My Students Get Inequalities - The Jose Vilson

My Students Get Inequalities

by Jose Vilson on March 31, 2011

in Mr. Vilson

I just started reading Linda Darling-Hammond’s The Flat World and Education (which should be called A Professorial Whoop-Ass on Equity) while doing laundry when I got to reflecting on my week. This week, most of my struggles came from trying to understand how my personal actions led to some of the triumphs and failures for my students. Things I felt were happening in some of my students’ lives created roadblocks to the journey of my understanding of them. These things were somewhere in the background, humming at me until others revealed it to me in pieces.

After a visit to my classroom, I asked my fellow teacher to give me feedback on the class. I knew I did well that week, and it showed based on the various tasks I gave to my students. After she gave me some commendations and recommendations, I simply nodded and appreciated the conversation I had with my set of 8th grade math teachers. Usually, our conversations sizzle with math pedagogy and cackles, but today, I decided to share a jewel with my colleagues as the math coach:

“I don’t want to get too deep, but, you know, after all these units, my students know and understand inequalities. They really understand what inequalities are. Now, they have a hard time with the word problems, but they’re pretty good at the other pieces.”

Scary.

So when some of my students walk in late because they barely slept, because their parents didn’t care enough to give them a solid home, because they can’t see the line between being silly and being misbehaved, then they understand why they’re treated as they are. They see their culture both physically and mentally as deviant since the major society reinforces the majority culture as the one to follow instead of having enough self-confidence to not rely on the ethereal gifts of the present.

Because they can so readily make these type of comparisons, their lack of balance makes inequality a foregone conclusion. Thus, we use symbols that represent “greater than,” “less than,” and, for the more advanced, “not equal.”

Jose, who wants my students to do better with word problems …

{ 5 comments… read them below or add one }

Paul R Wood March 31, 2011 at 10:26 pm

In so many instances I truly think our students do get it. While we talk about it sometimes we get it and then on other ocassions we actually GET IT. Today I had a discussion with our head counselor about the number of students that are hanging on with the idea of “If I can just get to school I will be OK.” and yet some of our faculty are unable to relate to that at all. One of the things I tell faulty when I get a chance to talk during inservice at the beginning of the year is simply “Always remember, you just might be the best thing in that child’s ife that day.” Most get it but some just don’t. Thanks for this, always a good reminder about who we actually serve.

Also, sorry I wasn’t at Educon to meet you in person, but it didn’t take me long to find you and follow along.

Paul
@paulrwood

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Patricia March 31, 2011 at 10:46 pm

They get inequalities. They always have. I taught grades 7-12 in Harlem and Brooklyn, and from my experience, they were waiting for their teachers to look up from grading papers and understand the inequalities, and possibly do something about them.

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Matt Mezger, Sr. March 31, 2011 at 11:00 pm

Equality then is “a dangerously precise concept, since it leaves no room for error.”

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David B. Cohen April 1, 2011 at 1:50 am

It would have taken me twice as many words to say half as much. Well done! Are you aware of the federal commission on educational equity that LDH helped convene?

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Jose April 5, 2011 at 8:20 am

Paul and everyone else, thanks for following along in any case.

Equality, Matt? Perfect. And furthermore, we’ll be good.

David, I didn’t know about that federal commission. Tell me more.

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