Ben Schmookler started his teaching career at McClymonds High School in West Oakland three years ago, immediately after finishing college at the age of 25. On a typical day, only eight out of the approximately 30 students enrolled in his American history and world culture classes would show up. The rest were absent. Schmookler often witnessed groups of students wandering the hallways instead of attending class. When he confronted them and asked why they weren’t in class, their typical response would include obscenities. Schmookler would challenge them to repeat their words, but they rarely did. Being a construction worker before becoming a teacher, Schmookler’s tall and imposing figure intimidated the students. He understood that their rough language was just a facade and compared it to his dog barking. The truly tough teenagers, who ruled the streets of the city, rarely came to school and seldom spoke to their teachers. They viewed school as a safe haven, a place to hide from their troubles. They saw no reason to cause problems.
The situation at McClymonds started to improve the following year. The arrival of a new principal, Willie Hamilton, brought some stability to the school, which had gone through six principals in as many years. On his first day, Hamilton expressed his desire for McClymonds to become the best school in the district, much to the amusement of the students. However, over time, some students started to believe in Hamilton’s vision that “Mac is on the move.” Vandalism decreased, and gangs were expelled.
Despite these improvements, McClymonds remained a school on the edge, located in a neighborhood plagued by poverty and violence. Attendance continued to be a problem in the 1996-1997 academic year, but there were signs of progress. Around 15 juniors consistently attended Schmookler’s American history classes, and he finally felt respected by his students. They no longer tried to disrupt his classes and some even seemed to like him, although they would never admit it. He earned the title of “Mr. Schmookler” from most students, while a few called him “Schmook.”
Schmookler actively addressed the issue of truancy. Every morning, he would call the homes of students who were absent from their first period class. Sometimes, sleepy parents would scold him for waking them up, and a few even complained to the school office. However, on other occasions, the truant students would actually show up at school, at least for a few days.
When Schmookler accepted the job at McClymonds, he did not expect to encounter future Rhodes Scholars. Having grown up in the Berkeley flats, just a few miles north of West Oakland, he was well aware of the challenges he would face. He was familiar with the statistics: out of the 300 freshmen entering McClymonds High each year, only around 50 would graduate. The average GPA of the school was approximately 1.5. In the most recent school year, the 10th graders scored in the 12th percentile in reading and the 19th percentile in math on the Stanford Achievement Test-9th Edition.
Nevertheless, Schmookler never doubted his ability to teach the students at McClymonds, and gradually he succeeded. He established a rapport with the students through their lively back-and-forth exchanges. By his third year at the school, during the 1997-1998 academic year, as many as 20 students, accounting for over 50% of his daily roster, attended his classes on a regular basis. Some even took notes and actively participated in classroom discussions.
Ben Schmookler, a young African-American male, is a rare find in the field of public education. Despite the fact that more than one-third of American schoolchildren belong to minority groups, the majority of teachers are white, with white women making up 70 percent of the teaching force. Only 13 percent of teachers are minorities. African-Americans make up about 16 percent of the public school population, but only 7 percent of the teaching force.
The demand for minority teachers, particularly black teachers, is high. According to David Haselkorn, the president of Recruiting New Teachers, over 90 percent of school districts in the US are in need of minority teachers. Recruiting New Teachers, a nonprofit organization based in Belmont, Massachusetts, is dedicated to bringing talented young individuals into the teaching profession. This demand for minority teachers is expected to increase in the future. The US Department of Education predicts that over the next decade, schools will need to hire around 2.2 million new teachers. Haselkorn explains, “We have rapidly increasing enrollments, a large number of pending teacher retirements, and popular initiatives like reducing class sizes. Additionally, urban schools have unacceptably high rates of teacher attrition.”
Despite these challenges, there is some hope. The number of minority students enrolling in teacher preparation programs has started to rise after decades of decline. In the 1970s and 1980s, fewer African-American students were interested in becoming teachers, as other professions became more financially rewarding for black individuals. However, Haselkorn states that currently, 20 percent of students preparing to become teachers are from minority groups, compared to 15 percent a few years ago. From 1989 to 1995, there was a remarkable 39 percent increase in African-American enrollment in teacher training programs.
Several factors contribute to this surge in interest, including better salaries, increased recruitment efforts, and a renewed societal appreciation for teachers and their profession. Haselkorn also notices a shift in young people’s values, from an individualistic mindset to a more community-centered ethic. A new generation of teachers is eager to serve in communities that are in great need.
Unfortunately, the challenges don’t stop there. Many of these enthusiastic young teachers are ill-prepared for the realities they face in the classroom. Even the most dedicated and idealistic educators quickly become overwhelmed and decide to leave. Haselkorn points out that in urban schools, 50 percent of all teachers leave within five years, which is alarming when considered in military terms. If such high casualties were accepted, it would be deemed a disaster.
McClymonds High School is grappling with a significant issue – a dysfunctional and failing school culture. Even after six months into the academic year, the daily reports on Schmookler’s computer still listed two dozen students he had never encountered. One day, during a history lesson, a pregnant girl suddenly appeared claiming her counselor had assigned her to Schmookler’s class because she couldn’t continue with gym. Schmookler agreed but emphasized that she had to be punctual if she wanted to stay. The girl seemed disheartened and asked to speak to the counselor before leaving the room. Unfortunately, she never returned.
