Escalante, Stand And Deliver: Summary

Both Erin Gruwell in Freedom Writers and Jamie Esclante in Stand and Deliver faced students stuck in low-income backgrounds and neighborhoods of crime. Despite the low achievement of these students, both teachers were able to foster a mastery of a subject to their students. Even though the subjects of English and math are extremely different, one method united both teachers and allowed them to teach their students effectively— trust. Erin and Jamie were successful because of the trust they put in their students.

Jaime Escalante was phenomena teacher in Los Angles. He was a successful person in the category of outer and inner success. His outer success were to educate his students to the point that is fun education and to pass the calculus placement test. The inner was that somehow he get through his student that education is the most important thing. He explains the importance of attending college. The reason why he goes out of his way to assist these students because poverty that the school is located at, has a toll on the students. As result, students’ expectation are low. There is one scene were the teachers had a meeting and Jaime says that teachers need to set on high expectation on the students. Students need to have “ganas” in order to succeed but without expectation the students

Finally, the sadness in that classroom was brought to a climax when I could both see and feel the "programing" within the students' minds. When Mireya was talking about her reluctance to take the sewing class, a boy named Fortino said, "You're ghetto...so we send you o the factory...you're ghetto - so you sew!" (Kozol 645). Even though he was probably speaking sarcastically out of his own frustrations, Fortino's words cut deep.

Vladimir de Jesus is a student of LaGuardia Community College and his major is in art. Mr. de Jesus is facing many obstacles as a student because he has one daughter, who he needs to take care of full time. Also, in this family, he has no one to support him financially and mentally. Mr. de Jesus does get finical aid, but it is not enough. However, he still needs to pay part of his tuition fee. Another obstacle he is facing is that he had failed math 90 for the third times. According to the author, more than 60 percent of Community College students have to take developmental math courses and 70 percent of students do not pass. The college made some change in their math course by getting the students to take more statistics-based math

Facts: Savana was in math class at Safford middle school when the assistant principal, Kerry Wilson, came into the room and asked Savana to go to his office. He then

Countless children across the United States have the opportunity to go to school, whether it be a public school or a private school. However, many children, specifically in african american communities, do not have the opportunity to receive a proper education. They are simply thrown into a school because the state requires it, but what they do not require is an appropriate teacher. Throughout his documentary, Waiting for Superman, Guggenheim utilizes emotional appeal (pathos), the logic (logos) of his argument, and tone to convey the obvious fact that african americans in low-income communities are not provided with the necessary means to success.

The movie Stand and Deliver, released in 1988 tells a true story of Garfield High School in East Los Angeles about a South American teacher, Mr. Escalante, who strives to make a difference in the lives of a group of young Chicanos. The students faced many struggles such as discrimination, home struggles, poverty, and gang violence. The

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

I began New Mexico School for the Arts afraid of myself. It was a new school, thrust in the chaos of just trying to stay open. I walked into the gym to meet a man with white hair, blue jeans, and a bursting laugh that seemed to settle everyone’s anxiety. Mr. Chavez had embarked on establishing a school where New Mexico’s youth- so often overlooked and disregarded- could learn and master theatrical craft. He had left the large public high school, where the theater bore his own name, to found an opportunity for us. I sit here at my desk writing to you what potentially hundreds, maybe thousands, of people could say. Mr. Chavez changed my life. I say this without melodramatic intent, rather as a statement of fact.

In spite of her intermittent run-ins with higher-ups, Iserbyt did manage to promote and advance in her career as an educator. It was here where her belief that a conspiracy was afoot and, in her mind, confirmed her understanding of the true agenda in American education. Iserbyt says that she observed many disturbing trends in her tenure as a school board administrator, certainly not the least of which was the continual and gradual reduction in the instruction of basic skills. Especially in the area of mathematics and reading, Iserbyt states

Today Students of Mrs.Mcmanus's literacy class observed the seventh-grade students of Mrs. Holyoak’s gym class in the annex gym. Luke Cahill reports that as soon as the seventh graders entered the room you could tell that the group was a high-energy one. Right away there were to boy pushing each other around in a playful manner which also gave of the mood. The class began with a warm-up that included adding and multiplying numbers that were shot from fingers and then whoever got the answer first would run to the next corner of the gym. This warm-up lead to a very loud atmosphere where kids were flying all over the room from corner to corner screaming out answers to the math problems that appeared on their fingers. Although most of the students

The former DC school chancellor Michelle Rhee and the president of Harlem Children’s Zone, Geoffrey Canada are two leaders whose work stood in out in 2010 as an example of leadership that showed courage, tenacity, and dedication to the future of this country through the education of children. They were also featured in the documentary “Waiting for Superman” directed by David Guggenheim that showed a handful of diverse students undertaking an exhausting journey through public education, evaluating the drop-out rates, and academic disadvantages that they and students all across American are faced with and the contribution that leaders such as Michelle Rhee and Geoffrey Canada play a part in helping the education system prosper, and saving them from the failing statistics that continue to rise in public schools.

Mr. Escalante pushes his students to overcome great encounters. Stand and Deliver highlights the realities of stakes testing. Students throughout the U.S. are required to take standardized tests. Standardized testing is a controversial issue still today. These tests are used to indicate the average level a student is academically. The problem is, these tests are not accurate at all. The work Mr. Escalante did with his students is relative to today’s educators and their students. Mr. Escalante did more than provide a strong base of academics. He broke down walls they seemed permanent. Adapting to each child’s needs. Getting to know each students and

The Special Issue in Teachers College Record was comprised of five papers that examined how well respected African American mathematics teachers in urban settings influence the development of students’ mathematics identity. While the podcast interview briefly discussed all the articles that comprised the Special Issue, particular focus was given to Clark’s case studies, which focused on the racialized experiences of two African American mathematics teachers.

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went