First off, let me say that this blog will document my journey as a Teach For America teacher in Oklahoma. This blog represents my beliefs, opinions and feelings only and does not, in any way, reflect the opinions and beliefs of Teach For America as a whole. Also, from this point forward, Teach For America will be TFA, because that's just too much to type. :) Also, I can be a bit wordy, so excuse my ridiculously long blog posts.
It was never in my plans to be a teacher. Some people know from an early age that they want to teach. I wanted to be an astronaut, an EMT, a pilot, a Broadway performer, an anthropologist, etc, etc. Never a teacher. After toying with the idea for three years or so, I finally decided I wanted to join the Peace Corps, go abroad, do my part as a citizen of the world, then figure out what I wanted to do with my life after the two year commitment. Then, I was approached by a TFA recruiter.
I had heard of TFA, but like I said, I didn't want to be a teacher, so it wasn't at the top of my list. But this recruiter made me think differently. Coming from a fairly affluent suburb, I wasn't really aware of the inequities in education until I came to San Marcos. In my district, most people went to college. Most people had parents who were involved in their academics. Most people didn't get pregnant, do drugs or drop out of school. The teachers were kind and had a sincere interest in our success as students. In this country and in Texas in particular, unfortunately, this is quite rare. At San Marcos High School, 30% of the female students are pregnant or already have a child. Less than 50% plan to attend college. And this is just one, small Texas town. To think about this on a national scale, honestly, breaks my heart. I didn't realize how lucky I was until this TFA recruiter forced me to see the harsh realities American students are facing and suddenly, I felt an intense desire and frankly, an obligation to do something about it.
I met with the recruiter two days before the application was due. I decided to apply anyway. The interview was a day long event, but one of the best interview experiences I have had. (Way better than my Fulbright interview. Ask me about that one later lol) In late January, I was accepted to be an early childhood education teacher in Oklahoma (hopefully, in Tulsa).
I'll be getting my degree in Anthropology, which has provided me with an arsenal of useful information, none of which relates to early childhood education. It has been a challenge just to study for the certification test I have to take. But the more I read, the more excited I become. Human development is so fascinating. To be able to teach with regards to this is so exciting. The relationship between language and reading and culture and early mathematical concepts is so intriguing, and I cannot wait to learn more.
This summer will be hectic and intense. I graduate May 12. Move out of my apartment and celebrate on May 13. Drive to Tulsa on June 6. Carpool to Phoenix on June 11. Return to Tulsa July 17. Start school August 1.
In less than 6 months, I will be a grown up with a nice apartment (and hopefully less obnoxious neighbors), a pay check that's more than $300 a month, a regular routine and a classroom full of bright eyed, eager little four-year-olds. In less than 6 months, I will teach for America.
Some facts:
Educational inequity starts early and gets worse over time.
- By the time they reach fourth grade, children living in low-income communities are already two to three grades behind their higher-income peers.
- Just half of students in low-income communities will graduate high school by age 18. Those who do graduate will perform on average at an eighth-grade level.
- Overall, only 1 in 10 students growing up in poverty will graduate from college.
- 1 in 5 students live in poverty.
- Less than half of black, Latino and low income students are proficient in reading, compared to their white peers, of which 80% are proficient.
- the high school drop-out rate is 42%
- Only 50% of students graduate
love,
AJ
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