Originally, I had planned this post to be a positive one. A sort of reflection on my first four weeks of teaching in Chicago. I regret to inform the potential readers that this entry is tinged with sorrow for the loss of a CPS pupil. This boy was beaten to death outside of a South Side high school - the story has been all over recent news.
The news was brought to my attention on Monday afternoon during my prep period. A three-sentence memo, the bluntness of which hit me like a punch in the stomach, gave me the gist of the situation. A boy was beaten to death during a gang fight and it was altogether likely that some of my students knew him. I quickly searched for the incident on Google and was shocked to find that there had been an amateur video taken at the melee. A video that chronicled the hectic final minutes of a life not yet begun. Against my better judgment, I watched the video and was absolutely aghast. Gang violence erupted suddenly and with brute force. I swear it could have been a seen from a Scorcese movie. But this was too real (if there is such a designation). Because I recognized the area and the school, I could not help but be personally drawn into the incident.
I do not teach at this particular school, nor have I met the fallen student, and yet I was unable to reconcile this loss in my mind. It is difficult to explain, but for the rest of the day, the only thing that I could think of was that this could have been my students. Working with "high-risk" youth (even though they do not describe their own lives with these sociological qualifiers) requires you to break down the boundaries that you might have drawn in any other profession. But, in doing this, the bonds that you create with your students are similar to those that you might create with your own children. You leave yourself vulnerable when incidents like those of the past few days actually occur.
When many people see these stories on the news, the reality of the situation does not quite resonate. But when your job is to guide the children who serve as fodder for these news stories, the reality is inescapable (and indescribable). Now...I may have issues with one or two students on different days, but if anything like this ever happened to any one of them, I would not be able to fathom my own response. I never want to see my students as possible gang members or as being prey to that influence, but that thought is always hanging in the back of my head like a cobweb.
I guess the point is this. The world will never get to know Derrion and that is a damn shame. No questions about that. But, can we use this as a moral imperative? Can we finally stand up and fight for the safety of our children? Can we finally admit that, maybe our social policies are not sufficient to provide adequate safety for our children? Maybe the question is not "can we" but "will we".
In summary, this is my note for Derrion. A note that is brimming with the deepest of sadness for immense loss of a family as well as the state of affairs in education today. Let us not continue to make the mistake of thinking that this sort of gang violence is simply the result of petulant youth. Let us finally begin to make amends for the years of social oppression that feed this sort of nonsense. Let us EDUCATE our children, if only for the education that Derrion will no longer have.
Tuesday, September 29, 2009
Wednesday, August 5, 2009
A Long Summer
It was my intention to keep a written account of all of the goings-ons in my student teaching experience this summer. I realize now that that idea was a tad naive, considering that I barely got any sleep. SO, in order to get things up to speed, I will recount the events of the summer and lay the groundwork for the upcoming weeks.
Teach for America - Chicago Institute '09: "Be the Change"
Background information: The TFA Summer Institute is a 5 week intensive training period for Teach for America corps members (aka CMs). During the course of this program, CMs are required to co-teach in summer school classes across the city as well as take courses during the day in curriculum planning, secondary literacy, and diversity competency.
When I checked into the TFA Institute in June, I learned that I was assigned to teach at Harlan Community Academy High School at 95th and Michigan. Luckily, I had already been to the school previously for an interview and was familiar with the area. The school has a great atmosphere and really offers students an abundance of resources. My personal favorite is the "Grub Club" that teachers students about growing their own food organically so as to limit their carbon footprint. **More details on this later**
However, I was startled to see that I, a resident biologist, would be teaching high school English with the Freshman Connection program (a city-wide effort to prepare recently-graduated 8th graders for high school level courses). It was an interesting challenge for me, since I have not taken a hardcore English class since my freshman year in college. I tried to keep it positive - to pretend that I was not a fish out of water...then came the first day of class...
