Comparing Shultz Pedagogy to The Pedagogy of Poverty

In doing a comparison analyzes between the Pedagogy of Poverty and Shultz Pedagogy the first question that comes to mind is; “What is good teaching? The section of the Pedagogy of Poverty which gives a view of what good teaching is, expounds on several aspects of teaching that can be compared to Shultzs’ Pedogogy. As we all know from extensive research is that the Pedagogy of Poverty does not work.

Shultzs’ Pedagogy is exemplary of what good teaching should be. He has taken the time to explore the interest of his students. He is not the authoritarian dictating what the students should be learning. Take a look at the core functions of urban teaching; giving information, asking questions, giving directions, making assignments, monitoring seat work, reviewing assignments, giving tests, reviewing tests, assigning homework, reviewing homework, settling disputes, punishing non-compliance, marking papers, and giving grades. As stated in the Pedagogy of Poverty a teacher not performing these acts for most of the day would be regarded as defiant. With all of the aforementioned activities going on in urban schools not to even speak of the ancillary activities such as record keeping, parents teachers meetings, staff meetings, etc. The students continue to perform poorly and the proficiency levels are unexpectedly low. I use the adjective unexpectedly because I think the policy makers belief is that with all these functions at work, success is expected.

The Pedagogy of Poverty is using methodologies to force students into learning. It is the root cause of more failure. This ideology is simply dated and does not work. The contrast between the Pedagogy of Poverty and Shultzs’ pedagogy is astonishing. He has fifth grade urban students producing work well beyond there grade level. This is being done with very limited resources. The students have responded exceedingly well to the task.

The most important aspect of this comparison is that, Shultzs’ students have stepped out side of traditional conforming pedagogy and have demonstrated the intrinsic value associated with working on real life projects. Shultzs’ Pedagogy is a lesson that illustrates reform.

Shultz: Spectacular Things Happen Along the Way

First I have to commend Shultzs’ genuine interest in helping his students over come some major obstacles by introducing a pedagogy that was meaningful. He is interested in students developing effective dispositions to deal with the inequities of public education and life. It is he who is not a self-serving person who imposes his ideologies on others. Shultz has a mission and it is clear, that he wants his students to think independently as well as collectively.

Shultz is a teacher in a situation that appears to be hopeless. He is in a situation where not only the school is in need of major repairs, but the community has serious issues as well. However, he is steadfast and relentless about they way he teaches his students. He is tolerant and understands their plight.

The biggest challenge these students face are understanding the system and bureaucracy. They definitely understand the inadequacies of their school and what is needed to rectify the problem. The biggest obstacle for them is organizing and learning how to implement an effective strategy to voice their concerns.

This is a perfect example of an urban school with talented students. They are unmotivated by traditional pedagogy and are excited about working on a project that had practical implications. As one student clearly pointed out mathematically, the number signatures that could be solicited if they each spoke with a certain number of people. Some of the students were involved in putting together PowerPoint presentations.

There are talented students in urban schools and educators have to implement a pedagogy and environment that fosters discovery. Here we have urban students working on a project in which they are interested in. These are students who were not being challenged with the schools textbooks; however they were eager advocates for a new school.

My Perspective: Here’s a Plan for Saving Urban Kids

A few weeks ago as I was searching for some urban topics of interest, I stumbled across an interesting article about a plan to save urban kids. The article is on a blog written by a principal from Ohio, Jawanza Kunjufu. He makes a good case about various strategies that could be beneficial to children and their futures. However, there is no mention of key players that form a sense of agency to buttress his suggestions. While the parents, educators and administrators understand the significance of agency in fostering quality education, he excludes it.

It could very well be that, Jawanza Kunjufu, excluded the sense of agency because it has not produced any tangible results from his perspective. I’m of course only making an assumption because there is nothing to support this premise. I have never read anything pertaining to education that he has written. Therefore I have no prior knowledge of his past ideologies but he does state in the theme of the article, “Here’s one plan for saving urban kids”, qualifying it with “one” may be the basis for non-exclusion.

