How Did Erin Gruwell Change

[The students] were subjects of unspeakable hatred. White students yelled insults in the halls and during class. They beat up the black students, particularly the boys. They walked on the heels of the black until they bled. They destroyed the black student’s lockers and threw flaming paper wads at them in the bathrooms. They threw lighted sticks of dynamite at Melba Pattillo Beals, stabbed her, and sprayed acid in her eyes. The acid was so strong that had her

I am aware that there are better and worse high schools out there than Fremont High School. And yet, reading Kozol's account of the terrible conditions that are endured by these students made me feel more aware of the severity of improper or inadequate education that poorly funded schools provide. All of these problems, alongside my awareness of my fortunate years of education, make me wonder, just as Mireya did, as to why, "...[students] who need it so much more get so much less?" (Kozol 648). Interestingly, I have little to comment on Kozol's actual writing style, even though he wrote this account of his. I was just so attached to the characters within that school that I wanted to be able to reach out somehow; Kozol definitely achieved something very touching here.

There were many diverse aspects to this book. Most of this book is a recall from either the main character, or one of his students. This book is intended to open people’s eyes to see that in order to change the world we must first change ourselves. Being able to go through this story and see the mistakes, and the good decisions, teachers in Michie’s life have made, has taught me that the best way to teach is through love, justice, cultural empathy and imagination. Some of the points brought up in this book include the positive and negative sides of physical contact with a student, classification/stereotyping, race, gangs, police brutality/lack of justice, and children not being able to escape peer pressure.

The education system in Bayonne was also far from ideal, and Gaines shows the injustices Black children face versus their white peers. The students are forced to get down on their knees to use the benches as desks or do their work in their laps (36). The students are so incredibly disadvantaged that they do not even have desks to write on to do their work, whereas the White children presumably have a well furnished school. This clear distinction between children’s’ learning environments shows just how bad the racism in Bayonne truly was. They are merely innocent children and they are already treated differently from their white peers. Gaines describes Grant’s class to show readers the circumstances of the Black community in comparison to the White school district. Additionally, the school year, according to Grant is only,” five months, and when the children are not needed in the field” (36). Even though slavery had been abolished almost a century prior, the Black children were still deprived of a proper education due to the field work that they were forced to complete. Grant also has to attempt to ration his supplies, because the school board does not give him an adequate amount for the year and at one point tells a

Unfortunately, the idea of lawsuits seems to set up a chain of actions within a school district. That chain, once set in motion is very difficult to break. This seems to have been a misbegotten law suit that could have been labeled frivolous and was certainly unnecessary. The outcome of all of this legal activity was some money for George’s parents, which will undoubtedly be spent providing care to George, who will continue to have problems for the remainder of his life. This law suit allowed for delays and a

Kozol highlighted how against the popular belief and expectations, a trend of re-segregation has been growing inside the urban public schools in US. Kozol’s purpose of writing is more than just highlighting the issues at Fremont High school. The high school is just a small representation of the bigger apartheid. Kozol has drawn a picture of the mismanagement and the hopelessness growing among the students due to it. This becomes overwhelmingly evident when Kozol wrote about the time he was speaking with an African American girl “’Dear Mr. Kozol,’ wrote the eight-year-old, ‘we do not have the things you have. You have Clean things. We do not have. You have a clean bathroom. We do not have that. You have Parks and we do not have Parks. You have all the thing and we do not have all the thing. ‘Can you help us?’ (Kozol, 410)”. First off, it needs to be pointed out that Kozol frequently leaves out names of personal interviewers in his article, which leaves room to doubt if what he is saying is true. But giving the benefit of the doubt (considering Kozol’s credibility), the statement with the eight-year-old itself is eye opening to say the

Preview: I will review the details of the case; prove that the school, and discuss how the solution should be solved stepped on the rights of the students.

A parent of one of the students that were left feels the teachers should be thanked not punished.

