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Explaining Ms. G’s success

Explaining Ms. G’s success. Baggage -Necessities & Actual Instruction (Freshman Year). Baggage Totally different background from the students. Gang Culture as a norm Creates hostile classroom divisions. Violence as a way of dealing with problems

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Explaining Ms. G’s success

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  1. Explaining Ms. G’s success

  2. Baggage-Necessities & Actual Instruction (Freshman Year) Baggage Totally different background from the students. Gang Culture as a norm Creates hostile classroom divisions. Violence as a way of dealing with problems Gang culture saturates the school, school is not safe. Very unstable home lives- Very prominent racial prejudices and stereotypes. No positive educational expectations No past experience of success “Ghetto English”-failures, internalized the negative reputation. No positive experiences with previous teachers Teachers don’t care Teachers have low expectations-deliver content, make no connections to the students. Outdated, run down Material is evidence that the school doesn’t Material doesn’t relate to the students’ lives

  3. Necessities 4 Change-Actual Instruction Necessities 4 Change: Get them to question violence Foster safety in the environment/class. Provide evidence Of caring about the Student. Creating high expectations Provide manageable tasks at the beginning. Provide positive feedback Disrupt their expectations about “teacher” Actual Instruction: Durango Street- Connected Turn my life around and they read- Made a movie A movie requires collaboration Deeper experience of the material and creates reflection. Collective Goal Doesn’t feel like learning Demonstrates trust and high expectation

  4. Multiple Intelligences • 1. Verbal/Linguistic • 2.Mathematical/Logical • 3. Musical • 4.Visual • 5. Kinesthetic • 6. Interpersonal • 7. Intrapersonal

  5. Engagement Theory • 3 Levels of Student Engagement • Topical • Context/Interest Engagement • Full Participation • The movie actually provides a visual aid.

  6. Into-Through & Beyond • 1. Getting into the students’ backpacks • 2-Teaching through what is in the backpacks. (Tupac) “The Rose that Grew from Concrete • Shakespeare-”A rose by any other name.” • Symbolic language- • Beyond the backpack-standardized tests.

  7. Romeo & Juliet? • What did Ms. G do to connect with the students? • -Named the gangs • Turned R&J into a gang story • How did Ms. G use R&J to help the students to question their violent lifestyle? • She asked critical questions which forced the students to think about their gang involvement • --Did it make sense that two young people had to die?

  8. Romeo & Juliet • What did Ms. G do to connect the material to the students’ lives? • -Named the gangs • Portrayed R & J as a gang story • How did she use R&J to help them question their violent lifestyle? • Asks critical questions that connects the story to their own gang involvement • -Do you know how you conflicts got started? • Does it make sense that these two young people die?

  9. What did they Learn from the Marriot and the Panel? • Experienced adults taking an interest in them (Actual interactions with people) • -Allowed comparisons to their own family experience • No excuses for not being successful. • Exposure to what is possible beyond their own experience and also to what is possible with success in education • Success in education can begin to make sense.

  10. What did they learn from the Marriot/Panel? • Exposure to what is possible with educational success • Takes them beyond their immediate environment- • -Provided them with mentors to learn from • Success is possible-your background cannot be an excuse.

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