Circles Model for an Inner Essay

Pages: 4 (1419 words)  ·  Bibliography Sources: 3  ·  Level: Master's  ·  Topic: Teaching  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] Hence, what we want is ethically and morally important, because success in school is "…a ticket to opportunity in the wider world" (What We Want). In fact when students are able to dig into learning, they will then see the wider world and be able to rise above the misery of the slums and crime and poor school facilities. Hence, they will improve the attitudes of others around them because just as failure begets failure, positivity is contagious.

What we Believe

We believe in our school that curriculum goes hand-in-glove with positive change, and we believe that because adults have a powerful influence over students -- and that adults can instill confidence and self-esteem in young people -- we then have hope that change is possible. Before schools can emerge from the gloom of failure and broken facilities, the community that finances the school (by paying property taxes) must also believe that it is necessary and possible to create a better future for children. Yes, the value of hard work is an important building block for the future, but what must be instilled in young people first is this: they must be taught that putting forth effort doesn't require high levels of intelligence and effort can "…compensate for natural ability" (What We Believe). We also believe that if adults would roll up their sleeves and get involved in the inner city schools, and bring positivity and promise to students who believe they are stuck in the poverty cycle, things could change. And teachers have an enormous responsibility to "…bolster student confidence and help students overcome the ignorance or apathy that they might have to cope with at home" (What We Believe). That is a very salient point because it is known that the home life for many students in poverty-saddled communities can be brutally unkind; hence, what we believe is that schools are particularly important for those kids whose family life is raw and unhappy.

What We Know

We know that positive, interestingly presented curricula -- which exposes inner city students to opportunities that they hitherto had no notion about (college scholarships; job training; youth camps for spiritual growth) -- can make a difference in a child's hopes and dreams. We also know that: a) schools must teach students to have respect (for all people); b) schools must be responsive to their clients (parents and students); c) schools should engage in a democratic form of decision-making vis-a-vis policies, involving parents, students, and teachers; d) students should not be put under pressure to compete with another school in another part of town'; they should "compete against themselves" (What We Know).

What We Do

Those in positions of influence in the school district know that instructional time must be allocated to the best advantage of the learners -- and we work to make that possible. We make sure: a) classrooms are not crowded with too many students; b) discipline and attendance policies are put in place to assure structure and discipline; c) professional development programs are in place to keep teachers up-to-date and educated; d) resources are available to support instruction; e) local businesses are involved in the learning process; "the real world" must be brought to the students and students must be brought to places where business brings communities success; and f) a creative and positive curriculum (taught by sharp, caring teachers0 can make Trenton's inner city schools rise up above the depressing realities of poverty, drug-dealing, gang activities, and unhealthy social environment.

In conclusion, the schools of Trenton's inner city deserve more than they have received from the state, the federal government, and from the communities. The children are the future of this country and if inner city schools are allowed to continue to being "…devoid of hope or opportunity," as Neil Brown writes in the Jersey Journal, nothing will change. And that will be tragic.

Works Cited

Brown, N. (2011). Opinion: N.J. must improve cities to improve schools. Jersey Journal.

Retrieved August 20, 2013, from http://www.nj.com.

Glickman, N.J., and Scally, C.P. (2008). Can Community and Education Organizing Improve

Inner-City Schools? Journal of Urban Affairs, 30(5), 557-577.

Robinson, J.G. (2007). Presence and Persistence: Poverty Ideology and Inner-city Teaching.

Urban Review. Vol. 39, 541-565.

What We Want 1. (I do… [END OF PREVIEW]

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Circles Model for an Inner.  (2013, August 20).  Retrieved February 22, 2019, from https://www.essaytown.com/subjects/paper/circles-model-inner/3779618

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"Circles Model for an Inner."  Essaytown.com.  August 20, 2013.  Accessed February 22, 2019.
https://www.essaytown.com/subjects/paper/circles-model-inner/3779618.