Ashley Gordon Joining the Conversation Part 3 Characters: Ashley Gordon, John Dewey, Ann Helms, Lucille McCarthy,

and Martin Monk Scene 1: The scene opens up in a private conference room in Charlotte, NC about 7:30 pm. All the characters have no idea why they are there accept they all received the same letter about the meeting location. All they knew was that they were all there for the same cause. But what could that possibly be? The scene opens with Dewey, Helm, McCarthy and Monk all sitting around a conference table. They all look around suspiciously and then suddenly Gordon walks into the room. Gordon: So I guess you are all wondering why you are here? All at once: Of course Gordon: Well it is time to close this so call achievement gap. Bushs administration failed to do that nationwide. So Im ready to figure out how we can do it starting locally. Helms: Wow there is so much going on locally that you wouldnt know. But first what is your name and your purpose? Gordon: Ashley Gordon, and this is all research for my English class. But enough about me. Lets get down to business. Helms: Sorry, I am a reporter. Its my job to be suspicious. Nice to meet you. Well, I have acquired that Dr. Morrison, CMSs new superintendent, is starting to really improve CMS and help with closing the gap. Dewey: What is this CMS you refer to?

Helms: CMS stands for Charlotte Mecklenburg Schools. It is a school system here in Charlotte. But as I was saying. Dr. Morrison has decided that he is going to hire a race bias expert for CMS. Gordon: pulls out an iPhone to record conversation: And what exactly will that do to help with the achievement gap? Dewey: in complete disbelief: What exactly is that you are holding? Gordon: frowns: A phonesorry if we are too up-to-date for you Dewey. Turns back towards Helms to hear her answer. Helms: giggles to herself: Well, the problem was that the suspension rate for African-American students was an extreme percent higher than the rest of the races and even higher than the African-American graduation rate. There was a 77% suspension rate for African Americans and a 71% graduation rate. Dr. Morrison is thinking of hiring a race bias expert, Glenn Singleton, to come in and fix these issues. No one wants to make it about race but that sure looks like what it is. Gordon: Is there anything else that Dr. Morrison is doing to close the achievement gap? Helms: Well, he is also thinking of getting rid of tests made to evaluate teacher performance because he feels that they are a waste of tax dollars and dont benefit the kids. Dewey: Yes, when it comes to education the students are there to learn about real life experiences. Tests shouldnt be given out they should have hands on experience to test their knowledge. Gordon: And what exactly does that look like Mr. Dewey? Dewey: Students should use school as a way to grow from their home life. They should complete activities that they are already familiar with and grow upon that. These tests to evaluate

teachers are absurd. You have to let the children feel like they are there for a purpose instead of just for learning. Gordon: So how is this helping to close the achievement gap Mr. Dewey? Dewey: This will help the students want to learn and its not about race anymore; its about learning. The students need to be able to go to school and complete the same hands-on activities as the other students, work together in groups and develop socially in school. With these social interactions, the gap is eliminated because teachers are just there as a guide and not to completely run the classroom. Monk: I absolutely agree with Dewey. Race shouldnt be an issue in the classroom because there has to be lesson where the students learn to embrace different cultures and races. The classroom is where students learn about the future. With this future learning, the students know exactly what to expect as they grow and get older. There are students who go to predominately white schools and have never even interacted with any other race and have a culture shock when they get to college or high school. That should not be the case at all. Learning through experience and interactions helps to make sure the students know what to expect. Gordon: And how exactly does this help the students with rough home lives and the ones scoring below grade level? Because that is part of the reason why this achievement gap even exists, so how will that help the students want to learn and not have to think about what is happening outside of school? Monk: Its all about making school somewhere that students want to go and want to learn. Thats where teachers come in. They need to be able to plan their lesson plans around so that these students dont have to think about their home life. This incorporates the students

understanding more about the future. The students have to know that the teachers is there to guide them through anything they may need they just have to be able to put the work in. Students feel dumb or lower because that is something that someone told them. Someone has told them that they would account for nothing and they believed it. There has to be a way, as a teacher, to incorporate that every child is great and every child can make it so those students who are struggling will know that there is something better and they dont have to be their home life. Gordon: What about when the students dont perform efficiently? How do you point that out without being too harsh, but being able to help them? Because some students will take it as an attack with just one mistake. McCarthy: Constructive criticism is highly important for students. They need to learn from their decisions to become even better. However, there is a particular way to do it. You cant just give them a bad grade without explanation. Gordon: So how exactly do you keep a child in poverty from running away at the first sign of trouble with their grade? McCarthy: You have to guide the student through their mistakes and let them know what can be done to fix the mistakes. So with that the students wont think that they are just failures and cannot complete the tasks at hand. Constructive criticism is one of those these that can make or break some students. However, teachers have to be able to keep them up when they are down to be able to keep achieving their goals. Gordon: So how does this help to close the race achievement gap McCarthy? McCarthy: Students enjoy school when they are able to fix their mistakes and can move on to be better. So criticism gives students a way to work for something else. This will help

everyone equally no matter their race because it gives students a way to be able to get that extra help and push they need when constructive criticism is directed towards them. Gordon: Looks toward McCarthy and Monk What is truly the best way to help close the achievement gap? McCarthy: It depends on the child and the circumstance, and it is always up for debate. The achievement gap is one of those things that will always be there, but we have to find a way to maintain it rather than just control it. Monk: Its all about classroom management skills that teachers are able to bring to the table. Every teacher isnt the same and neither is every student. So each needs to be evaluated separately to be able to accommodate lessons to work for every party involved and get every student active with learning. Which is one of the things that will truly help all student achieve. Gordon: Well.Dewey clears his throat yes Dewey? Dewey: Tell us what you have learned from our talk to day? Gordon: I have learned a great deal! But the main points are that the achievement gap is something that needs maintaining and lots more research on to really figure out the solution. However, the best ways to help is to give constructive criticism thoroughly, make school an environment of comfort and make it be an extension of what it is at home, and that there are numerous things being done locally here in CMS to help close the race achievement. Dewey: With excitement SPLENDID!!! Gordon: Well, I thank you all for coming out and helping me through this process and giving me insight on becoming a better teacher when the time comes.

All at once: You are welcome! Gordon: There are envelopes on the table on your way out with a little gift for your services! Thank you and have a great day! They all thank Gordon, grab their envelopes, and exits the room while Gordon stays. She pulls out a piece of paper and immediately starts writing her paper on the achievement gap. She decides that she doesnt want to lose any important information, and writing down everything while it was fresh in her mind assured her that she wouldnt. This was going to be the best paper she had ever written. The lights start to fade as Gordon smiles and begins her paper.

The End

Works Cited Dewey, John. "My Pedagogic Creed (1896)." Schools: Studies in Education 7.1 (2010): 77-80. Print. Dillon, Justin, Meg Maguire, and Chris Abbott. "Chapter 13." Becoming a Teacher: Issues in Secondary Teaching. Buckingham [England: Open UP, 1997. 142-49. Print. Fishman, Stephen M., and Lucille Parkinson McCarthy. "Chapter 10." John Dewey and the Challenge of Classroom Practice. New York: Teachers College, 1998. 182-208. Print. Helms, Ann D. "Education." CMS Considers Hiring Race Bias Expert. N.p., 26 Jan. 2013. Web. 22 Mar. 2013. Helms, Ann D. "Morrison: New State Tests Waste Tax Dollars." Charlotte Observer 25 Dec. 2012: 1-2. Print.