10/14 Homework - Articles & Video Response

I read the article entitled "New Orleans School Chief Tackles Rebuilding Shattered System" and watched the video "Starting Over in Oakland." In my opinion, there are several things that schools experiencing tough conditions can do to make positive changes happen. High expectations, positive and sincere educator and community involvement are the major factors that can lead to positive change. Strong leadership and the willingness to work hard and lead by example seems to be the predominant theme in the New Orleans article. Despite the hardships suffered in New Orleans and the unkept and dangerous conditions in Oakland, the educators were motivated to make positive changes in their schools. In the video, the principles had to "sell"their vision for new schools. All of the principles had a "hands-on" approach to changing the system. Despite some pessimistic opinions, these educators pursued their dream of making positive changes.

It is difficult for children to learn when their basic needs are not being met. According to Maslow, basic needs such as survival (food, water, shelter, warmth) and safety (to be free of physical and emotional threats) must be satisfied before moving on to the next level. Students who are hungry, tired, or homeless should have these needs met before they can concentrate on learning. Students who are afraid for their safety (fighting in school, drug-infested areas, gang violence, etc.) also can not concentrate on the process of learning. It is obvious that these needs were a priority in the New Orleans situation. On the first day of school, only 40% of the students showed up. In Oakland, the feeder school only had 24% of their students at grade level.

Both the New Orleans and Oakland schools were dealing with economic disadvantages. New Orleans due to the devastating effects of Hurricane Katrina, and Oakland due to the low SES/funding and social condition of the local schools. Although both areas suffered hardships, many of the educators portrayed wanted to make a change. Perhaps the extent of dissatisfaction of the conditions was enough to promote action to change. There were some doubting Thomases, who believed that these high expectations were unrealistic due to the community's social condition, yet many of the featured educators continued to maintain their optimistic visions.

These articles made me think - can I make a positive change in my school? Can I increase parent involvement? Am I doing enough? I don't know. Am I one of those doubting Thomases? In the past, I have tried to involve parents in our activities, it just seems like it's the same parents who volunteer all the time. The students who really need the extra help and attention are those whose parents do not get involved. Then there are those parents who really care, but they have full-time jobs to make ends meet and arrive home from work too late to participate in school activities. I feel I already put alot of extra time into my students - I'm always bringing school work home. I also participate in school-run functions (teacher-night at McDonalds, faculty chorus, tutoring, etc.) Sometimes I feel like I am neglecting my own family! Many of the teachers in the article and video seemed like they made the school and the students their main priority in life. They should be commended. This is wonderful for the students they teach, but I can't make that 24 hour a day commitment. With three children, a husband, five pets and a house to run, I feel like I don't have the time (or energy) to make major changes. I do the best that I can for my students and try to make learning the curriculum fun. I care for each and every one of them. I give them encouragement and support and I hope that is enough.