There are three key understandings that teacher leaders should understand:
1: We are trained from a middle-class point of view. Therefore, we must take into consideration, how the lower-class and upper-class points of view will offer different beliefs and practices.
2. Teachers have the opportunity to offer resources that federal funding could never provide i.e. the impact of being a good role model.
3. Teachers should try to see the world from their students’ eyes.
Although students are required to complete standardized examinations, our approach to students should not be standardized; in other words, not all students are the same. This may seem cliché and quite self-evident, however, in the field of education, teachers are often to trained to teach the prototype. Once in reality, when the students do not fit this particular mold, teachers are often in distress over how to approach the less than ideal student. During most teacher training programs, potential candidates are given a plethora of resources and information, but, more than likely they have not learned how the middle class methods of teaching do not apply to poor students or ESL students. Teachers should have a thorough understanding and cultural awareness of the current situation of their students. For example, if Michael is currently struggling with turning in his homework assignments, or even coming to school prepared with pencils and paper, a call home may seem like the solution. One call home, and the next day, he comes to class with all of his school supplies and missed assignments in his hand. Of course this may work in the middle –class home, but for a poor student, the phone might be disconnected, they might not be able to afford pencil and paper, or they may be the acting parent, raising their younger siblings. This is just one example of why teachers should be trained in understanding the varying points of view among the poor, middle, and upper-class. Resources of students and adults should be analyzed before dispensing advice or seeking solutions to the situation. What may seem to be very workable suggestions from a middle-class point of view may be virtually impossible given the resources available to those in poverty (Payne, 2005, p.25)
As a teacher in low-income communities, I have found that there is a lot of frustration among teachers; some feel powerless. There are not enough books, the classes are overcrowded, teachers have to buy the pencils and paper for their students, reading proficiency is well below grade level, and behavior management issues are just some of the concerns in the urban school. Constantly looking for funding to tackle some of these issues can be a major hurdle for educators. However, teachers still have the ability to inspire and implement change regardless of the economical resources made avail to them. “Educators have tremendous opportunities to influence some of the nonfinancial resources that make such a difference in students’ lives. For example, it cost nothing to be an appropriate role model” (Payne, 2005, p. 25). Teachers have the opportunity to make a significant impact on the lives of so many children. If we focus upon the gifts and talents of our students, we can help them to evolve. Acting as a support system, mentor, and/or coach, will help us to inspire our students to follow their dreams. If we are positive role models, we can be an alternative to the mainstream, negative images that are portrayed in the larger society. I am not saying that you are a bad teacher if your students still do drugs, because ultimately the choice is theirs; but, there is so much more to gain than there is to lose if we just try to reach our students in some way. And because our students see us every day, we have infinite chances to help better the lives of our students.
Leaders in the field of education should try to see the world from their students’ eyes. One of the biggest differences among the economic classes is how “the world” is defined for them. A child’s view of the world from a middle-class, two-income, household where both parents have advanced degrees will different drastically from the view of a child who is the youngest of four children, where the mother is single, unemployed, and without a high school diploma. This is not to say that all middle-income and low-income households fit this stereotype, however, I want to bring to your attention that there are differences, and these differences are very important. Many of the attitudes that students and parents bring with them are an integral part of their culture ad belief systems (Payne,2005, p. 45). The culture of poverty and the culture of privilege both create the practices, beliefs, and norms that students follow. They shape their world and their views of the larger society.
Reference
Payne, R.K. (2005). A framework for understanding poverty. (4th ed.) The Highlands, TX: aha! Process, Inc.
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