Teacher. Teacher. Dr. Tonika Duren Green San Diego State University, San Diego, California Ovetis Duren Cooper Laburnum Elementary School, Richmond Virginia. Teacher. Share excerpts from diaries of “ Mad Black Teachers ” Statistics on disproportionate placement overrepresentation
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San Diego State University, San Diego, California
Ovetis Duren Cooper
Laburnum Elementary School, Richmond Virginia
Share excerpts from diaries of “Mad Black Teachers”
Statistics on disproportionate placement overrepresentation
Promising prevention and early intervention strategiesObjective
DAY 2: Dear Diary, I’m mad about what people are saying about African American children
Myths About African American Children
“African American children do poorly on achievement test.”
“African American children are underachievers.”
“African American parents are uninterested in education.”
“African American children can’t behave.”
“African Americans can’t attend college.”
Everyone is quick to point a finger about what their expectations are for you. Until you walk a mile in my shoes, don’t judge me. Many parents will not come in to discuss challenges their children face, but are quick to come in to discuss a problem they may have with you correcting them.
Why is it that Black teachers can handle black children and others have a difficult time controlling them.
There is not enough help in the classroom.
Very little parental support
Lack of supplies
Black teachers who compete with you rather than help you. We need to look out for each other.Diaries of Black Teachers: What teachers are sayingWhat makes you mad about teaching?
Politics/people in charge making rules who have not been in the actual classroom.
Teachers are blamed for it all social /academics. We’re expected to do it all.
No creativity. We’re expected to teach everything inside a box. We work harder.
Very little exposure makes learning difficult
Parents become very complacent about their child’s education.
Many parents don’t ask questions. Parents need to get students involved in other extra curricular activities
Many of our Black children come to school unprepared.What makes you mad about teaching?
Teacher expectation and accountability
Mentorship and support from other teachers
African American students and learning
DAY 2: Dear Diary I’m Mad About what happens to my children when they leave my classroom
One of my students moved to a new school district in a wealthier neighborhood, today I received a call from his teacher because they want to place him in special education. I never saw a problem.
DAY 3: Dear Diary I’m Mad About the statistics being Served in Different Environments
Disproportionate placement and Overrepresentation: representation of a particular group of students at a rate different than that found in the general population. (Gravois & Rosenfield, 2006).
“ being Served in Different EnvironmentsA system is needed in special education that nurtures, develops, and allows for the voices of African American knowledge producers to be heard, confirmed, and affirmed. There voices will more closely represent those who are studied, tested, identified, labeled, and placed in special education programs” (Patton, 1998, p. 30).
The purpose of this phase is “to create timely and effective general education support that improves the academic performance of struggling learners and, as a result, reduce inappropriate SPED referrals” (Ortiz, 2002 p. 43).
Phase III is approached only when early intervention has failed, when all resources have been exhausted, and cultural brokers and other team members are in agreement that a referral to special education is warranted and necessary.
Patton and Townsend (1997) point out that: “There is no expectation that teachers can learn everything there is to know about all the cultural represented in their classrooms. It is expected, however, that they do become trained enough to develop instructional practices that affirm their cultural experiences.” (p. 16).
Gay (1993b) defines cultural brokers as:…one who thoroughly understands different cultural systems, is able to interpret cultural symbols from one frame of reference to another, can mediate cultural incompatibilities, and knows how to build bridges or establish linkages across cultures that facilitate the instructional process.
When instructional techniques are well-matched with the learning styles of struggling African American learners, these students behavior and achievement outcomes improve (Anderson, 1988; Boykin, 1986; Hillliard, 1976; Nobles, 1987)
Teachers should “create an environment where it is okay to be different” (Patton, 1997, p. 122). Students should feel that their individual differences are valued and that their uniqueness contributes to the class’s cohesiveness and collective body (Klenfield, 1974, 1975; Gay, 2001; Patton, 1997).
TEACHER being Served in Different Environments
Day 3: Dear Diary, what am I doing that’s making a difference?
Constant parental contact achieve or become successful in the classroom?
Speak to parents on the level that they can understand
Teach and expect respect before trying to teach academics
Challenge Black students more Set high expectations. Can’t is not acceptable
Small group instruction
Go the extra mile
Implement technology Constant reinforcement
Expose as much as possible
Teach life lessons/Teach morality/ no lies/ hands to yourself/no name calling
Find ways to bring their own talents to the forefront (ex. art work)
Collaboration/ students need to learn to get along with each other.
Stress indiviuality/ Everyone has something to offer to the class
Work Harder/ Encourage
Begin where they are and then raise expectations/Never assume what they already know
Keep at it/ Never give up!What are some strategies that you use to help Black students achieve or become successful in the classroom?
California Department of Education (2006).Retrieved January 27, 2007, from www.cde.gov.
Green, T. D. (2005). Promising prevention and early intervention strategies to reduce
overrepresentation of African American students in special education. Preventing School Failure, 49(3), 33-41.
Individuals with Disabilities Education Act. (2004). 26th Annual report to congress on the implementation of the Individuals with Disabilities Education Act 2004. Washington, DC: Westat for the Office of Special Education and Rehabilitative Services U.S. Department of Education.
Swanson, C. B. (2004). Who graduates? Who doesn’t? A statistical portrait of public high school graduation, class of 2001. The Urban Institute Education Policy Center. Retrieved January 27, 2007, from www.urban.org/publications/410934.html.
The Nation’s Report Card. (2005). Trial urban district assessment reading 2005 (NCES 2006-455r). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.
The Nation’s Report Card. (2005). Trial urban district assessment math 2005 (NCES 2006-457r). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.
The Nation’s Report Card. (2005). Science 2005 trial urban district assessment of grades 4 and 8 (NCES 2007-453). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.