Hard Times at Douglass High

"Hard Times at Douglass High" is a must-see HBO documentary film about the hardships that urban schools in impoverished areas faced due to the No Child Left Behind Act. The reality at Frederick Douglass High in Baltimore, MD is bleak for most students, but especially for those in the entering class, 9th grade. Many of the 9th graders have no drive to get an education and believe it is something that will not assist them in the future, like every other urban school film. The faculty have a hard time getting scores to increase in a school where there is a 50% dropout rate. I was reminded of Mr. Dadier when introduced to Mr. Mcdermott, the 9th grade English teacher. He seemed to be hopeful at the start of the film, but by the end of the first semester he had just given up. When asked why, he simply said he was not getting what he wanted out of teaching, which was a sense that he was making a difference. Many of the teachers must have felt this same way after parent teacher night when less than 4 parents came to most of the classes. Mcdermott actually said something during parent night that clicked for me, that out of all the parents of the students in his class, the only ones that came to talk to him were the parents of students that were already succeeding in his course and not the parents of the students who actually needed assistance. It was evident, through every single parent meeting and school show that most of the kids were on their own, with no one to watch them graduate or guide them through life. Following the filming of this documentary, the school was restructured and the principal was fired. I had mixed feelings when hearing about the restructure of the Frederick Douglass High because I felt that the principal was a wonderful lady that truly cared about the futures of her students, even if they did not feel the same way about their own futures. The problem that I saw in her pedagogy was that she seemed to be a bit easy on the students. For example, there were so many students that were not on track to graduate and in order to get the graduation number higher, the principal allowed students to make up work and re-do exams in order to graduate as many students as possible. I, like many of the teachers, disagree with this action because the students are obviously not ready to graduate and definitely not ready for college. With 4th-9th grade reading levels, these students are bound for failure if they intend to move on to college. This documentary reminds viewers of the harsh reality inside urban public schools and just how difficult it must be for staff to foster a good learning environment, when over half of the students do not want to be there.

Expressing Oneself in a Culture of Conformity (ch. 4-Bulman)

"How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics."
                   --Henry David Thoreau

In Hollywood Goes to High School by Robert C. Bulman, chapter 4 focuses specifically on the difference between how urban schools and suburban schools are filmed. Both reflect a middle-class fantasy, but different middle-class fantasies. Within films about urban schools, the middle-class fantasy includes the rectification of problems by a middle-class hero, however within films about suburban schools the idea of expressing their individuality is enforced. In suburban school films there is an expectation of nonconformity, which is said to foster social acceptance. There is a contradictory in American culture between individuality and conformity. The difference between urban school films and suburban school films is that in suburban schools the students' achievements are measured by how those achievements compare to those of the other students. Rather than teacher-heroes that are evident throughout urban school films, within suburban ones, the heroes are students that are able to express their individuality as well as their independence. Symbolically, the ideals of small-town America lead to the requirement of conformity in order to be accepted. This sense of belonging that nearly every American longs for, end up challenging the idea of free expression and individualism. The contradictions discussed here are evident throughout high school films. The middle-class culture focuses directly on individualism which is completely opposite of the ideas seen throughout urban school films where, rather than individualism, the focus remains more on a teacher-hero that brings a class together and creates a class structure that is less about the individual and more about the class as a whole.

Fighting the Culture of Poverty

Robert C. Bulman's work called Hollywood Goes to High School, focuses on contemporary social issues within the school system. Chapter 3, titled "Fighting the Culture of Poverty" looks at how urban public school films celebrate utilitarian individualism. The idea is projected through Hollywood films that no matter what one's socio-economic status, race, or other cultural factors, an individual can succeed through hard work and achievements. This is tangled up with contradictions because the American individualism said to push students forward towards success requires a type of dependance. Hollywood simplifies the problems with urban public education and instead reflecting the ideals of middle-class society that an individual's morals are the main problem that can be fixed individually. In order to make it, the students must adopt middle-class values like hard-work and individual achievement. The problem with these films is that they ignore the various structural obstacles to success that can only be fixed structurally, rather than the individualized approach shown in urban school films. What Hollywood is neglecting to include in these social commentaries about urban public schools, is  the fact that individual effort is not the only factor determining success, but rather more of an issue of unequal funding, lack of employment in the inner-city, and culturally biased curricula. I am most bothered by the fact that these films are attempting to make a serious social message about real social problems in real schools much too easy to fix than they actually are. The problems projected through urban school films like Blackboard Jungle, are less about cultural values and result more from poor public housing, inadequate healthcare, and other conditions in the social structure. It is fascinating that Hollywood made urban school issues as easy as a change in action by the students. Benjamin Franklin famously wrote, "Lose no time; be always employ'd in something useful; cut off all unnecessary actions" which is indicative of the pragmatic advice that would make urban school students become responsible and self-sufficient. Suburban middle-class is able to attain relief of anxieties  and responsibilities for the issues common to urban public schools by explaining poverty as the result of individual failure, which most certainly is not the case. This pedagogical fallacy can be explained through the several explanations offered by social science research that the performance of these lower-class students is a direct reflection of the opportunities awaiting them in the job market. A significant example of this is when Dadier, the teacher from Blackboard Jungle, tries to get one specific student, African American part-time mechanic, Miller, to go above and beyond what he thinks is possible. However, is it really possible? The question remains the same even after reading this chapter, will Hollywood ever get it right? And how negatively do the fallacies commonly found throughout urban school films affect the ideals of the average American and our idea of why there are so many students with so little drive to succeed?

