Kozol Presentation

Im not gonna lie... I was nervous this morning before our presentation. I knew our group was prepared, and we had met several times outside of class. My biggest fear, honestly, was Dr. Winters ha ha I had no idea what surprises she might have for us, but I think we pulled it off.

I didnt think I was going to enjoy the book as much as I did, considering it wasnt my first choice. I am glad that I was assigned to it, and I think all teachers should read some of Kozol's works. I feel as if my eyes have been opened wider. I am not naive to the situations of schools in Illinois. I know the extent of injustices that students in public schools have to face because I have witnessed them first-hand. When Kozol was describing several CP schools, I could not help but think of the schools that my mom taught at. She mostly taught in the Pilsen area, where she grew up. She also went to grammar school in the area, so she is greatly aware of whats going on. When I used to go to school with her, I could see the lack of supplies in the classrooms. My mom would very often buy materials with her own money in order for her students to have extra materials. I was also thinking about a school, Whittier, that my mom taught at. The school had a lot of technologies, such as several computers in each classroom with internet, TV's with VCRs and DVD players, and a school-wide broadcasting system. Now just because the school was nicely equipped doesnt mean that the students received a better education. I would have to say that half the teachers at that school truly tried to teach the students how to utilize the techonolgies provided for them, while other teachers just taught what was needed for state tests. As we talked about in class, does throwing a bunch of money into a school mean that they students will have a better education? No, not at all. To begin correcting our schools, I firmly believe that changes have to start with the teachers. When taking classes, teachers need to be equipped with the necessary skills to encourage learning. If students like attending class and feel as if they can actually succeed, it will make a HUGE difference in their lives. It all ties in with tracking and the family support system. I think race plays a role, but as one student pointed out in Kozol, district lines are set. If families cant afford to live in a certain area, they must live somehwere less expensive. Mostly families of color do not have access to better schools simply because of the district they live in. There is, of course, exceptions, such as magnent schools. But this also poses problems. For example, there is a public school near my house that busses students from the city. I know most of the middle class families in the area do not send their children to this school because they are simply afraid to. Here, the school is trying to integrate students from the city without success. I am not 100% sure of the racial diversity in this school, but last time I checked, it was not attended by most white students in the area, which is unfortunate. Most of these white middle class students attended Catholic high schools in the suburbs.

My high school was very diverse. We seemed to have enough funds and technologies, and our teachers never left-- they retired. My high school had a negative image, however, because of its diversity. Many students from other districts thought it was "ghetto". I know I defnitely benefited from the diversity because it is more like the real world with real people. My point is that diversity is important, not only with students, but teachers as well. Students need positive role models, encouraging teachers, and a welcoming learning environment. Without proper funds, providing a classroom full of materials may be difficult, but it shouldnt stop a teacher from doing his/her job. Teachers should make the most with what they have, and possibly sacrifice or try to find ways to get materials needed. With positive teachers working with and encouraging students, they can feel like they can succeed and accomplish anything.