Why
Students
Suffer
Students
Suffer
Students within inner city classrooms often suffer in more ways than one. They are living in impoverished communities and then coming to impoverished schools, causing them to feel worthless. This is not how schools are supposed to make students feel. Schools are supposed to empower students, teach them social norms, teach them to be respectful, and ultimately give them a good education. Because inner city schools do not get the funding they need, many of these positive experiences are sacrificed, and students do not live up to their potential.
Lack of Quality in Teachers:
Sandra Korn says it best in her article "Why I Said No to Teach for America, and Why You Should Too," encouraging students to say no to Teach for America. Many inner city school districts desperately need good teachers to work in their schools to shape the students. Many teachers do not want to work in the inner city because it is a full time commitment and a hard job. Teaching in inner city schools is more than just teaching, it is caring for the students and trying to engage with them--which can be challenging. Because of the stress of teaching inner city districts, many programs have been created that try and fill the empty slots within an underfunded district. Programs like Teach For America (TFA) take recent college graduates and thrust them into the classroom with little training. These graduates can be of any degree, and most do not have a teaching license when they apply. Besides simply sending in teachers who are unprepared, the organization replaces teachers who are fully equipped and experienced to excel at the job. That is to say that the quality educations the students deserve, cannot be fulfilled because young graduates are coming in to "teach."
Lack of Quality Supplies:
Students in inner city school districts often do not have access to the supplies needed to learn in a classroom. The buildings are not always up-to-date, having little natural light and bland colors. Students work better when their environment does not feel old, dilapidated, and prison-like. Students also need classrooms that do not make them focus on the temperature (many do not have proper heating or cooling), but on the tasks at hand. Often, students have to share supplies within the classroom. This means sharing textbooks, having class sets, squeezing into desks, etc. The students also do not generally use technology of any sort within the classrooms. The supplies they use are old and outdated, and do not allow them to succeed in the way they could with new supplies. In order for students to receive quality educations, they need quality supplies. It is very important that students learn from current textbooks, and are not forced to share with one another. The lack of funding means a lack of comprehension because the supplies are not up to date.
Lack of Extra Curricular Activities:
Students in inner city school districts often do not have access to extra curricular activities, and if they do, the availability is scarce. When schools are underfunded, usually the first sacrifices administrators make is extra curricular activities such as music programs, sports, and clubs. Without the option to join extra curriculars, students do not have the opportunity to experience a small community of people who all love one thing. By asking students to keep their GPAs up to play sports or attend their concerts, the students grades would prosper--and so would the students. Students who are involved in after school programs are also less likely to get into trouble. If the students have something that they are passionate about, they are going to try their hardest to stick with it. Extra curricular activities are the incentive some students need to thrive. When underfunded districts cut these programs, the students suffer.
(Source: Biddle)
Sandra Korn says it best in her article "Why I Said No to Teach for America, and Why You Should Too," encouraging students to say no to Teach for America. Many inner city school districts desperately need good teachers to work in their schools to shape the students. Many teachers do not want to work in the inner city because it is a full time commitment and a hard job. Teaching in inner city schools is more than just teaching, it is caring for the students and trying to engage with them--which can be challenging. Because of the stress of teaching inner city districts, many programs have been created that try and fill the empty slots within an underfunded district. Programs like Teach For America (TFA) take recent college graduates and thrust them into the classroom with little training. These graduates can be of any degree, and most do not have a teaching license when they apply. Besides simply sending in teachers who are unprepared, the organization replaces teachers who are fully equipped and experienced to excel at the job. That is to say that the quality educations the students deserve, cannot be fulfilled because young graduates are coming in to "teach."
Lack of Quality Supplies:
Students in inner city school districts often do not have access to the supplies needed to learn in a classroom. The buildings are not always up-to-date, having little natural light and bland colors. Students work better when their environment does not feel old, dilapidated, and prison-like. Students also need classrooms that do not make them focus on the temperature (many do not have proper heating or cooling), but on the tasks at hand. Often, students have to share supplies within the classroom. This means sharing textbooks, having class sets, squeezing into desks, etc. The students also do not generally use technology of any sort within the classrooms. The supplies they use are old and outdated, and do not allow them to succeed in the way they could with new supplies. In order for students to receive quality educations, they need quality supplies. It is very important that students learn from current textbooks, and are not forced to share with one another. The lack of funding means a lack of comprehension because the supplies are not up to date.
Lack of Extra Curricular Activities:
Students in inner city school districts often do not have access to extra curricular activities, and if they do, the availability is scarce. When schools are underfunded, usually the first sacrifices administrators make is extra curricular activities such as music programs, sports, and clubs. Without the option to join extra curriculars, students do not have the opportunity to experience a small community of people who all love one thing. By asking students to keep their GPAs up to play sports or attend their concerts, the students grades would prosper--and so would the students. Students who are involved in after school programs are also less likely to get into trouble. If the students have something that they are passionate about, they are going to try their hardest to stick with it. Extra curricular activities are the incentive some students need to thrive. When underfunded districts cut these programs, the students suffer.
(Source: Biddle)