Furthermore, the central office in Oakland doesn’t adequately fill the vacancies at McClymonds, especially in core subjects. When qualified teachers are not available, long-term substitutes fill in for months on end. Schmookler expresses his frustration, stating that the district’s recruitment efforts fall short. He believes they should actively seek out top candidates from colleges and teacher preparation programs instead of relying on flyers.
Schmookler also addresses the issue with certified teachers, acknowledging that while some are exceptional, others are unfit for the profession. He cautiously admits that one teacher is consistently late, missing entire classes, while some teachers do minimal teaching and instead read the newspaper during class. He laments the resistance of teachers to accept criticism from their colleagues and shares the challenges he faces in his union position, advocating for due process for teachers who may not deserve it. He questions how these unfit teachers even entered the profession.
The turnover of teachers at McClymonds, particularly young teachers, is alarmingly high. Veterans tend to distance themselves from rookies, believing they won’t last. This results in older teachers isolating themselves in their classrooms with their students, while the younger ones struggle to navigate the sink-or-swim situation.
This constant turnover contributes to a profoundly low morale and a lack of collegiality. Claude Joffiah, a dean and math teacher at the school, emphasizes that the metaphorical “family” atmosphere is nonexistent at McClymonds. Isolation has eroded communication, causing individuals to focus solely on themselves. As time passes, they question if they are truly dedicated to a vision or simply fooling themselves.
The New Haven district, located near Oakland, California, has made it a priority to recruit and retain minority teachers. This urban district, encompassing Hayward and Union City, has been successful in attracting some of Oakland’s best new teachers by offering higher salaries and support. Jim O’Laughlin, the assistant superintendent of New Haven, emphasizes the importance of teachers in determining the success of schools. He believes that new teachers need systematic support in order to thrive, which is why they have implemented a program that provides support and assigns each new teacher a veteran partner teacher. This program has contributed to a remarkable five-year retention rate of 95%.
Schmookler, another teacher, believes that providing similar types of support would help alleviate the frustration that often leads young teachers to leave the profession. However, he acknowledges that it cannot solve the underlying issue of students who seem unresponsive to their efforts. Schmookler expresses his exhaustion from witnessing students who consistently refuse to do any work, despite all his attempts to motivate them. He finds it difficult to fathom how anyone could sustain this job for 30 years, although he knows that some teachers do manage to do so.
Despite his frustration, Schmookler refrains from blaming his students or taking personal offense to the hostility directed towards him. He believes that their behavior is influenced by their personal histories, which are deeply connected to the surrounding community and its past. In the early 20th century, West Oakland was a thriving industrial center and served as the final stop for the transcontinental railroad. African-Americans found it to be a desirable place to live and work. However, after World War II, the community began to decline due to the rise of cars and trucks, which made the railroads less essential. The construction of the Cypress Expressway in the 1950s further exacerbated the situation, as it divided the city. Additionally, a significant portion of the community was demolished to make way for a large postal-distribution facility.
Schmookler is fascinated by the optimism of his students, even those with poor academic records, who believe they will achieve great things after high school. When he asks them about their future plans, many express their desire to attend college. Despite having GPAs of 1.0, 1.5, or maybe 2.0, they confidently aim for the University of California. When he tries to explain that they will not be accepted, they become defensive and question his negativity. He clarifies that he is not the one conveying this message, but rather the college itself. However, many refuse to accept this reality. Schmookler describes his students as having an uncanny ability to deceive themselves. While they may not prioritize citizenship, they strongly believe in the American dream and the pursuit of happiness, which, to them, means making money. They desire financial success but lack the knowledge and skills to achieve it. Nonetheless, Schmookler recognizes their energy and innate intelligence, and he wonders what could happen if he could channel these qualities. At present, his focus is on teaching them basic academic skills, such as reading, writing, and good behavior in the classroom. Unfortunately, with each passing school year, they fall further behind. However, there are moments when they demonstrate competence and even excellence in the classroom. During one of his history classes, Schmookler returned the tests from the previous day and provided both praise and criticism. As the students reviewed their grades, he initiated a discussion on the test topic. One student, who had been delighted with her score of 75, explained how Social Darwinism connected to Manifest Destiny. She highlighted how individuals with a superiority complex, particularly white people, could justify expanding their influence by perceiving it as their destined mission. Schmookler then questioned the rationale behind Theodore Roosevelt sending troops to the Dominican Republic. A student named Jamal responded, stating that it was an extension of the Monroe Doctrine. As the class discussion progressed, Jamal shared his insights on various subjects. When the conversation touched on cultural bias, he provided an example by referencing the discrepancy between the questions asked of students from low-income neighborhoods and those from more affluent areas on the SAT. It was evident that Jamal possessed intelligence and critical thinking abilities. Earlier in the year, Schmookler had considered Jamal to be college material, prompting him to review the student’s academic record. Much to his surprise, Jamal’s GPA was a mere 0.
Your objective is to rephrase the entire text by using improved vocabulary and creating original content using natural language. The final result should be written in English. The provided text for rewriting is as follows:
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In conclusion, technology has revolutionized communication by making it faster, more convenient, and accessible. The digital tools and platforms available today have eliminated geographical barriers and allowed us to connect with people from all corners of the globe. Communication has become an integral part of our daily lives, enhancing personal relationships and professional collaborations. With further advancements on the horizon, the future of communication looks promising and exciting.