After one week of strictly classroom-based training, i.e. learning how to write lesson plans and get kids engaged, my collaborative of co-teachers and I were in front of a group of students. I was equipped with a detailed lesson plan about drawing conclusions, complete with what were described as 9th-grade level readings. What I came to find was that all of these papers I came in with might as well have been kindling to a fire. I made the fundamental mistake of not knowing my audience, and it showed. Many of my students were not reading at 8-9th grade reading level, but rather at a 4-5th grade reading level. And, because many of them felt as though there was no way that they were going to get the material, a lot of them basically shut down. This was my first day and already my students were starting to give up. At the end of my 45 minute lesson, I was so disappointed in myself that I could barely keep from crying the rest of the day. We have all dealt with failure before, but the scene changes when that failure affects more than just yourself.
I went home that first night to ponder my shortcomings and think about where exactly I went wrong. My answer: I had not gotten the point about the achievement gap in America. I had adequately convinced myself and my peers that I understood the real situations that students in underserved areas face with respect to education, but I had never let the reality penetrate my consciousness.
One of the best aspects of the summer was that I was able to get to know my students very well.
Now, I am not going to pretend that the skies opened up and, in that instant, the lives of all of my students changed. That is NOT what happened. However, what both my students and I were able to take away from the experience were some helpful ways of approaching learning and teaching. The result of this arduous 5 weeks may not have been life-changing for my students (although I would hope that they came away with knowledge that they will apply in high school), but it was certainly life-changing for me. It was just the experience that I needed to fortify my resolve for the coming year.
Teach for America - Chicago Institute '09: "Be the Change"
Background information: The TFA Summer Institute is a 5 week intensive training period for Teach for America corps members (aka CMs). During the course of this program, CMs are required to co-teach in summer school classes across the city as well as take courses during the day in curriculum planning, secondary literacy, and diversity competency.
When I checked into the TFA Institute in June, I learned that I was assigned to teach at Harlan Community Academy High School at 95th and Michigan. Luckily, I had already been to the school previously for an interview and was familiar with the area. The school has a great atmosphere and really offers students an abundance of resources. My personal favorite is the "Grub Club" that teachers students about growing their own food organically so as to limit their carbon footprint. **More details on this later**
However, I was startled to see that I, a resident biologist, would be teaching high school English with the Freshman Connection program (a city-wide effort to prepare recently-graduated 8th graders for high school level courses). It was an interesting challenge for me, since I have not taken a hardcore English class since my freshman year in college. I tried to keep it positive - to pretend that I was not a fish out of water...then came the first day of class...
After one week of strictly classroom-based training, i.e. learning how to write lesson plans and get kids engaged, my collaborative of co-teachers and I were in front of a group of students. I was equipped with a detailed lesson plan about drawing conclusions, complete with what were described as 9th-grade level readings. What I came to find was that all of these papers I came in with might as well have been kindling to a fire. I made the fundamental mistake of not knowing my audience, and it showed. Many of my students were not reading at 8-9th grade reading level, but rather at a 4-5th grade reading level. And, because many of them felt as though there was no way that they were going to get the material, a lot of them basically shut down. This was my first day and already my students were starting to give up. At the end of my 45 minute lesson, I was so disappointed in myself that I could barely keep from crying the rest of the day. We have all dealt with failure before, but the scene changes when that failure affects more than just yourself.
I went home that first night to ponder my shortcomings and think about where exactly I went wrong. My answer: I had not gotten the point about the achievement gap in America. I had adequately convinced myself and my peers that I understood the real situations that students in underserved areas face with respect to education, but I had never let the reality penetrate my consciousness.
Facts:I had gone in with this knowledge, but I also had my own schema of what education looked like in practice. All I knew was how I was educated, I didn't know what the achievement gap meant to my students and how I would have to tailor my teaching to address the realities. My initial answer was to go to the data and see where my kids were at before I went through like a bull in a china shop. The next day that I went in to teach, I was prepared with information that would actually benefit my students. I cut the readings down and established what exactly I wanted them to take away from the class in the end.
By the time they are in 4th grade, students in low-income areas are an average of 3 grade levels behind their peers in high-income areas. (US Department of Education)
States use reading statistics to determine how many prisons should be built. (Cushman, Democracy and Equality: CES's Tenth Common Principle)
One of the best aspects of the summer was that I was able to get to know my students very well.
