Opportunity Gap: Milner's focus on this issue keeps recurring through every section of the book. This gap, which I hope to explore even further as time progresses, proves to be a reality in schools today, but also proves to be a source of excuses and complaining as well. In Milner's writing, he introduces readers to a few different teachers and their real life teaching scenarios who face opportunity gap issues on a daily basis. Mr. Hall, a white science teacher teaching in a diverse urban science classroom, is one of these teachers and is introduced on page 45. Through explaining Mr. Hall's experiences, Milner shows that misunderstanding between students and teachers can be one of the most detrimental problems of all. Hall addressed this issue in his classroom by becoming more knowledgable about his students, and creating an atmosphere of respect and understanding as well.
One of the main parts of Mr. Hall's experience that truly stood out to me and got me thinking is introduced on page 55, entitled "Doing more with fewer resources." Hall is quoted in this section saying "never give up... We've got [fewer] materials than anybody else, and it's just like- so what- who cares? You know the kids, you can do it" (pg. 56). Mr. Hall was teaching an above average amount of students in a low income school with below average amount of resources. Although the odds were, in essence, against him, he used this to motivate him to take initiative and do something about this himself. He worked within his limits, but also stretched these limits and improved his situation.
My future goals lead me to a situation where lack of resources may be a constant struggle. From time spent in a school/orphanage in Haiti, I was able to see how taxing and stressful lack of resources was for both teachers and students. This plays into the opportunity gap that Milner talks about so often, but cannot be used as an excuse to allow student achievement to suffer. Rather, as Mr. Hall has taught me, I must use the frustrations of inequity as a driving force to motivate myself to find creative and unique ways to work around the obstacles my students and I inherently face. If I show defeat and frustration, how much more will my students be tempted to adopt those feelings as well?
As a result of this reading and reflection, I must sit back and think about my own education. I am currently in a college situation where I am loved, cared for, supported, and challenged by professors, classmates, and my community as a whole. I am being taught and pushed on a daily basis to expand my creativity and professional qualities as a future teacher. Rather than take these experiences for granted, I am reminded by Milner and Mr. Hall to keep learning and growing so I can be motivated and driven in my future career to overcome obstacles that will be unavoidable.
This entire post and time of reflection boils down to dedication. If teachers can be dedicated and driven by their calling as a teacher, then inequities resulting from diversity will not be able to put out the fire in their hearts. Rather these injustices can be a way to add to the flames until the inequities can ultimately be consumed and overcome.
When reading your blog post you talked about how the lack of resources really affect the class and how you teach. Then you went on to talk about how the science teacher used the frustration of lack of resources and overcrowding as a driving force to be a better teacher and to push the students. I think this is the perfect approach to this type of situation. If you, as a teacher, ever come across a time where you are just lacking in everything you need to teach a great lesson, you must push yourself. If you show the students you are giving 150% of your time and imagination to teach to them, then they will give a lot back also. People can read each other very well, especially students. If they think we have given up they will give up on themselves. The point of pushing yourself as a teacher is not for yourself, but it is a valuable lesson for the students to know that you care so much about them, and they are not just part of a class, but a real person.
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