Personal Investment in Students

On page 34, Tatum says: "As long as the focus is on increasing test scores--something that is irrelevant to many of these young men--to the exclusion of the more significant factors described. . . black males will continue to struggle."

On page 35, Tatum says: "Teachers must become personally invested in their black male students in a way that moves beyond the existing curriculum".

Tension is created because of our perceived "lack of time". In addition, a personal investment in students is expensive: physically, mentally, and emotionally.

This tension will never be alleviated, so how do we reconcile it?

What is she doing right?

Interesting scenario from Tatum on pg. 25 (middle of the 2nd paragraph) about one of his own experiences:

". . .my teacher asked me why I changed my hair. Somehow, I knew this teacher believed I was misguided in my decision. I said nothing. She told me that she expected a response later, after I read a book that she promised to bring me the next day (and subsequently brought)."

I see that this teacher is doing many things right that we should examine more closely. What things do you see that she is doing right?

Perception

Much of what Tatum discusses in Chap. 1 & 2 has to do with perceptions. Perceptions the student has of himself, perceptions the teacher has of the student, and perceptions the wider culture has of this particular group of students.

Someone once told me, "Perception is reality." Respond to this idea in light of what Tatum discusses.

Expectations

Describing his childhood reading experiences, Tatum wrote, "I became more inclined to read literature that helped me understand America's perception of who I was and what I was expected to become. I began to change my self-definition." Literature that changes the way a person defines himself must be powerful indeed.

As a teacher, I must make it my goal to help my students encounter literature that helps students perceive not just where they are but also where they can be. In fact, I can adapt several texts I already use to fit with the concept of self-definition. For example, "Thank You, Ma'am" by Langston Hughes would provide an opportunity to discuss stereotypes, expectations (what you expect for yourself vs. what others expect from/for you), and changes to a person's "self-definition."

Snaps / Props to my student!!!

I haven't decided which chapter to relate this to, but one of my students read a two page paper in front of the entire student body. This is a student who would not read a paragraph in our classroom.

I just wanted to toot his horn!

Quote from Article 1

Respond to this quote:

"Thus, we hoped to shift the teacher paradigm from 'If I can change the students, they can improve,' to 'The students can improve, and therefore I must change.'"

p. 46 from "Building on Success: Changing Our Practice to Better Serve African American Students" by Pirette McKamey