Now, I am not going to pretend that the skies opened up and, in that instant, the lives of all of my students changed. That is NOT what happened. However, what both my students and I were able to take away from the experience were some helpful ways of approaching learning and teaching. The result of this arduous 5 weeks may not have been life-changing for my students (although I would hope that they came away with knowledge that they will apply in high school), but it was certainly life-changing for me. It was just the experience that I needed to fortify my resolve for the coming year.
Tuesday, May 5, 2009
Interviews and School Visits
The past three weeks have really be eye-opening for me. I mean, I realized that the situation was bad, but never before have I been so aware of the issues facing education today. But also, I have never been so inspired by those who are working towards change.
I have been around to some of the roughest neighborhoods in Chicago, but instead of being overwhelmed by the task ahead - I am more resolved than ever. Just last week, I interviewed at a school in one of Chicago's most economically-depressed neighborhoods, Englewood. I did my reading beforehand, so that I knew what I was stepping into - it was a little nerve-wrecking. Crime rates have soared in the last 10 years and even my current co-workers eyed me with reticence when I told them where I was going. I was borderline mortified when I found out that there was a hotel located 3 blocks from the school where America's first publicized serial killer resided (Dr. H. H. Holmes) - but that was 120 years ago, so I regained my rationality.
Okay, so it was not the best introduction to the neighborhood. However, when I actually got to the school, I was absolutely flabberghasted by what I saw. The giant building towered in a sea of broken-down bungalos - if it were placed anywhere else in this country you would have expected to see it at an ivy league campus. Simply stated, the school was beautiful, but its juxtaposition with the surrounding neighborhood made it seem surreal.
Entering the humongous building only reinforced the image of the school's beauty. The science resources, all underwritten by a major pharmaceutical company (which, despite my gratitude for their donation, made me a little uncomfortable) - there was a green house, a biotechnology lab and an abundance of supplies, which I was not expecting. It was very exciting to see how different schools are approaching the issue of funding.
It was also surprising to see how welcoming everyone was. Kids would just walk up to me, introduce themselves to me, and shake my hand politely. This was rather strange for me because kids in my high school wouldn't even say hi to a visitor let alone be so polite as to shake their hands. A different world - certainly.
Bottom line: there is a pervasive stigma in under-served schools that brings to mind screen shots from "Dangerous Minds". But once you go to these schools and recognize the strides that have been made in their improvement, you gain a resounding appreciation for the teachers, principals, and staff that have broken their backs in these efforts. As we make strides in the future toward the betterment of education, I hope to see these stigma shattered. It would be great if people stopped berating the work and start constructively contributing to the educational renaissance that is taking place in this country at the present.
Education must no longer be seen as a universalist effort. One size DOES NOT fit all. In my limited experience I have seen how dangerous that mindset is to urban education. Having, myself, been educated in the suburban system and, proximately, having entered into the wide world of urban ed, I can see very clearly the disparities that exist in how student expectations are handled (lots more on this particular subject later). All I can say at this point is that we simply don't know the right answers - if we did, these problems would have been solved long ago - but what we do know is that, as long as we have individuals who are willing to dedicate their time to fighting educational inequality, then we will see the proliferation of more of these amazing schools described above.
I have been around to some of the roughest neighborhoods in Chicago, but instead of being overwhelmed by the task ahead - I am more resolved than ever. Just last week, I interviewed at a school in one of Chicago's most economically-depressed neighborhoods, Englewood. I did my reading beforehand, so that I knew what I was stepping into - it was a little nerve-wrecking. Crime rates have soared in the last 10 years and even my current co-workers eyed me with reticence when I told them where I was going. I was borderline mortified when I found out that there was a hotel located 3 blocks from the school where America's first publicized serial killer resided (Dr. H. H. Holmes) - but that was 120 years ago, so I regained my rationality.
Okay, so it was not the best introduction to the neighborhood. However, when I actually got to the school, I was absolutely flabberghasted by what I saw. The giant building towered in a sea of broken-down bungalos - if it were placed anywhere else in this country you would have expected to see it at an ivy league campus. Simply stated, the school was beautiful, but its juxtaposition with the surrounding neighborhood made it seem surreal.
