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Teache
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Dr. Tonika Duren GreenSan Diego State University, San Diego, California
Ovetis Duren CooperLaburnum Elementary School, Richmond Virginia
Teache
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Objective
• Share excerpts from diaries of “Mad Black Teachers”
• Statistics on disproportionate placement overrepresentation
• Promising prevention and early intervention strategies
Myths About African American Children
1. “African American children do poorly on achievement test.”
2. “African American children are underachievers.”
3. “African American parents are uninterested in education.”
4. “African American children can’t behave.”
5. “African Americans can’t attend college.”
TEACHER
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DAY 2: Dear Diary, I’m mad about what people are saying about African American children
Diaries of Black Teachers: What teachers are saying
What makes you mad about teaching?• Everyone is quick to point a
finger about what their expectations are for you. Until you walk a mile in my shoes, don’t judge me. Many parents will not come in to discuss challenges their children face, but are quick to come in to discuss a problem they may have with you correcting them.
• Why is it that Black teachers can handle black children and others have a difficult time controlling them.
• There is not enough help in the classroom.
• Unrealistic expectations.
• Very little parental support
• Lack of supplies• Black teachers who
compete with you rather than help you. We need to look out for each other.
What makes you mad about teaching?
• Politics/people in charge making rules who have not been in the actual classroom.
• Teachers are blamed for it all social /academics. We’re expected to do it all.
• No creativity. We’re expected to teach everything inside a box. We work harder.
• Very little exposure makes learning difficult
• Parents become very complacent about their child’s education.
• Many parents don’t ask questions. Parents need to get students involved in other extra curricular activities
• Many of our Black children come to school unprepared.
Major Themes of Diaries
• Parental Support/Partnership
• Teacher expectation and accountability
• Mentorship and support from other teachers
• African American students and learning
• Resources
TEACHER
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One of my students moved to a new school district in a wealthier neighborhood, today I received a call from his teacher because they want to place him in special education. I never saw a problem.
DAY 2: Dear Diary I’m Mad About what happens to my children when they leave my classroom
2002 Risk Index of Students Receiving Special Education
12.2
8.78
12
4.4
0
2
4
6
8
10
12
14
Overall Risk for Special Ed
African American White Latino/Hispanic American Indian Asian/Pacific Islander
(IDEA, 2004)
2002 Percent of Students Receiving Services for Mental Retardation
16.8
8.37.8
7.8
9.1
African American WhiteLatino/Hispanic American IndianAsian/Pacific Islander
(IDEA, 2004)
2002 Percent of Students Receiving Services for Serious Emotional
Disturbance
11.3
7.94.9
7.9
4.7
African American WhiteLatino/Hispanic American IndianAsian/Pacific Islander
(IDEA, 2004)
2002 Percent of Students (6-21 years) in Special Education being Served in
Different Environments
37.1
29
28.5
5.4
52.6
28.9
14.73.8
0102030405060708090
100
African American White
<21% outside general ed 21-60% outside general ed>60% outside general ed Separate environment
(IDEA, 2004)
Special Education for African American Students
• Risk Factor:– 3.04 times more likely to
receive services for mental retardation
– 2.25 for emotional disturbance
• Setting: – More likely than any
other ethnic group to be educated outside the classroom more than 60% of the day AND in a separate environment
(IDEA, 2004)
Disproportionate placement and Overrepresentation: representation of a particular group of students at a rate different than that found in the general population. (Gravois & Rosenfield, 2006).
TEACHER
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“A system is needed in special education that nurtures, develops, and allows for the voices of African American knowledge producers to be
heard, confirmed, and affirmed. There voices will more closely represent those who are studied, tested, identified, labeled, and placed in special
education programs” (Patton, 1998, p. 30).
