By Jennifer E. Obidah
The following, the authors recount how they set out on a collaborative three-year examine to discover the impression of racial and cultural variations in a single in their city, center college school rooms. They describe how they discovered to confront and take care of the demanding situations they confronted.
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Extra resources for Because of the Kids : Facing Racial and Cultural Differences in Schools
Since my undergraduate major was political science and my minor French, I completed my student teaching in San Francisco’s East Bay area in one middle school history class, in one high school government class, and in one middle school French class. My experiences in this program were very positive in that I found teaching to be challenging, exciting, and creative. I also enjoyed the independence afforded teachers in the classroom in the choices we have of teaching methods and materials. My favorite aspect of the teaching experience, however, was watching my students grow and make progress in their skills and knowledge with my guidance.
Jennifer IN THIS CHAPTER, we describe the challenges of “going the distance” in this research: the ways we showed our commitment to this collaboration even when our different perspectives clashed time after time. In the midst of the research processes and classroom interactions and negotiating the difficulties of our mentoring relationship, there were pivotal moments in which we each decided whether to continue our work together. As will be shown, a major theme of going the distance in this collaboration was trust—trusting each other and trusting the process we were going through together.
She told me that she was very impressed with the respectful rapport they had promoted and the businesslike yet very supportive learning environments they had created in their classrooms, which appeared to be very effective. She suggested that I observe Jennifer at our school, where she was currently teaching a group of students who had been removed from their mainstream classes because of continual problems with their teachers. She told me that Jennifer was an example of the kind of effective teacher with African American students whom she had been describing.