Entering the humongous building only reinforced the image of the school's beauty. The science resources, all underwritten by a major pharmaceutical company (which, despite my gratitude for their donation, made me a little uncomfortable) - there was a green house, a biotechnology lab and an abundance of supplies, which I was not expecting. It was very exciting to see how different schools are approaching the issue of funding.
It was also surprising to see how welcoming everyone was. Kids would just walk up to me, introduce themselves to me, and shake my hand politely. This was rather strange for me because kids in my high school wouldn't even say hi to a visitor let alone be so polite as to shake their hands. A different world - certainly.
Bottom line: there is a pervasive stigma in under-served schools that brings to mind screen shots from "Dangerous Minds". But once you go to these schools and recognize the strides that have been made in their improvement, you gain a resounding appreciation for the teachers, principals, and staff that have broken their backs in these efforts. As we make strides in the future toward the betterment of education, I hope to see these stigma shattered. It would be great if people stopped berating the work and start constructively contributing to the educational renaissance that is taking place in this country at the present.
Education must no longer be seen as a universalist effort. One size DOES NOT fit all. In my limited experience I have seen how dangerous that mindset is to urban education. Having, myself, been educated in the suburban system and, proximately, having entered into the wide world of urban ed, I can see very clearly the disparities that exist in how student expectations are handled (lots more on this particular subject later). All I can say at this point is that we simply don't know the right answers - if we did, these problems would have been solved long ago - but what we do know is that, as long as we have individuals who are willing to dedicate their time to fighting educational inequality, then we will see the proliferation of more of these amazing schools described above.
Monday, April 6, 2009
Paving the Way for the Future
The newest exciting detail of my journey is that I have been granted a two-year deferral for medical school matriculation at Rush - an option that is not as well broadcasted as it should be.
So here is the story: if you are interested in a particular professional school and have filed all of the necessary paperwork for you matriculation, BUT are still interested in completing the TFA program, most schools will, with a little coaxing, hold your spot for the time that you are away. In my case - and this was something that worried me greatly - all it took was a sincere letter stating what I would do with the time away from medical school and, more importantly, how it is going to benefit the school when you come back. What kinds of things are you going to bring to the table at the point of your return?
If you ask yourself this question very honestly, I think that you will find that programs such as TFA can be more than just a lovely addendum to any resume. You will be showing professional school admissions committees that you are dedicated to the fight against inequality.
This news speaks to the public's ability to realize the nature of educational disparities in America and respect the fact that we, as young people, can do something about it. It also dispels the notion that there is only one course to a professional career. No longer are we forced to accept the idea that the course of education will follow the following path: high school --> undergrad --> professional school --> career. This is a fallacy that is starting to regress very subtley. Knowing this, I encourage all of you fervent advocates of equality to consider donating your time and energy to these up-and-coming social justice programs. The point is this: Taking a few years away from the pre-professional grind does not mean iminent danger for your chosen career path. There are many roads to success - the variability exists only in your definition of success.
**This is, of course, not to say that those who chose to forgoe such opportunities are not taking part in the movement. It is critical to remember that everyone has their own way of addressing social issues and encouraging change. My role in this is to ensure that those who are considering the untraditional road will have a support network in their journey.
Things will start to heat up in the next few weeks - lots of interviews, paperwork, training sessions, lesson plans, pre-institute work, etc. I will be writing and I would like to encourage anyone who has questions or experiences that they would like to share to post comments and begin a dialogue. In my opinion, the best way to address social injustice is to discuss the social underliers. The goal of this blog is not necessarily as a recruiting tool, but a catalyst for an open, honest, respectful discourse.
So here is the story: if you are interested in a particular professional school and have filed all of the necessary paperwork for you matriculation, BUT are still interested in completing the TFA program, most schools will, with a little coaxing, hold your spot for the time that you are away. In my case - and this was something that worried me greatly - all it took was a sincere letter stating what I would do with the time away from medical school and, more importantly, how it is going to benefit the school when you come back. What kinds of things are you going to bring to the table at the point of your return?
