Most of my teaching career (7 of the 15 years I have been teaching) was in a school that serviced mostly (I’d say 95%) black children. I was tormented every day of my first year by my Black AP and maybe every third day by the children themselves.

It didn’t make me leave (well not for 7 years anyway). It didn’t make me lower my standards (although I was told that they were too high every day by both my AP and principal). After the first year there were skirmishes betwixt myself and the administration at least twice a week. It didn’t make me shy away from comments on my “not being able to relate” because I’m “not black.” I told those students,every day, and at least half of the few parents I met every parent teacher night or afternoon, that my genetic make up (or even appearance) had nothing to do with what they had to learn in the classroom and had even less to do with what they would have to do when they made it into the working world.

I now teach in my alma mater, which was mostly white and Asian when I was enrolled there as a student, but is very diverse now.

Race has nothing to do any of it. Class and upbringing have everything to do with it. If the children you teach are raised to treat everyone with respect regardless of color, they will. If they are not…they will “play” what ever race, religion, socio-economic status “card” they can find.

The apple never falls far from the tree.

I do agree that “knowing” the vernacular gives me a little bit of an in but woo!

I know what it’s like to be the only male teacher of color in literacy (language arts, in my case).

I’m babbling but I wanted to send you a little encouragement… Keep doing what you do because you are making more of a difference than you might think! Enjoy the holiday break!! We teachers have to recharge the batteries at every opportunity afforded us…

Great post. I couldn’t agree more.

As for the workshop model et al, take all of that education du jour with a grain of salt. This is a tool, not a substitute for real teaching. We, as professionals, know when to use the appropriate tool to get the lesson across, be it the workshop model or the myriad of other instructional tools at our disposal. Whatever works for your kids is what you should use. You are the professional and most of the DOE managers have little or no field experience. Otherwise, you would not be struggling with the technique and the worth of its implementation. After 14 years (and still “new”), I’m certain of one thing: there will be a new mandate tomorrow totally disregarding the crap we’re working with today. Follow your gut; that’s the only thing that’s permanent!

Kids connect with teachers who are real, and who know classroom management, period. And they can tell who’s real MAD QUICK, to use their vernacular.

Our students are smart as all get-out. Ain’t no two ways about it.

And I wish people would learn sooner that yelling does not help. I refuse to yell, I am a white woman and while it took a couple years to really grasp the management thing, I did it. Kids can sniff out sincerity over phoniness any time.

I’ve seen teachers of all races succeed and fail not based upon race or ethnicity but based upon their ability to reach children through mutual respect.

Your students know that you value them as individuals and as communities of leaners.

Too many schools with minority staffs have failed miserably.

For the kids race is only skin deep, you can’t fool them.

I’m speaking as a Black woman with thirty four years of teaching experience in schools totally made up of children of color.

As for your colleague’s presumption that the job is easier for you because you’re a black male, that probably reflects her own insecurity and inexperience more than any malevolent intent.

We’ve come a great distance from the (not-so-long-ago) time when “You’re a credit to your race,” or “You’re so articulate” were common remarks even from progressive white people, but we’ve still got a long, long way to go before we can honestly say that color plays no role in day-to-day interactions.

Some white teachers (and some non-white ones, too) may believe that black males fewer obstacles to overcome in dealing with students, which may or not be true, depending on each kid’s individual point of reference. In some cases, it might be an obstacle. Obviously, no general assumption is valid here.

The best one can say about your colleague’s remark is that she might have meant well, but clearly needs further enlightenment.

Maybe you can broach the subject with her before the year is out. You’ll do her a favor. At least you’ll have gotten her to think about the way things REALLY are.

Try to maintain your equilibrium despite everything that’s going on, and keep up the good work!