The kind of student-centered inquiry-based examination of our world proposed by educa-
tion professors is expensive, and in our society it is only made available to the few. Does
that mean that classroom teachers in less affluent communities who value this kind of teach-
ing are doomed to fail and foolish to try?
I believe the answer is a resounding “NO!” The beginning and experienced teachers who
worked with me to write this book are committed to the idea that the way we teach can
make a significant difference in the learning and lives of our students. We refuse to give up
on public education and our students.
As a social studies teacher in New York City public high schools for 14 years, I learned
that there are no simple solutions to changing education and no magic formulas for teaching
young people. Teaching is hard work and involves constant learning by educators. Success-
ful teaching requires an understanding of children, a vision for their future, and a strategy
for connecting students with that vision.
As teacher educators, my colleagues and I use our own experience as teachers; our un-
derstanding of the theories of thinkers like John Dewey, Paulo Friere, and Maxine Greene;
and insights gained from educational research to help the next generation of teachers be-
come ready for the classroom. New teachers always worry whether they will know enough
to teach and whether they will be able to control students. They often do not agree with
what we think is important. But we try to share with them some of the things that we have
learned and value.
·We know that when lessons relate to student interests, involve them in activities, and are
appropriate to their academic performance level, they will stimulate student curiosity
and engage them as active learners.
·We know that students who feel that their teachers care about them as human beings and
are willing to respond to their needs and concerns do better in class.
·We know that learning is social. Students do better academically as they develop a sense
of relationship with each other and their teachers, and as they take responsibility for
what happens in their classroom.
·We know that change never happens instantaneously. Why should children behave any
differently from other people? Being an effective teacher means engaging in a long-term
struggle to convince students that your goals for the class make sense and are worth ex-
amining.
·We know that as a teacher you cannot change everything in the world, in your school or
even in your class. But we also know that as you become a better teacher you will be able
to make an impact on more people.
·“Fingerpointing” does not help. Universities blame high schools. High school teachers
blame middle school teachers. Middle school teachers blame elementary school teach-
ers. Elementary school teachers blame preschools and parents. Parents blame schools
and teachers. Instead of focusing on blaming each other for what has not worked, we
need to discover and implement ideas and practices that will make a difference.My primary goal as a high school teacher and as a university professor is that every stu-
dent in my classes should become a thinking, caring, literate human being and an active citi-
zen who helps shape our community, society, and world. If this is unrealistic and under-
mines what is really important in education, I gladly plead guilty.
At the May 2000 annual conference of the Hofstra New Teachers Network, Jennifer
Palacio, a third-year teacher, told the group, “When I first started teaching, I tried to do all
2 BOOK I: GOALS