With that said I think some of, Jawanza Kunjufu, list of suggestions are palatable and should be entertained in an effort to prepare children for bright and productive futures. Let’s face it, without any direction, children become educated by the media and they envision themselves in unrealistic future occupations such as, sport stars, musicians, and comedians.

I would like to analyze a few of, Jawanza Kunjufu, suggestions because I think they are worthy of mention and critique. I will list them in the order written in his blog, which are 3, 4, 6, and 10. They are the following:

3) Institute Looping

He favors looping which is keeping the same teacher with the same group of students. The teacher has the student from freshman to senior year.

He believes the student will form relationship with the teacher making the school seem or appear smaller.

4) Raise Expectations

Kunjufu says research has shown teachers lower expectations for
poor children, boys, minority children and kids who are unkempt.

He says schools must enforce high expectations for kids without
exception. If you expect kids to perform poorly, they will. If you
expect them to excel, they will too.

6) Reading must be treated as the most important subject

Whether you look at kids in special education or prison, you will
find a large percentage with major reading problems, he said.

In the majority of black schools, Kunjufu said too often the reading
materials are not targeted to the kids’ interests. He urges teachers
to consider the reading materials that they have and ask if they
would interest their students, especially black boys.

10) Teach kids capitalism

Urban kids tend to focus on unrealistic career paths, such as
playing pro basketball or becoming a famous rapper. Schools
should teach them tools for more realistic careers where they can
gain similar fortunes.

Schools, he said, should be teaching kids about the stock market,
entrepreneurship and real estate. These careers can gain similar fortunes.

He suggested making a senior project in which three student-
designed business plans would get $50,000 in seed money to
start the businesses. That sort of realistic incentive would
motivate kids to learn financial skills.

From my perspective these are valid proposals that should be evaluated from a pros and cons viewpoint. For instance, institute looping; may be good for students to develop bonds with the teachers over an extended period. The student will probably be less apprehensive about inquiry. At the same time the student is not being exposed to a dynamic environment, and therefore may develop a complex toward change. Nothing is as static as it was years ago and things change within our intellectual environment very rapidly. This may have some validity but there has to be some balancing so that the student learns to adapt to change.

Now let’s look at number 4, raise expectations, I think that this proposal is valid. Expectations should be the same for all children. They intuitively understand how they are being viewed. You should not vary intellectual material according to race, gender or ethnicity. Standardization for all is a must for equal education.

The next is number 6, reading must be treated as the most important subject. I concur with Kunjufu on this proposal. Literacy is the most important aspect of learning. If you cannot read then your level of understanding is diminished significantly. All content areas require a certain level of understanding for success. Students must read material of their interest to foster literacy. Reading, facilitates writing and language. Educators cannot over emphasize the importance of reading.

The last which is number 10, teach kids capitalism. It is important that students understand this because as he mentions, they can have unrealistic career expectations. Statistically the numbers are not in favor of most students becoming professional athletes. Educating students so that they are aware of real professional opportunities would clearly be to their advantage.

While I can appreciate some of Kunjufu s’ perspective it is not without flaws. Not once did he mention anything about parents, community, or extended family. It would be hard to foster this type of mindset without their involvement, from my perspective. Again maybe he intended to include them but assumed it was a given. He does make some good suggestions whether they are practical or not.

Kunjufu speaks of gender specific classes and that boys should start their education later than girls. He is contradictory because he states that everyone should have the same educational opportunity.

In a broad sense it is helpful to view the perspectives of educators on a national level. It can help shape and broaden your knowledge about the evolution of urban education.

Unequal Childhoods

There are some serious socio-economic issues that impact urban communities across the state of New Jersey. The real cost of living in New Jersey is the central issue for many families throughout the state but most importantly the urban centers. There are an astonishing number of families that meet the self-sufficiency standard whom are barely making ends meet. On the other hand there are families who are below or above the Federal Poverty Level (FPL), and many that are borderline-income is slightly above. Four out of the six families from unequal childhoods would have a tough time trying to maintain a lifestyle in New Jersey. This information is relevant to the urban educator because it will help with understanding the socio-economic dynamics of the community.

