Heather Ruha Research Paper

In the article “Fremont high school”, Jonathan Kozol describes how the inability to provide the needed funding and address the necessities of minority children is preventing students from functioning properly at school. He talks to Meriya, a student who expresses her disgust on the unequal consideration given to urban and suburban schools. She and her classmates undergo physical and personal embarrassments. Kozol states that the average ninth grade student reads at fourth or fifth grade level while a third read at third grade level or below. Although academic problems are the main factor for low grades, students deal with other factors every day. For example, School bathrooms are unsanitary, air condition does not work, classrooms have limited

Bound by her own pledge to professionalism in educating the kids she is so blessed to have, Madame shows sign that she might possess human qualities, after all, when she admits that she was inclined to yell at Latoya as she was becoming frustrated on having to repeat herself, consecutively. However, Esme is able to withhold her wit and refrains from doing so as she has vowed to talk and listen privately, as of late. Upon speaking with the student alone in the hall, Latoya calmly informs her that “they are in the shelter this week and [she] must drop her little sister off and take the train over… it takes longer than [expected]” (Codell, 1999). Stepping back a moment to gain perspective, these are fifth graders. The same one where you look forward to daily recess freshly removed from the ideas that the opposite sex have ‘coodies’ and light up sneakers are cool. Remember? Oh, yeah! And you walk your sister to drop her off in the mornings before school and then jump on the inner-city Chicago train to get to school, yourself. As a teacher, you’re taught that your students will live very different lives and of the necessity to make accommodations accordingly. Students’ backgrounds cover a vast spectrum, and in order to achieve equity in your classroom, you must accommodate these students and cater to their specific needs so that, they too, have an

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

Earlier this month, we were very excited to have the opportunity to meet with Sonia Galaviz when she visited our main office. As a 5th grade teacher at Garfield Elementary School here in Boise, Idaho, she’s been steadily making a name for herself in the education world. In 2009, she was named Idaho Woman of the Year by the Idaho Business Review, and in 2011 she was one of five educators nationally chosen to receive Teaching Tolerance’s award of Excellence in Culturally Responsive Pedagogy, and this year, Galaviz’s devotion to her students has once again been recognized.

I participate in a tutoring program for elementary students in Dorchester, an underserved community in Boston. Working with the children has helped me eliminate preconceived ideas that led me to believe schools were bad because the parents did not pay enough attention to their children's educations. I now realize that the problems in education have more to do with the amount of funding that goes into certain schools. Ignorance and distance from reality caused me to believe that struggling neighborhoods inherently produce bad students. I now understand that the problems within the school do not reflect the students’ abilities.

Our grade would never be the same without Fraida Rivkah! With her smile and outgoing personality, she makes everyone feel like her best friend. Fraida Rivkah is always up for a challenge, be it a Rubik’s cube, a knitting project, or those adorable paper cranes that seem to just pop up everywhere! However, Fraida Rivkah’s caring nature is not limited to her paper crane orphanage. It is not unusual to find her saying Tehillim for someone in need, as she sincerely cares about everyone, even people she does not know.

Hannah Senesh was a Hungarian Jew who was executed for the help of saving Jews. She was born on July seventeenth, 1921. Hannah started school shortly after her father died at the age of 6. By the time she graduated out of elementary school, she enrolled into a private school for all girls. In school, Hannah went through a lot of outright discrimination according to two girls who objected her holding office because she was Jewish. Senesh started writing poems, dreams, and her feelings about her father’s death in a diary.

The person I interviewed is Heather Wright. Heather is my mother I have lived with her my whole entire life.Heather wright is my mom and she taught a lot of things since I was born. Heather was born in the wood county hospital. She was born on April 21st 1982. Her parents names were are Regina for her mother and Ronnie for her father. She had Two sisters and one brother, there names were Jessica,Tasha, and Dustin Wright. At first my mom lived in McComb and went to McComb elementary school. North Baltimore and went to school at North Baltimore middle-high school. My mother has blue eyes, she's 5”6” and long strawberry blond hair.

Growing up Katherine Dunham never thought about dance. Dunham was one of the first African-American women to attend the University of Chicago and planned to earn a degree and become a working woman, however while she was attending university Dunham began taking classes with Ludmilla Speranza, a former dancer of the Moscow Theatre, and so her love affair with dance began.

Short Bio Danielle Cohn is an American teen internet personality, model, and singer. She has an enormous fan following on her Instagram and musical.ly and other social media accounts. She came into the spotlight through her musical.ly account. Danielle Cohn is of American nationality and belongs to the white ethnicity.

Hannah Senesh was born in Budapest, Hungary, on July 17, 1921. She had a younger brother and her parents were an author and a journalist. She was always very talented in writing. Throughout her life, she kept a diary and wrote many poems. She was Jewish, and in 1939, she moved to Israel with her brother because of anti-semitism in Hungary. In Israel, she attended an agricultural school, and later settled at the Kibbutz Sdot Yam. Hannah Senesh was brave, and stood her ground for what she thought was right. She did what she knew what good for other people, even if it hurt her.

Her class of teachers take their jobs very seriously, and do not tolerate students who skip or disrupt their classes. These teachers are fun, because once you get them off on some irrelevant tangent, they will keep themselves going on it for entire class segments, trying to get out years of thought and consideration in just a short period of time. This is how I got to know my psychology teacher, because I was the one who kept her talking, so that the class could avoid taking the quiz that none of us had studied for. Teachers like her have the innate gift to educate and entertain, with their comprehensive lessons and subtle quirks.

Cooking is an ordinary task that every single one of us have done at least once. But have you ever imagined cooking relying just on your sense of smell and taste instead of vision? It might sound impossible but a certain individual has not only just cooked but has also excelled herself in the culinary world without her eyesight. And that, everyone, is the winner of Masterchef US season 3, Christine Ha.

Teaching children of poverty can be very challenging. These children are more likely than their peers to experience poor nutrition, parents with low educational attainment and underemployment, broken families, child abuse and neglect, drug abuse, teen-age pregnancies and high rates of dropping out (Holt & Garcia, 2016). It has been my experience that these students are a little rough around the edges which may cause an educator the inability to see beyond the exterior of the child thus treating them more harshly than their peers. Being employed in a Title 1 school, I have had the pleasure of working with students and families whose major source of income is welfare. They often came from a single-parent household and arrived at school improperly dressed and usually hungry. I found that meeting the child’s basic needs helped them focus on school and took some of the stress off of their parents as they knew their child was in a safe, caring place. One thing that was vital in our classroom was firmness and consistency. Unfortunately, many teachers and schools do not possess the knowledge and experience required for success in these more challenging schools. Impoverished students often do not care about their education nor did their parents seem to care how their children perform in school (Holt & Garcia, 2016). I feel this can be attributed to distraction from just trying to survive. In order to have greater success in the classroom of impoverished students, teachers need to