I'd be lying if I said it's not about money. I want my kids to make good money. I want your kids to make good money. I want them to find a career they love, and that also pays them well enough to provide for a family and to meet all of their needs, (and hopefully their wants as well.) But I know that in order to do so, they need to be in a position where they control their future and career choices, instead of merely hoping to find a good job.
Schools are middle-class places of learning. This is how curriculum and standards are designed. They provide students with middle-class level vocabulary and learning. But how many of our students struggle because they do not have a grasp on middle-class vocabulary or expectations?
Schools are middle-class places of learning. This is how curriculum and standards are designed. They provide students with middle-class level vocabulary and learning. But how many of our students struggle because they do not have a grasp on middle-class vocabulary or expectations?
For students to be successful they need to grasp the language of the class above their current reality. They need to become literate in the language, the vocabulary, the learning expectations of the next economic class above them. For example, students being raised in poverty need to learn the vocabulary of the middle class in order to "learn themselves out of poverty," (Dr. Samuel Betances) and to keep themselves out of poverty.
Wait, that's not quite right. Let me be even more specific:
Wait, that's not quite right. Let me be even more specific:
Students must learn and must be competitive in that next level of language.
That means that some of our students are struggling to learn the language of that next level, while trying to learn a new language.
Teachers: for your students to be successful, you must provide them with the language and vocabulary of the level above them. Sure, you may be able to relate with them by using their slang, and acronyms and abbreviations. But every word that comes out of your mouth is teaching them something. It may be as simple as correctly replying, "I'm well, thank you. How are you?"
Parents: For your child to be successful, you need to provide them more than may have been provided for you. You may need to speak differently, read different books, bring them to the theatre or musical performances, and most importantly, have both intentional and opportunistic academic conversations.
Administrators: For you students to be successful, you need to help yourselves, teachers, and staff recognize that YOU ARE ALWAYS TEACHING!
Teachers: for your students to be successful, you must provide them with the language and vocabulary of the level above them. Sure, you may be able to relate with them by using their slang, and acronyms and abbreviations. But every word that comes out of your mouth is teaching them something. It may be as simple as correctly replying, "I'm well, thank you. How are you?"
Parents: For your child to be successful, you need to provide them more than may have been provided for you. You may need to speak differently, read different books, bring them to the theatre or musical performances, and most importantly, have both intentional and opportunistic academic conversations.
Administrators: For you students to be successful, you need to help yourselves, teachers, and staff recognize that YOU ARE ALWAYS TEACHING!
Are your words and actions elevating them or just supporting their status quo?
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