“I won’t learn from you” is a classic and powerful group of essays written by Herbert Kohl. The first three chapters “I won’t learn from you”, “The tattooed man”, and “Excellence, Equality, and Equity” all explore ideas that students are more in charge of their learning than most individuals believe. With these theories, students and teachers can help improve each other in every way. Kohl writes a variety of humorous stories, lessons on teaching, and inspirations to be a teacher to any child, regardless of their race, gender, religion or abilities. He addresses serious issues in the public school system, such as reforming to the demands of the school district, adapting the curriculum, and the many pressures as an educator. Kohl helps the

As stated above, section one is about how to fail and how to prevent failing. In this section it introduced us to a teacher, named Elizabeth Dozier, who became a principal in some of the poorest schools in Chicago. The book also introduced us to Nadine Burke Harris, who is a pediatrician and opened a clinic in the poorest part of San Francisco. Each of these women took an interest in the children and families that are affected by poverty. Dozier became the principal of Fenger High School, and the first thing she did when she arrived was removing almost all the teachers. She brought in young and ambitious teachers, who she thought would make a difference in the school. One of the best decisions she made while she was at Fenger was to enforce a zero tolerance policy for violence, because gangs were a huge problem in the community and the school. Dozier sent twenty five of her most troubled students to an intensive mentoring program. The book then goes on

One challenge that this group of students present to Mrs. G is the separation because of gangs. When the students come in they turn desks out of rows to sit by their group and give nasty looks and threats to other gangs. Not to mention, most of the students held grudges against other students because they have killed people in each other’s’ gangs. This causes a big divide in the class and a lack of communication. To deal with this, Mrs. G tells certain people to move and some of their gang members get mixed up, this eventually works out and the students start voluntarily sitting next to anyone in the class. As first, however, this leads to the second challenge Mrs. G faces.

Throughout the film, the effects of stereotype can be seen vastly in the film by Margaret Campbell, the department head. She grouped all of Mrs. Gruwell’s students together as street kids and set very low expectations for them. She is constantly seen telling Mrs. Gruwell that she is wasting her time on the students simply because she keep emphasizing on how the students are only destructive and incapable of higher learning. She also refuses to give them new books because she believes that they can't read them and would not return them. She is also determined to consistently fight Mrs. Gruwell’s efforts to engage the students in learning.

Ellen DeGeneres, beloved media icon and entertainment pioneer, have reached deep into the audiences' hearts since her first comedy stand-up appearances in the eighties through her works on television today. While many Americans now know DeGeneres for her syndicated talk show, The Ellen DeGeneres Show, and her countless awards, such as the Emmy Awards, American Comedy Awards, and People's Choice Awards, she is more than just a television celebrity. Both on screen and off screen, Ellen DeGeneres plays a vital role in various humanitarian efforts and in a civil right movement throughout the course of her career.

To better understand how Mrs.Gruwell was able to get across to these students and change their lives, we must look into the personality of Mrs.Gruwell. I classified Mrs.Gruwell as a ENFJ also known as “The Teacher” (Mrs.Leigh 2016). I did not choose this on the bases that Mrs.Gruwell was a teacher but on the basis of her actions and perceptions. ENFJ’s deal with the world externally, meaning they often deal with problems and situations based on their emotions and feelings (Mrs.Leigh 2016). Mrs. Gruwell dealt with her students through what her emotions led her to act.

Psychological clash is the uneasiness one feels when his convictions, qualities or practices repudiate each other. At the point when an individual accepts emphatically in something that ends up being false, he/she will encounter struggle. A man feels intellectual clash when the aftereffects of a conduct don't make the grade regarding a standard to which they are measured. This can be seen through Erin where she stayed calm and conformed to the spouse's treatment and conduct towards her, along these lines, relinquishing her own feeling and the outcomes that could happen to her youngsters because of her significant other's brutal conduct. She should search out for help prior as she had been dealt with severely for a long time however didn't make