Teaching for Success, Teaching for Change
Contained within the human DNA is the blueprint of life. Nature has designed a process by which every individual has a potentiality that is unique — one that precedes the social designations of sex, class, culture, and ability. Ironically, as nature works to create great diversity, the urban environment has long suffered for the multiplicity of needs that have arisen in the classrooms of American cities. Urban centers can no longer be held captive by low expectations and inadequate pedagogies; the urban environment needs teachers that are willing to foster the full potential of every student. I believe that teaching is a delicate balance of addressing the needs that are common to all learners— like safe, inclusive environments — while simultaneously working to overcome the students’ uniquely socialized condition that works to undermine attainment of their full potential.
The urban environment is uniquely equipped for teaching students how to be successful in a technologically and scientifically advanced global economy: developing cultural competency, and identifying universal values. Therefore, the success of our urban students will ultimately prove to be the success of our nation. One of the best ways to prepare students for this success is to assist in the development of a well-stocked toolbox; containing the “habits of mind” (i.e. communication skills, critical-response skills, manipulation and observations skills, computation and estimation skills, and understanding the values and attitudes that shape our society as a whole) that will be critical for success as an adult. My goal as a science teacher is not to just give students a generous collection of tools but to help identify them, allow time to experiment and practice within a safe environment, and encourage students to expand their understanding of the more specialized tools that are available. Abraham Maslow emphasized the importance of a comprehensive toolbox: “If the only tool you have is a hammer, you tend to see every problem as a nail.”
Student success is closely tied to student engagement of content materials. With over ten years in the print design industry, my knowledge of design combines with my love for the natural world into creating a uniquely stocked toolbox. Other equally important tools include: a strong belief in a culturally relevant pedagogy, authentic real-world application of content concepts and skills, differentiation, high expectations for student success, proactive communication with students and their families, and the strong belief in being reflective about my teaching. In light of these, it is vital that my toolbox not only be generously stocked, but also regularly audited for excellence. By eliminating obsolete tools, mastering more specialized tools, and gaining knowledge of the tools employed by other disciplines, I will be demonstrating my belief in a lifelong engagement of academics. While this is no small feat, I feel that effective application of these methodologies increases student engagement — creating the opportunity for urban learners to explore the wealth inherent in the diversity of our community.
Another key component of effective teaching is clarity of content standards. Project 2061 has limited the scope of content coverage and challenged our schools to meet the changing needs of our world by ensuring that students graduate:
Aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understand key concepts and principles of science; familiar with the natural world and recognize both its diversity and unity; and use scientific know- ledge and scientific ways of thinking for individual and social purposes. (AAAS, 1990)
This shift in the emphasis of science content is one reason I have chosen to teach this content area. 80% of future occupations have yet to be created, and it will be vital for the future success of my students to know how to reason and learn within the culture they create. I feel that a science literate nation equates to ensuring all people can enter the national debates informed, provides adults with the tools to explore solutions to the problems they face, and works to dispel the myths and stereotypes that undermine the national good.
Schools are the proving grounds for tomorrow’s adults, a place where students can experiment with social structure, make rules, and set goals. Microcosms of the world at large, the urban teacher is in a unique position. Nelson Mandela alludes to the importance the educator plays: “Education is the most powerful weapon which you can use to change the world.” Schools are truly the epicenter of change, and therefore, my responsibility as a teacher is to ensure that every student has the opportunity to attain their highest potential — preparing the student for success as an adult, the success of our community, and our changing world.
The urban environment is uniquely equipped for teaching students how to be successful in a technologically and scientifically advanced global economy: developing cultural competency, and identifying universal values. Therefore, the success of our urban students will ultimately prove to be the success of our nation. One of the best ways to prepare students for this success is to assist in the development of a well-stocked toolbox; containing the “habits of mind” (i.e. communication skills, critical-response skills, manipulation and observations skills, computation and estimation skills, and understanding the values and attitudes that shape our society as a whole) that will be critical for success as an adult. My goal as a science teacher is not to just give students a generous collection of tools but to help identify them, allow time to experiment and practice within a safe environment, and encourage students to expand their understanding of the more specialized tools that are available. Abraham Maslow emphasized the importance of a comprehensive toolbox: “If the only tool you have is a hammer, you tend to see every problem as a nail.”
Student success is closely tied to student engagement of content materials. With over ten years in the print design industry, my knowledge of design combines with my love for the natural world into creating a uniquely stocked toolbox. Other equally important tools include: a strong belief in a culturally relevant pedagogy, authentic real-world application of content concepts and skills, differentiation, high expectations for student success, proactive communication with students and their families, and the strong belief in being reflective about my teaching. In light of these, it is vital that my toolbox not only be generously stocked, but also regularly audited for excellence. By eliminating obsolete tools, mastering more specialized tools, and gaining knowledge of the tools employed by other disciplines, I will be demonstrating my belief in a lifelong engagement of academics. While this is no small feat, I feel that effective application of these methodologies increases student engagement — creating the opportunity for urban learners to explore the wealth inherent in the diversity of our community.
Another key component of effective teaching is clarity of content standards. Project 2061 has limited the scope of content coverage and challenged our schools to meet the changing needs of our world by ensuring that students graduate:
Aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understand key concepts and principles of science; familiar with the natural world and recognize both its diversity and unity; and use scientific know- ledge and scientific ways of thinking for individual and social purposes. (AAAS, 1990)
This shift in the emphasis of science content is one reason I have chosen to teach this content area. 80% of future occupations have yet to be created, and it will be vital for the future success of my students to know how to reason and learn within the culture they create. I feel that a science literate nation equates to ensuring all people can enter the national debates informed, provides adults with the tools to explore solutions to the problems they face, and works to dispel the myths and stereotypes that undermine the national good.
Schools are the proving grounds for tomorrow’s adults, a place where students can experiment with social structure, make rules, and set goals. Microcosms of the world at large, the urban teacher is in a unique position. Nelson Mandela alludes to the importance the educator plays: “Education is the most powerful weapon which you can use to change the world.” Schools are truly the epicenter of change, and therefore, my responsibility as a teacher is to ensure that every student has the opportunity to attain their highest potential — preparing the student for success as an adult, the success of our community, and our changing world.