Teach : "Tested" (episode 2)

Tony Danza was a true character this week. I laughed and nearly cried along with him as I felt the sincerity of his words and actions. He is quickly becoming a better teacher for most of his students and just realizing the diversity of needs amongst his class. I think his naivety in the beginning was what led the faculty to be so weary of him, but I can see that as he grows and learns as a teacher from his co-workers and students, they begin to respect him more. His view on learning disabilities was certainly an interesting one where equated the students going to the resource center for extra help and time with being lazy. Finally, after a seminar and several discussions pertaining to students with learning disabilities, Tony started to see the reality of the situation and was more apt to allow those students the extra help and time they needed, but not just because it was the law, but because it was the right thing to do and was necessary. I was most definitely intrigued by the first quiz and sat on the edge of my seat as he graded. The result, being poor, was expected and I only wish I could have seen the questions he asked that truly stumped the class. If i were able to see the questions than I could have determined for myself how fair the quiz was in terms of wording of the questions and objectivity. Danza is taking extra time out of his day to attend to each individual students' needs and although it would be fabulous if every teacher could do that, it would never happen. These students do not know how good they have it that a teacher at their school has only 26 kids from one class to worry about and can truly give them the extra attention they need and that I feel should always be available. The sad truth is that our public schools are overcrowded with too many students and not enough teachers, which makes the individualized attention that Danza give his class seem unrealistic and superficial. I question his motives regarding whether he is truly aiming at a goal to help students through teaching or just prove to himself that he can do anything.

Tony Danza's "Teach" Episode 1

A&E's television series, "Teach" follows Tony Danza as he begins his new and exciting adventure into the world of urban school teaching. After leaving his home in Malibu, Danza makes his way to the city of brotherly love, Philadelphia, to teach English at North East High School, where the drop out rate is nearly 50%. Throughout the episode, some of Tony's students are focused on as they discuss having Danza as a teacher as well as Tony's own thoughts regarding the challenge. From the very beginning of the series, it is clear that faculty, students, and parents are concerned that Danza is unqualified to be a 10th grade English teacher. It is helpful to see both the points of view of the students and the new teacher in order to truly understand how Tony plans on reaching his class and what his goals are for them. As Tony explains his reasons for teaching, his sincerity is heartfelt and real. He wants to educate young people and motivate them to make a difference, not only for themselves, but for the greater good of society. Watching Danza's first week on the job allows viewers to see how teachers prepare for a new class and all the work that goes into the art of teaching and of course, the art of learning. Later in the week, Tony Danza realizes he is doing too much talking and performing and not allowing the students to truly get involved as much as would be helpful to them. After hearing that he talks too much from fellow faculty, students and friends, he begins to realize it and starts to work on it, which shows the true idea of learning through teaching. Danza of course is attempting to teach a 10th grade class about English, and while doing so, he must learn about himself and his strong or weak points and correct what needs to be corrected in order to make the difference in the lives of students that he had hoped to make. One of the best words of advice Tony is given is from the Principal of North East High when she says, "Give them a chance" regarding the students. The idea of giving the students a chance is one that should be carried throughout his career as a teacher and will allow him to be successful. If the students are not responding to what he is doing, he must change it up in order to reach them. In the end of the episode, Tony discusses how he has a lot to live up to and is worried. He often wonders if he made a mistake by taking on the challenge of teaching high school english and doesnt want to let any of his students down. The best advice Tony Danza gives is when he relates what steps he will take to make himself a better teacher, "I am just going to put one foot in front of the other and see if I can get there." Although this quote is simple, it is so pertinent to the field of teaching, and even when learning can be helpful. Just take one thing at a time and work at it until you succeed.