If you ask yourself this question very honestly, I think that you will find that programs such as TFA can be more than just a lovely addendum to any resume. You will be showing professional school admissions committees that you are dedicated to the fight against inequality.
This news speaks to the public's ability to realize the nature of educational disparities in America and respect the fact that we, as young people, can do something about it. It also dispels the notion that there is only one course to a professional career. No longer are we forced to accept the idea that the course of education will follow the following path: high school --> undergrad --> professional school --> career. This is a fallacy that is starting to regress very subtley. Knowing this, I encourage all of you fervent advocates of equality to consider donating your time and energy to these up-and-coming social justice programs. The point is this: Taking a few years away from the pre-professional grind does not mean iminent danger for your chosen career path. There are many roads to success - the variability exists only in your definition of success.
**This is, of course, not to say that those who chose to forgoe such opportunities are not taking part in the movement. It is critical to remember that everyone has their own way of addressing social issues and encouraging change. My role in this is to ensure that those who are considering the untraditional road will have a support network in their journey.
Things will start to heat up in the next few weeks - lots of interviews, paperwork, training sessions, lesson plans, pre-institute work, etc. I will be writing and I would like to encourage anyone who has questions or experiences that they would like to share to post comments and begin a dialogue. In my opinion, the best way to address social injustice is to discuss the social underliers. The goal of this blog is not necessarily as a recruiting tool, but a catalyst for an open, honest, respectful discourse.
Friday, March 27, 2009
More Placement Information - Crunch Time!
Okay, I use the phrase "crunch time" very loosely because, technically, the entire two year period will be crunch time. I anticipate a very busy and trying experience - I think that's what excites me the most about the program!!!
Anyway, down to business...
I received my regional placement materials yesterday and this April is shaping up to be an interesting month. I have interviews with CPS principals and have to study my butt off for the certification exams in May and June. I could not be more excited for the interviews! It'll be really good for me to get the lay of the land and figure out housing issues and transportation for next year.
But, it must be said, that the TFA crew has been so uber helpful in making the transition from dedicated pre-med to high school teacher (I should say wannabe at this point because I'm not quite there yet). Seriously, we have good lines of communication, so I am very rarely overwhelmed with new material. In the grand scheme of things, I suppose the amount of paperwork is not too bad...tb tests...fingerprints...confidentiality agreements...the usual.
I have to say, though, every day, I am becoming more and more eager to get in the classroom and start teaching. It is just such an exciting prospect, especially for such an avid science nerd as myself, to be able to share that interest with students.
Stay tuned. I should be posting a new entry in the next week as I get more information.
Anyway, down to business...
I received my regional placement materials yesterday and this April is shaping up to be an interesting month. I have interviews with CPS principals and have to study my butt off for the certification exams in May and June. I could not be more excited for the interviews! It'll be really good for me to get the lay of the land and figure out housing issues and transportation for next year.
But, it must be said, that the TFA crew has been so uber helpful in making the transition from dedicated pre-med to high school teacher (I should say wannabe at this point because I'm not quite there yet). Seriously, we have good lines of communication, so I am very rarely overwhelmed with new material. In the grand scheme of things, I suppose the amount of paperwork is not too bad...tb tests...fingerprints...confidentiality agreements...the usual.
I have to say, though, every day, I am becoming more and more eager to get in the classroom and start teaching. It is just such an exciting prospect, especially for such an avid science nerd as myself, to be able to share that interest with students.
Stay tuned. I should be posting a new entry in the next week as I get more information.
Monday, March 23, 2009
The Decision - How to explain to your loved ones that you are not, in fact, crazy
For the most part, I have been on a bullet train into medicine since...well...since before I could remember having any objections to this beaten path. My family expected that the next logical step in the progression would be medical school - because, after all, "you want to be a doctor, don't you?" When I broke the news that I was strongly considering this program, all hell broke loose.
Aside: I want to be clear. My ultimate goal is to go into medicine - it is my dream to work with programs in global health such as Doctors Without Borders. In a way, I believe that I will be teaching, in one capacity or another, for the rest of my life.
