Stellar History Teaching in Failing Schools (Part 2)
Taking pills and sprays to remedy illness is ubiquitous in the U.S. Ah, if there were only such quick cure-alls for lousy teaching. Say, like aerosol cans that can spray “good” teaching into a classroom.
Or maybe principals can ship cans of breakfast food to certain teachers’ homes.
Contrary to this magical thinking, first-rate teaching takes a lot of smarts, time, energy, and determination, not sprays or cans. In this post, I will describe one example of what I consider “good” teaching based on my recent observation of the teacher and his class in a history lesson in a minority-dominated high school on the East coast.**
Burt Taylor* is completing his fifth year as a world history teacher at Charlotte Forten High School (CFHS). After graduating college, he served in the U.S. Army for over three years. While serving in Afghanistan, his mother sent him Frank McCourt’s Teacher Man and urged him to consider teaching after he left the service. He did. In 2007, He joined Teach for America. After his five weeks of training in Philadelphia (which he found of little use in his first year as a teacher), he was sent to a large Eastern urban school district. He began teaching world history there in 2009.
While he did not major in history as an undergraduate, he does have (and did enjoy) a “passion for reading and studying history since I was a kid.” The African American and Latino high school students he faces for 80- and 90-minute courses four times a day, while coming to school with “many challenges,” has made teaching at CFHS “rewarding.”
Finishing his fifth year, Taylor remembers well the turmoil in the school since he began teaching. The turmoil, however, came not from students but from the Stellar History Teaching in Failing Schools (Part 2) | Larry Cuban on School Reform and Classroom Practice:
