If you do not stop the failure of disadvantaged students, a disproportionate percentage of whom are children of color, who will?
In the movie Deja Vu, Denzel Washington’s character asks a young woman:
“What if you had to tell someone the most important thing in the world, but you knew they’d never believe you?”
Ladies and gentlemen, this is one of those occasions.
Many public school educators and policy makers have convinced themselves that they are powerless to do anything about the failure of these children until society addresses poverty and segregation.
If you are reading these words, please believe me when I tell you that you are not powerless! These children are capable of learning if we place them in an environment that takes into consideration any academic preparedness disadvantages they bring with them on their first day of school.
If we make the effort to discover what they know and help them begin building on that foundation, one success at a time, it is only a matter of our patient time and attention until a motivation to learn takes root. From that point on, with the help of caring teachers and parents working together, there will be no stopping them.
Imagine a future in which every child who graduates from high school has the knowledge, skills, confidence, and determination to create a positive future for themselves and their families.
It takes thirteen years to help a child progress from Kindergarten to the moment they walk off a stage with a diploma that is more than just a meaningless piece of paper, so we must start now! We cannot afford to squander another day, let alone waste another child.
That millions of disadvantaged students, many of whom are black and other minorities, are failing in school is an indisputable fact of life in America. Because this has been going on for generations, urban and rural communities throughout the U.S. are full of multiple generations of men and women who have always failed in school and have always been poor. Consider the possibility that this is not an inevitable outcome of poverty and segregation.
I suggest an alternate reality in which poverty and segregation exist because so many children have been failing for so long. It is a chicken versus the egg conundrum, I know. The reality is that the failure of so many children and the poverty and segregation within which they live, are like a Gordian knot; intertwined, interdependent, and seemingly impenetrable.
Disadvantaged students fail not because they are incapable of learning and not because our teachers are incompetent rather because these kids arrive for their first day of school with an academic preparedness deficiency. They start from behind and are expected to keep up with more “advantaged” class mates and with academic standards and expectations that make no allowance or accommodation for their disadvantages. As these children are pushed ahead before they are ready, they begin to fall behind.
What do any of us do when we discover that we are unable to compete and begin to lose/fail repeatedly? When we fail, again and again, we get discouraged and if the pattern continues, we give up and stop trying. If we are a child in a classroom, we begin to act out.
Our teachers, who have worked hard to help us, begin to perceive us as slow learners and begin to accept our failure as inevitable. Our classmates begin to perceive us as dumb and this affects the way they interact with and think about us. This reality makes it easy for them to target us, first for teasing, then insults, and then bullying.
Worst of all, we begin to view ourselves as unequal and it damages our self-esteem. When this happens anytime, especially at an early age, the impact on our self-esteem and our view of our place in the world can be altered for the rest or our lives. We begin to think of ourselves as separate and apart.
This is tragic because it is so unnecessary. We can begin altering this reality, immediately, if educators would simply open their eyes to the reality, on the one hand, that this is not our fault, and on the other, that we have the power to change the reality and end the failure.
All these kids need is the time and the patient attention of one or more teachers who care about them. For 5 and 6-year old children warm, nurturing relationships that allow the children to feel loved and safe are as essential to their well-being as the air they breathe. Such relationships are an essential variable in the education equation. This is true for all kids, even those with loving parents. For children who do not feel loved and safe at home, such relationships may be the only deterrent to the schoolhouse to jailhouse track.
This latter group of children pose a significant challenge because many of them have learned not to trust.
For this reason, schools must make forming such relationships their overriding priority. That means not only making the formation of such relationships a primary expectation for teachers but also crafting an environment that fosters and sustains such relationships. Because of the background of these youngsters, great care must be taken to ensure that these relationships, once formed, endure. One of the best ways to ensure that they endure is to give the child more than one teacher with whom they can bond and by keeping them together for an extended period of time.
The next step in the creation of a no-failure zone is to do a comprehensive assessment of each new student’s level of academic preparedness and then tailor an academic plan to give them the unique support they require to be successful. Student’s must be given however much time they need to begin learning and then building on what they know, one success at a time. Each success must be celebrated. Celebrating an individual’s successes and even their nice tries, is a powerful form of affirmation that helps them develop a strong and resilient self-esteem. There is nothing that ignites a motivation to learn in the hearts and minds of children more than learning that they can create their own success.
Interestingly, teachers who have never experienced success in reaching these most challenging students will be on a parallel path in their own career development. They are also learning that they can be successful with even their most challenging students.
Children discover that success is not an event, it is a process that often includes a few stumbles along the way. If we teach them that each stumble is nothing more than a mistake and that we all make mistakes, kids begin to view their stumbles as learning opportunities and as an inherent part of the process of success.
Because of the way the current, obsolete education process has evolved, many teachers have become disconnected from their purpose. They have come to view themselves as scorekeepers and passers of judgment.
What we want all teachers and administrators to understand it that we have only one purpose and that is to help children learn. Starting from their first day of school, and over the next thirteen years or so, our purpose is to help them gain the knowledge, skill, wisdom, and understanding they will need to make a life for themselves and their families. Our job is to ensure that they have a wide menu of choices determined by their unique talents and interests. We want them to be able to participate in their own governance and in the American dream.
For children of color, we must help them develop the powerful self-esteem that will make them impervious to the ravages of discrimination and bigotry. However much we might want to legislate an end to the racism in the hearts of man, it is not within our power to do. The best we can do is to make sure not a single child is left defenseless. Every successful man or woman of color has faced the pain and heartache of discrimination in their lives but because they were not defenseless, they have been able to create incredible achievements for themselves, their families, and for society.
One young child even grew up to be President of the United States. Who knows, there might be a boy or girl in your class who has, within him or her, the makings of a future President. Our challenge as educators is to make sure each boy and girl gets the opportunity to develop their unique potential.
Imagine a future in which every young man or woman of color, or who was once disadvantaged, leaves high school with the skills, knowledge, wisdom, talent, and motivation to become a full-fledged player in the American enterprise; to partake fully in the American dream. This is the dream that Dr. Martin Luther King, Jr. envisioned and for which the heroes of the civil rights movement sacrificed so much.
Please take time to read my White Paper and Education Model at http://www.melhawkinsandassociates.com/education-model-white-paper/ Please read it, not in search of reasons why it will not work, rather in hope that it might. Utilize it as a spark to ignite your own imagination.