There are three families in Unequal Childhoods that would have a tough go at sustaining there families in Essex County, New Jersey. Take for instance the Taylor family, a single parent with an annual income of $20,000. According to the “Real Cost of Living In New Jersey” (NJRCL) they need an annual income of $39,000 just to be considered self-sufficient. There is a big disparity between the two, a $19,000 difference. To make things worst they can’t get any federal assistance. Keep in mind the FPL for a family of three was approximately $17,600.

Now let’s look at the two remaining less fortunate families the Brindles and the McAllisters, both receive public assistance. Neither of these families including the Taylor’s have any education beyond high school. According to “Not Enough To Live On”, households with in adequate income, 22% have less than a high school degree and only 36% have a high school degree. According to these reports there are families living in New Jersey that fit the aforementioned profile.

As for the Tallingers , the Williams, and the Marshalls they could live in New Jersey with there socio-economic position. There is only one family that lives in an urban area out of the three, the McAllisters and they have income which is double the self sufficiency standard for New Jersey with an annual income of $100,000.

This information will be useful for the urban educator because if gives him or her a point of reference. Being cognizant of the socio-economic issues within the community where you will be teaching can be a tremendous asset.

Unfortunately there are many problems associated with families who are socio-economically deprived. As an educator in an urban center, it is likely that I will be confronted with the 22% of families with inadequate incomes that only possibly have a high school diploma.

A concerned educator would want to have information that will help him or her develop the disposition needed to confront various issues. For instance, a student who you feel is genuinely interested in their academics becomes disinterested, maybe there are some mitigating factors which need to be implemented. It may require a call to the students home, to speak with the parents to get a gauge about their concerns. Whatever the issue may be having some knowledge about the community can help to resolve various problems.

In reality being an informed educator within the community will serve to help everyone involved, better understand each another. You can’t use the same approach for everyone in the community, especially in an urban city. It is so diverse that various approaches have to be adapted, to have an ameliorative effect.

My concern is for the student’s education and how I can motivate them to strive for excellence. To have an understanding that they can succeed regardless of the obstacles that may confront them. That hard work, persistence, faith and perseverance can supersede any of the negative in which they have no control.

Perspective: Urban Schools: What is Happening to the Urban Public Schools in this Country?

I will begin with an article that I recently read, about an urban school, Cardozo High School, located in northwest Washington, D.C. This school has a rich history which dates back to the early 1930s. At one time this school symbolized the essence of a quality education; currently it has problems of unimaginable proportions. My mother graduated from this school as well as several other relatives in my family. As a young man growing up in D.C., I never heard or read anything negative about it. This school is now plagued with so many disparaging issues that would dwarf any adverse dream I could have about it.

The architecture of this school is spectacular. It is considered a historical landmark. It’s located up on a hill and from this vantage point there is a magnificent view of other landmarks such as the Capital, the Monument, and many other important structures. It was known for its sports, marching bands, and academics. Its very existence and what it stood for made me proud to be a Washingtonian.

It sickens me to see the neglect of this iconic historical structure. Students complain that it is hard to focus on academia because of the neglect and disrepair. Paint peeling from walls and lockers, holes in the gymnasium floor, inoperable bathrooms along with numerous other infrastructure problems which could cost millions to repair

Why was this allowed to happen in the first place? Has it gotten that bad in some urban communities that the people, politicians and policy makers just don’t care anymore? What happened to the dignity, and moral fiber by which this country was built? Should we continue to rely on the very people that we elect, to perpetrate this outrageous neglect? How can students get a quality education when the infrastructure of the building is falling apart around them? It doesn’t take a rocket scientist to figure out what the result of this will be. The students are the ones who will be most affected.

The people of the community need to take a firm stand and confront the policy makers from the top down, and demand action. Registered voters have power and the politicians need your vote. Make it known that your voice will be heard and that you have a vested interest in the schools within your district. This is the only way to salvage our school system, to enable our children to get a quality education to compete in this global diverse economy of the 21^st century and beyond.