Those Who Can,Teach: Reflections on Teaching Diverse Populations

This content is available through online browsing (free) program dependent on page scan. Screen readers can not currently scan, so please contact JSTOR user support for access. We will provide PDF copy of your screen reader

This is a little known fact about me. I grew up in a population-rich school district. Due to the diversity of the population, the school district teaches students to speak Spanish and French at elementary school. When I was in elementary school fourth grade, I started learning these two languages. After graduating from junior high school, I decided to concentrate on learning Spanish. In short, I spent seven years in Spanish. When I moved to a new school district of high school, I stopped teaching and practiced. I will fast-forward for 20 years. I am sorry I have not practiced Spanish. My parents are not bilingual, I only use it at school. Of course, I lost my skill. Today, I can ask if I can speak with you in Spanish My answer should be "No, I can not" Oddly enough, I will tell you how many conversations I understood that. This is a warning. Do not speak Spanish under the impression that I do not understand

I know that you believe in diverse education teams and non-black teachers who direct the city's schools to fully understand the importance of the population they teach. How do you think these two ideas are integrated? Also, what do you think is the best situation for students currently in the city center? If there are opportunities for the black children to inform the teacher about their culture, intellectual property, the community, the best way to teach, the best way to motivate, the best way to connect with parents etc. I think. It can be any color. The important thing is that colors are not as important as they are connected. Many black teachers tend to be connected, but black teachers can not contact with black children.