Promising Prevention and Early Intervention (Green, 2005)
Phase 1: Prevention of School FailureEducational environments: Positive school climate
Curriculum and Instructional StrategiesProfessional Development
Phase 2: Early Intervention for Struggling LearnersStudent Study Team
Teacher Assistant TeamsPrereferral Intervention Team
Phase 3: Referral to Special EducationCulturally Responsive Assessment
Multiple Assessment Tools
Inclusion of Cultural BrokersSchool Professionals, Community Liaisons, and Parents as Cultural Brokers
Gay (1993b) defines cultural brokers as:…one who thoroughly understands different cultural systems, is able to interpret cultural symbols from one frame of reference to another, can mediate cultural incompatibilities, and knows how to build bridges or establish linkages across cultures that facilitate the instructional process. (p. 48)
Teachers should “create an environment where it is okay to be different” (Patton, 1997, p. 122). Students should feel that their individual differences are valued and that their uniqueness contributes to the class’s cohesiveness and collective body (Klenfield, 1974, 1975; Gay, 2001; Patton, 1997).
When instructional techniques are well-matched with the learning styles of struggling African American learners, these students behavior and achievement outcomes improve (Anderson, 1988; Boykin, 1986; Hillliard, 1976; Nobles, 1987)
Patton and Townsend (1997) point out that: “There is no expectation that teachers can learn everything there is to know about all the cultural represented in their classrooms. It is expected, however, that they do become trained enough to develop instructional practices that affirm their cultural experiences.” (p. 16).
The purpose of this phase is “to create timely and effective general education support that improves the academic performance of struggling learners and, as a result, reduce inappropriate SPED referrals” (Ortiz, 2002 p. 43).
Phase III is approached only when early intervention has failed, when all resources have been exhausted, and cultural brokers and other team members are in agreement that a referral to special education is warranted and necessary.
TEACHER
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Day 3: Dear Diary, what am I doing that’s making a difference?
What are some strategies that you use to help Black students achieve
or become successful in the classroom?
• In all things PRAY. I view teaching as my ministry. I encourage students to be the best they can be. I am consistent with rewards and consequences. I use data to drive my instruction. Discipline has to be evident before any teaching can begin. I let students know they can rise above their circumstances.
What are some strategies that you use to help Black students achieve
or become successful in the classroom?
• Constant parental contact• Speak to parents on the
level that they can understand
• Teach and expect respect before trying to teach academics
• Challenge Black students more Set high expectations. Can’t is not acceptable
• Small group instruction• Go the extra mile • Implement technology
Constant reinforcement• Expose as much as possible
• Teach life lessons/Teach morality/ no lies/ hands to yourself/no name calling
• Find ways to bring their own talents to the forefront (ex. art work)
• Collaboration/ students need to learn to get along with each other.
• Stress indiviuality/ Everyone has something to offer to the class
• Work Harder/ Encourage • Begin where they are and
then raise expectations/Never assume what they already know
• Keep at it/ Never give up!
ReferencesCalifornia Department of Education (2006).Retrieved January 27, 2007, from www.cde.gov. Green, T. D. (2005). Promising prevention and early intervention strategies to reduce
overrepresentation of African American students in special education. Preventing School Failure, 49(3), 33-41.
Individuals with Disabilities Education Act. (2004). 26th Annual report to congress on the implementation of the Individuals with Disabilities Education Act 2004. Washington, DC: Westat for the Office of Special Education and Rehabilitative Services U.S. Department of Education.
Swanson, C. B. (2004). Who graduates? Who doesn’t? A statistical portrait of public high school graduation, class of 2001. The Urban Institute Education Policy Center. Retrieved January 27, 2007, from www.urban.org/publications/410934.html.
The Nation’s Report Card. (2005). Trial urban district assessment reading 2005 (NCES 2006-455r). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.
The Nation’s Report Card. (2005). Trial urban district assessment math 2005 (NCES 2006-457r). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.
The Nation’s Report Card. (2005). Science 2005 trial urban district assessment of grades 4 and 8 (NCES 2007-453). Washington, DC: National Center for Education Statistics. Retrieved January 29, 2007, from www.nces.ed.gov.
Contact Us
Tonika Duren Green
San Diego State University
Department of Counseling and School Psychology
San Diego, CA
Ovetis Duren Cooper
Laburnum Elementary School
Henrico Public Schools
Richmond, Virginia
