Week 3 - Kozol Chapters 3 & 4

"When I'm taking notes during a visit to a school ... observation about something they find amusing, like a goofy face made by another child in the class I put a little round face with a smile on the margin of my notepad... In all the 15 pages that I wrote during my visit in this classroom in the Bronx, there is not a single small round smile." (Kozol, pg. 70)

First, I want to say that that is such a shame.  Reading the context in which this quote lies it's pretty obvious that the reason for students not laughing, smiling, and enjoying themselves is because the "curriculum" and environment those students are immersed in; for the lack of a better term, sucks.  Teachers are forced to teach material that is referred to by a section number, is timed, and not engaging to students.  The classes that Kozol observed had similar methods of quieting students down and limited social interactions between students. Peer discussion was limited to only a few minutes and teachers threw material at the students without truly knowing if the students even understood it.  How do you learn best?  I know that I personally enjoy working with other classmates, collaborating ideas, and building relationships with my peers.  I know I smile during class, I make goofy faces all the time, and am thoroughly amused by the simplest things.  It is unacceptable to have students sit in class for hours everyday without letting them express themselves and have fun during the school day.  In addition, Kozol expanded on the SFA curriculum by tying in personal accounts explaining the guidelines of posting student work, the issue incorporating seasonal materials, etc.

"The Level Ones, as it turned out, got no applause at all... like the Level Ones weren't even there." (Kozol, 73)

First of all, who does that?  Second of all, WHO DOES THAT!?! In chapter one, Isabel  compared herself to an object stored in a garage because no one knew what to do with it.  A teacher said that the "Level One" students didn't get any applause, were not acknowledged as though they weren't even there.  Weird huh?  A fifteen year old girl was aware and understood the injustices within an urban school system.  The scripted curriculum Kozol discusses in both chapter 3 and 4 does not benefit the student or the teacher.  Students hate it, and the teachers feel trapped because they have very little flexibility with what they can do with the class.  This scripted curriculum seems very ineffective due to the large number of "Level One" students in the New York Public School system.  I never want to act that way toward any student.  If the state or school chooses to label students as "Level Ones", Twos, whatever, then that means teachers need to try harder.  When I say try harder, I mean they need to try harder to relate to their students and get them to participate in class so they can enjoy the learning process.  As a future educator I need to help students succeed not only because it's my job, but I feel like it is my moral obligation to give people hope.  I will try my very best to make every student feel appreciated and unique.  I never want to make my students feel insignificant and unappreciated.  I feel like people forget that everyone has potential and can offer so much to the world.  Why stunt growth?  What's the purpose?

"In the market-driven classroom, children are encouraged to believe they "own" the book, the concept, the idea.  They don't engage with knowledge; they possess it." (Kozol, pg. 96)

Many of the urban schools Kozol observed have a curriculum where education is viewed as a business.  Students are paid in various ways to write well, play a certain role, etc.  "Help Wanted" signage is posted in classrooms and hallways advertise managerial positions.  The school has business vibe written all over it.  Like Kozol said, students don't engage with knowledge, they possess it and get paid to do it.  Teachers limit the students to a business perspective and partner with large corporations to put the underprivileged directly into the work force.  For many, college is not seen as a career path or even an option.  The school system has limited the opportunities of students by not mentioning careers such as: teacher, doctor, lawyer, etc. The schools haven't discussed higher education with their students and funnel kids into a cookie cutter life.  Students cannot engage with their knowledge because they simply do what they can to possess it versus really and truly understand what they're being taught.  In many inner-city schools around the east coast education is market-driven limiting students creativity.  Again, it's a shame.