
• microscope
• chemistry set
• computer with Intenet access

Additionally, the chapter gave a quiz for the parents to take and share with their children. The questions were:

• Have you taught your children about God, His word, and the power of prayer?
• Do your children have goals?
• Do you provide quality time?
• Do you praise more than you criticize?
• How well do you listen to your children?
• Are you consistent?
• Do you give them high expectations?
• Do you teach your children African American history?
• Have you provided your children with a nutritional diet?
• Do you monitor homework?
• Do you select, discuss, and monitor television shows?
• Do you know your children's friends and their values?
• Could your children develop a family tree?
• Do your children receieve adequate sleep?
• Do you take your children on field trips?
• How frequently do you visit your child's school?
• Do you listen and discuss your children's music selections?
• How disciplined are your children?
• How well do your children complete chores?
• How frequently do you hug your children?
• Have you provided a safe environment for your children?

Commentary

I really feel that parents (of any race) would benefit from reading this chapter. I feel that lack of parent involvement is debilitating in schools. The parents are not involved - maybe because they do not know how or do not feel prepared to become involve. Regardless of reason, it is easy to blame the teachers for the plight that is the suffering education system. However, to place blame on the teachers is a gross exaggeration of our ability to transform a student. If a parent does not support the teacher, even the most inspirational educator will not make permanent changes in the student. I feel that parents and educators should think and act as though we are on the same team because we are. We both have the student's best interest at heart, and with cooperation, the best adults are created by a village of adults.

Chapter 6 - African American Students

Summary

• Low-income children lack money, not intelligence.
• Do not give left-brained lessons to right-brained students.
• Do not expect black male students to act like white female students.
• To achieve academic success, students must select their friends wisely.

Commentary

I feel that African American students do have dynamic situations. Many low-income students are perceived by educators are unintelligent. It is very common for a students that are not understood to be placed in special education. My graduate concentration is in English as a second language (ESL). The concept of putting a student in special education because the educator does no understand him/her is very common for the ESL student. However, upon reflection on the reading, I suppose that it is very likely that some African American students placed in special education could be there because the educators do not understand the culture and peer pressures that surrounds the student. The author talks about much of the African American society placing little emphasis on education. I have never witnessed this personally, but I do see that many students (both black and white) look up to people that do not have an education - Britney Spears, 50 Cent, Dave Chappell, Mariah Carey - and this could cause the negative peer pressures surrounding education.

Chapter 5 - Relevant Black Curriculum

Summary

• Culture is more than food, festivals, and music; it is a way of life.
• True education transmits skill, a commitment to your race, a love for learning, and an adoration for God.
• Black students see pictures of presidents and other imortant historical figures in school hallways and it negatively impacts their psyche.
• What the pupil wants to learn is as important, if not more important, than what the teacher wants to teach.
• A failing grade may indicate the degree of disconnection between students and curriculum rather than students skills.
• Facts that are understood last longer than those memorized.
• 
  
  A master teacher could integrate mathematics to African American males by using the following questions:
  1. How many teams are in the NBA?
  2. How many players are on a team?
  3. What is the total number of players in the NBA?
  4. How many teams make the playoffs?
  5. How many teams are eliminated?
  6. How many players desire to make the NBA?
  7. How many players are unsuccessful?
  8. If a players signs a contract for $10 million and his agent receives 1 percent, how much does the agent receive?
  9. If taxes are 38 percent, how much of the agent's pay does the government receive?
  10. How many minutes are in one quarter of play?
  11. How many quarters in a game?
  12. What is the total number of minutes in a game?
  13. If a player takes 21 shots and makes 14, what is his shooting percentage?

Commentary

This chapter focused on how to make curriculum relevant to the African American student in poverty-level or working-class families. My graduate work focuses on curriculum and instruction, and the concept of making curriculum relevant is a recurring theme. One textbook mentioned that some schools and administrators are still preparing students based on a Wolly Mammoth principal. The author described the differences between the curriculum that humans were taught at the time of the wolly mamoth to the curriculum of today's student.

I feel that it is so important to make curriculum relevant to the students. I use student surveys and inventories to gain insight into my students' likes/dislikes. It is important for me to try to integrate those likes. In my opinion, this serves a dual-purpose. It helps students to be connected to the curriculum, which in-turn, will allow the students to retain the information easier. Additionally, I want my students to know that I care about them. By using things that they like, I am showing them that I care enough about them to learn their likes and integrate those likes into my teaching.

Chapter 4 - Master Teachers

Summary

• The most significant characteristic of master teachers is not their race or gender but the expectations they have of their students.
• Students need teachers who will make them learn.
• If you listen and observe children, they will tell you how to teach them.

Commentary

I feel that expectations are so important. I know that I suffered from low expectations in behavior my first year teaching. I really wanted the students to have appropriate behavior; however, I rationalized inappropriate behavior and sometimes even blamed myself for the students' behavior! The author stated, "[Master teachers] understand the difficulties students have in the community at home, but refuses to victimize them further by making excuses for them." I see how clear expectations affect student performance. I completely agree with the author when she focuses on the importance of teacher expectations. Students do need teachers that will make them learn. A student can be made to learn when he/she is motivated to learn through inspiration. 

The mediocre teacher tells. 

The good teacher explains. 

The superior teacher demonstrates. 

The great teacher inspires.