Individuals writing about what they learned from former teachers is common. It is uncommon, however, for teachers to write about what they learned from former students. I do not mean those many instances when tech-savvy students helped teachers solve hardware and software problems. I mean the kinds of learning that doesn’t come from only books but from the questions students ask and the thoughts they express in and out of class.
I learned from Carol Schneider, a 16 year-old junior in my U.S. history class at Glenville High School in Cleveland. The year was 1958. I was a 23 year old teacher beginning my third year of teaching at Glenville. I relished teaching six classes of U.S. history a day in this largely black high school. By the end of the day, I was bone-tired (yeah, I shudder to think what teaching four straight classes, a break for lunch, then two more in the afternoon would do to my body and mind now). I went to Western Reserve University (soon to become Case Western Reserve) two evenings a week to get my Masters degree in history and had begun to prepare classroom lessons in what was then called Negro history. I created readings to supplement the history textbook that said little about slavery, Reconstruction, and Jim Crowism. Of my six classes, three responded very well to the readings (do any readers remember the purple-stained hands that came from using the school’s “spirit master” or ditto machine?). The other three classes, well, they were much less enthused. Carol was in one of those responsive classes.
Carol who came from a working class family steeped in left-wing political CONTINUE READING: What I Learned from a High School Student | Larry Cuban on School Reform and Classroom Practice