This situation is not unique to my experience, though. Many students who entertain the idea of teaching in under served schools before pursuing other career goals are shot down at the behest of family. It is for this reason that I have composed a list of logical arguments for all to use when convincing their family and friends that they are not crazy for following this path.
Talking points:
1) Timeline: It's only a two year mandatory commitment. This is extremely important!!! If you entered college at 18, you are 22 years old (or there abouts) when considering this program. In two years, you will only be 24 years old - not exactly collecting social security (not like our generation will have a crack at that anyway) and certainly not past the age where going back to graduate/professional school becomes unfeasible.
2) Support: TFA has been around for 20 years and, even in this economic downturn, are expanding their regional representation to New Orleans (and rural Louisiana), Mississippi, and are even running an International Pilot Program. Ergo - they know what they are doing. They know who they are catering to. And they know how to support their volunteer teachers. These are the reasons that they have done so well since their inception and will continue to do well with the help of willing and able teachers.
3) Building communication skills and becoming independent: If you think about it, this program gives you a prime opportunity to learn how to communicate and lead effectively - attributes that are important in just about any career. More importantly, however, is the idea of becoming independent.
As college students, we have lived in a bubble for the last four years. There is no way for us to anticipate just how scary the wide world is unless, of course, we just jump into the deep end and learn how to swim along the way. What I look forward to most about this program is the chance to get my feet on the ground financially, emotionally, and intellectually, before pursuing medical school in the future. As a teacher, especially in areas where dedicated teachers are a hot commodity, you will be forced to think on your feet all of the time, to react swiftly and effectively, and you will do this all without the assistance/safety net that you had in college. You will be in the real world and, to quote Dan Akroyd, "they expect results!" This opportunity is replete with life skills to be learned and educational mountains to be climbed. The opportunity cost of ignoring programs such as this might not be evident to you until later in life, but will the sacrifice (in this case, choosing to pursue a career directly out of college) have been worth it in the long run? Will you ever get a chance like this in the future?
4) Leveling the playing field: For those of you who grew up in a suburb or went to a private school, you can attest to this (despite initial ambivalence towards the idea): your elementary and secondary education was great. You learned enough to make you eligible for college and you were prepared enough to succeed to the point of graduating college. Stop me if I am wrong here, but doesn't everyone deserve that sort of chance? Is it morally right that a child's educational attainment will be determined by the zip code in which they live?
I hope that you are as outraged as I am by the idea. But the point is that we have a real shot at helping people here! We are in a unique position as the young, active Americans who believe in equality and, yet, are acutely aware of the pains that it will take to achieve this equality. I daresay that, if you recognize that there is an educational gap in America and do nothing to help fix it, then you have become part of the problem. This is not to say that TFA is the only way to help out in the fight, but rather, to point out that action of any sort is necessary and none are without accountability.
In the future, I will be posting more of these talking points, especially as I become inculcated in the program and in education in general. I encourage all to reflect on their own motivations for wanting to join programs such as these and talk very candidly with family and friends about your ideas for the future.
My advice is this: there is no one right path to follow, but it is important to do good, not only for yourself, but for humanity. This world has fallen to pieces and it is all of our responsibilities to put it back together.
Aside: I want to be clear. My ultimate goal is to go into medicine - it is my dream to work with programs in global health such as Doctors Without Borders. In a way, I believe that I will be teaching, in one capacity or another, for the rest of my life.
This situation is not unique to my experience, though. Many students who entertain the idea of teaching in under served schools before pursuing other career goals are shot down at the behest of family. It is for this reason that I have composed a list of logical arguments for all to use when convincing their family and friends that they are not crazy for following this path.
Talking points:
1) Timeline: It's only a two year mandatory commitment. This is extremely important!!! If you entered college at 18, you are 22 years old (or there abouts) when considering this program. In two years, you will only be 24 years old - not exactly collecting social security (not like our generation will have a crack at that anyway) and certainly not past the age where going back to graduate/professional school becomes unfeasible.
2) Support: TFA has been around for 20 years and, even in this economic downturn, are expanding their regional representation to New Orleans (and rural Louisiana), Mississippi, and are even running an International Pilot Program. Ergo - they know what they are doing. They know who they are catering to. And they know how to support their volunteer teachers. These are the reasons that they have done so well since their inception and will continue to do well with the help of willing and able teachers.
3) Building communication skills and becoming independent: If you think about it, this program gives you a prime opportunity to learn how to communicate and lead effectively - attributes that are important in just about any career. More importantly, however, is the idea of becoming independent.
As college students, we have lived in a bubble for the last four years. There is no way for us to anticipate just how scary the wide world is unless, of course, we just jump into the deep end and learn how to swim along the way. What I look forward to most about this program is the chance to get my feet on the ground financially, emotionally, and intellectually, before pursuing medical school in the future. As a teacher, especially in areas where dedicated teachers are a hot commodity, you will be forced to think on your feet all of the time, to react swiftly and effectively, and you will do this all without the assistance/safety net that you had in college. You will be in the real world and, to quote Dan Akroyd, "they expect results!" This opportunity is replete with life skills to be learned and educational mountains to be climbed. The opportunity cost of ignoring programs such as this might not be evident to you until later in life, but will the sacrifice (in this case, choosing to pursue a career directly out of college) have been worth it in the long run? Will you ever get a chance like this in the future?
4) Leveling the playing field: For those of you who grew up in a suburb or went to a private school, you can attest to this (despite initial ambivalence towards the idea): your elementary and secondary education was great. You learned enough to make you eligible for college and you were prepared enough to succeed to the point of graduating college. Stop me if I am wrong here, but doesn't everyone deserve that sort of chance? Is it morally right that a child's educational attainment will be determined by the zip code in which they live?
I hope that you are as outraged as I am by the idea. But the point is that we have a real shot at helping people here! We are in a unique position as the young, active Americans who believe in equality and, yet, are acutely aware of the pains that it will take to achieve this equality. I daresay that, if you recognize that there is an educational gap in America and do nothing to help fix it, then you have become part of the problem. This is not to say that TFA is the only way to help out in the fight, but rather, to point out that action of any sort is necessary and none are without accountability.
In the future, I will be posting more of these talking points, especially as I become inculcated in the program and in education in general. I encourage all to reflect on their own motivations for wanting to join programs such as these and talk very candidly with family and friends about your ideas for the future.
My advice is this: there is no one right path to follow, but it is important to do good, not only for yourself, but for humanity. This world has fallen to pieces and it is all of our responsibilities to put it back together.
Saturday, March 21, 2009
Blog for America Introduction
Living in Chicago has taught me a lot about life: about how life in the city can vary starkly in terms of socioeconomic stratification. I have seen incredible opulence and I have seen desolation that many do not believe exists in America today. Now that I have completed my undergraduate education, I am ready to take my place in the fight against inequality.
Gandhi once said,
This blog was established to detail my experience in the Teach for America - Chicago Corps. I will be writing about my endeavors in education and all of the potential roadblocks that I hit along the way. I expect that the 2 years that I spend as a teacher will be extremely intense and trying, but also extremely fulfilling.
My hope is that those who find themselves reading this blog will begin to see the disparities that exist in Chicago's educational system and that others will, I daresay, be inspired to lend their hand in the fight for change.
So, it is with excitement in my heart and a spring in my step that I take on this responsibility - following those who have made Teach for America the amazing organization that it is today. I hope you all will join me on the journey!
Gandhi once said,
"Be the change that you want to see in the world."Thus. the blog.
This blog was established to detail my experience in the Teach for America - Chicago Corps. I will be writing about my endeavors in education and all of the potential roadblocks that I hit along the way. I expect that the 2 years that I spend as a teacher will be extremely intense and trying, but also extremely fulfilling.
My hope is that those who find themselves reading this blog will begin to see the disparities that exist in Chicago's educational system and that others will, I daresay, be inspired to lend their hand in the fight for change.
So, it is with excitement in my heart and a spring in my step that I take on this responsibility - following those who have made Teach for America the amazing organization that it is today. I hope you all will join me on the journey!
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