color commentary plus q & q (cushman) (4)

Kathleen Cushman, in the first couple of chapters of Fires in the Bathroom, lays the foundation for critical & ongoing dialogue between both high school students and their respective teachers. Issues such as mutual respect, self-disclosure, fairness, likability, professional competency and trust all surface as Cushman shares the words and anecdotes of a dozen or so high school students involved in a wide range of American school systems.

After reading the first two chapters, I was struck by the realization that high school students can not only articulate beautifully, but they also understand exactly what a quality education & educator should be. And yes, as one or two of the interviewees pointed out, high school students are young adults and should have the privilege of being treated like mature individuals; however, it is a two-way street, which is why I believe one has to take what this small sample of students is saying seriously, but with caution. Either way, these students GET IT and I am glad that Cushman et al. were able to publish excerpts from their interview scripts as well as share with prospective educators practical tools to develop professionally.

essential quotations:

"I don't have to act like I like you, and you don't have to act like you like me, in order for me to learn and you to teach...I'm going to learn whether or not the teacher and I are friends. As long as a teacher is real and the student is real and they are acting in a respectful way, there can be a give-and-take relationship with information~Mika" (Cushman, 21).

[I love Mika's quote, because it challenges the age-old myth that the best teacher is the one that is liked by his/her students. This could not be further from the truth. Teaching a few classes of 9th grade students last year, I found this out very quickly. My students did not need another friend (regardless of your age). They needed an educator who was going to respect and care enough about their needs--namely their need for a quality education. See question #1 below]

"Must have a sense of humor; must not make students feel bad about themselves; must be fair and not treat some students better than others; must not jump to conclusions; must not scream; must not call home unless it's really important; must not talk about students to other people; must be patient; must really know what they are teaching; if it's a lady, it would be good if she is pretty" (xv)

[This student-generated job description for the ideal teacher was enjoyable to read, because it highlights the needs, rights and concerns of every student--regardless of age, race, gender, sexual orientation or any other defined category. Plus, it is fair and it is exactly what every current & aspiring teacher should focus on with regards to their profession.]

"It doesn't work when a teacher tries to force the connection or try too hard to relate to us. When they say, 'I understand what you're going through,' we know they don't ~Tiffany" (1).

[This quote jumped off the page for me due to the fact that I am specifically committed--as an aspiring school counselor--to avoid these types of expressions that lack both empathy and frankness. I have made similar comments to the one above and have suffered the immediate as well as enduring consequences of such insensitive words. A quotation like this one is a constant reminder for me to be more empathic.]

"When you talk about our neighborhood, it's a more open way to approach learning personal things. But it's easy to assume things about a student based on their neighborhood or their race and class--like if you're black, 'You like basketball, huh?' They say, 'You don't talk like someone from Harlem.' We don't have to be reminded by you of what the stereotypes are ~ Vance" (6).

[This quote reminds me of all the instances in which I have let my assuming attitude get the best of me. Too often I succumb to the stereotypes and my own biases when interpreting or analyzing a person or situation. Regardless of whether certain assumptions are more accurate than not, I do believe it is every human person's responsibility and mission to allow for the people whom you encounter to define their own personality and story. This is not just something that all educators should think about--everyone is a contributor.]

"One teacher made us redo an assignment that I was sure I had already done, then claimed that we had done it all wrong, just to cover up for the face that he had lost the assignments. It was an insult to my pride, a waste of time, and a blatant lie. "Because I said so," or "Because I am the teacher," are also not good explanations for punishments. Teachers must be clear and fair, or students will be hurt or angry ~ Bosung" (27).

["Because I said so" is one of the worst responses that anyone can give to another individual. Such an expression distances the other from the conversation and constructs "walls" where "walls" do not belong. It also communicates to the other that there is a struggle for power that has begun and can be very detrimental to all parties involved--certainly in the classroom.]

critical questions:

question #1: In the second chapter of Cushman's book, she wrestles with the entities of respect & trust as they apply to both teachers and students. She also alludes to the popular trend of teachers wanting their students to LIKE them. Having some professional experience of my own in several classroom settings, I have to agree that I wanted my students to like me as well (and when they didn't, I got upset and felt like I was doing something wrong). Why do you think it is so difficult, especially for young teachers, to sacrifice their desire to become popular and instead strive to gain the respect & trust of one's students first and foremost?

question #2: There are so many small nuisances and subtleties that are active in a typical classroom (i.e. non-verbal behavior, furniture/seating arrangements, disciplinary protocol, etc.) . As a professional educator, what would you say are the THREE ingredients to a safe, productive and enjoyable classroom environment? Would your response change if you were talking about a pre-K, elementary, middle or high school classroom? Why or why not?