July 22, 2004
Classroom Dynamics

One of the subjects dearest to my heart is education. Funny to hear that coming from the mouth of a college drop-out, but it's true. If you want to engage me in a heated debate, start theorizing about our educational system.

Personally, there are times I feel I was missing out by never attending public school. As with most life-long privatized school beings, I started feeling the "itch" at the end of eighth grade when faced with the reality that after the summer, most of my friends would be entering the lovely socially diverse and wonderful sphere of public high school, while I'd be left with the whities, practicing the PSAT at a school with no wrestling team or cheerleaders, and only eight black people in my class. I am grateful for my education, however flawed it may have been, but there are times I wish I could go back and do things differently.

Over the last three or so years, I've come to the conclusion that I would have been a good candidate for homeschool. Both my parents worked so there was no way this could happen, but in a perfect world, I think this would have been my preferred method of learning. I have never been an enthusiastic classroom student. When it came to formalized education, I was a devout dualist. I treated school like a job. Teachers were the boss, my classmates, they were my associates and co-workers with whom I cracked jokes during the day but rarely spoke to or saw in the night, and who by the weekend, were merely figments of my imagination. I excelled in the arts and all the humanities (history, philosophy, social studies, religion) except English (go figure). Perhaps that could be the cause of my distaste for the classics. Since I've never been too fond of the three-part essay, most of my English teachers hated my writing, and I mean HATED. As for the mathematics and sciences, well, let's just say medical school has never once been even a faint consideration. It wasn't grades, but my love of knowledge and learning that was the driving motivation for me to think independently. High school was pretty boring for me and college was too. A more independent approach to learning would have probably worked well for me.

Homeschool advocates can be pretty diehard. Opposition to institutionalized education seems pretty futile to me. At this point, we've got to make something of our current schooling process. These days people have lots of philosophies about the classroom. Some good, others downright sac-religious. It's commonly known that studies show in secondary education, girls learn better in a less-competitive, all-female environment. I mostly agree, although being a black woman in a predominately white environment tends to be a bit different so this didn't really apply to me as I was rarely intimidated by the guys in my classes. Translate the same philosophy of female-dominated learning to higher education, and nowadays you get extreme feminism and lesbianism (I kid you not). The 2003 film Mona Lisa, Smile touched on this, although they barely treaded water in their plot. Your modern day, all-female institution of higher learning is no longer the place of "grooming" and "intellectualism" Radcliffe used to be. The halls of prestigious schools like Bryn Mawr, Mills, Scripps, Mt. Holyoke, Smith, and Wellesley (which produced none other than Senator Clinton herself), are steeped with man-hating, self-sufficient, feminist philosophies and liberal ideologies. I'd be kidding myself if I didn't admit that everyone in the "Seven Sisters" schools as we called them knows that they're churning out more lesbians than the film industry. There's a reason for that, but I digress.

Other studies have shown that people learn better in smaller classrooms. I suppose this is the privilege of private education. In elementary school, I rarely ever had a class over 19. In high school, our graduating class was about 130 which pales in comparison to senior classes of 400 and 500 students. I can definitely say the learning was more intimate and direct. In my case, I also chose a small, private college of only 2700 so the same was true most of my scholastic life. Although, in college I would have quite liked disappearing into the back row of a boring history seminar.

Smaller classrooms don't seem to be in the near future for most schools. Even if they were, there is a big piece of the learning puzzle many educators don't take into account--the family.

It is very easy for us conservatives to preach about how educating children should ultimately be the responsibility of the parents. I couldn't agree with this statement more as now more than ever I realize that no matter how great or horrible your education, your family's role in shaping your critical thinking can catapult you to the highest heights of academia if you allow it. I'm certain one can find the statistics to back all this up, but I'm not one of those people who climaxes on statistics, so at this point I'm going to speak on experience.

A recent New York Times article (registration required) discussed an inner-city Indianapolis elementary school that is suffering inside because of what's happening outside,

"At Riverside Elementary School here, students wander the halls. Several times last term, the police dragged out disorderly 11-year-olds in handcuffs. Crack dealers work the neighborhood, where four young men have been killed over the last year.

These are the obvious signs of a school in crisis. Yet there is a less visible but powerful condition that is both cause and symptom of Riverside's chaos. Its student body is in perpetual motion. In 2002-3, 437 children transferred into the school or moved away in midterm, far more than the school's total enrollment of 330.

'Every time rent comes due, some child leaves,' the principal, Donna Smith, said. 'Parents lose jobs. Kids get tossed back and forth between relatives. Children are moving in and out of the school all the time.'"

The single most influential aspect of childhood learning is the family structure. We can toss around thousands of different learning concepts, but when we fail to address the effects of many dynamics, we leave kids swimming against the current. This article is a stark reminder of the partnership schools must develop with the community in which their students reside.

My sophomore year of high school, I took a fabulous physics class that successfully whopped my behind. The class was predominately white and Asian, along with three of us blackies. About two weeks into the semester, it became painfull clear that "we" the black students were not doing as well as the rest of the class. We struggled with some of the basic concepts while the rest of the class excelled to more advanced work. Puzzled, I went on a discovery of sorts. I dismissed the conclusion that we just weren't "as smart" as bunk. I knew better than that since we all had better grades than most of our class. Some other force was at work. After picking apart my classmates brains, it hit me. The dinner table! The common denominator amongst most of the students in the class was the discussions that took place when their family ate dinner. While our black families discussed politics and other pertinent issues, they talked about their homework and physics equations with their parents. They had a built-in analysis and love of the sciences in the fabric of their family. Our lack of family dialogue made us have to work twice as hard to get a decent grade. This revelation changed the way I viewed learning.

Our teaching and classroom methods these days don't account for much of what they should.

Posted by Ambra at July 22, 2004 1:26 PM

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