ERIC Number: ED107738
Record Type: RIE
Publication Date: 1966
Reference Count: 0
Inner-City Schools and the Beginning Teacher: A Dialogue.
Levine, Daniel U.; Doll, Russell C.
This booklet addresses the beginning teacher whose assignment is an inner-city school. It advocates that each new teacher in the inner city should have what amounts of a self-administered interview schedule, focusing on points one needs to keep uppermost in one's mind if one wishes to be effective in working with low-income youth. This protocol focuses on 11 issues: (1) recognizing, understanding, and taking into account the conditions in which many of the students grow up; (2) the lack of experience with, and knowledge of, even the most basic words, concepts, and facts of many disadvantaged students; (3) the negative factors in the child's environment that might influence judgments of his potential; (4) the interpretation of student reactions; (5) recognizing and using positive forces in the students' neighborhood; (6) the danger of too openly and too frequently exhorting students to try harder in order to ensure themselves of successful careers as adults; (7) the danger of "giving up" on students; (8) acceptance or rejection of inner-city students' language; (9) the feelings of insecurity which most disadvantaged students feel in school; (10) expectations of the teacher regarding his role in an inner-city school; and (11) deciding on priorities in professional and personal life. (JM)
Descriptors: Beginning Teachers, Classroom Communication, Disadvantaged Youth, Educational Problems, Inner City, Low Income, Student Attitudes, Student Needs, Student Teacher Relationship, Teacher Role, Teaching Guides, Urban Environment, Urban Language, Urban Teaching
Phi Delta Kappa, 8th and Union Streets, Bloomington, Indiana 47401 ($0.50)
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Phi Delta Kappa, Bloomington, IN. Commission of Education, Human Rights, and Responsibilities.