Chana Haller
February, 2015
Waiting for Superman
Critical Reflection
“You wake up every morning and you know that kids are getting
a crappy education” Michelle Rhee chancellor of D.C. public schools.
The video, “Waiting for Superman” describes the trials and
tribulations of children and parents wanting to get an education that the
public school is not able to give them.
We need to ask ourselves: “What is the purpose of education
and why is it so important that children get a good education?”
“Education is the most powerful weapon which you can use to
change the world” – Nelson Mandela.
Education happens in the foundational years of a human being.
When it is used as a positive tool it will not only affect the student during
the time he/ she is in school but will create a lasting impression. When good
education is a foremost priority amongst all school infrastructure, this can
have a powerful effect on the entire country.
The first most important factor in having a good education is
having good teachers. Keith Dewar explored what makes a good teacher on a
University level, however this is applicable to all levels of education.
Initially he cites 400 studies which came up with no conclusive or pat answer. He
then goes on to list several characteristics which make a teacher successful.
Getting to know students and their backgrounds, spending time
with them outside of school hours and school grounds. Being accessible to
students and responding in a timely manner to their questions and requests for
help. Tuning in to the students’ interests and acting like an entertainer in
the classroom; stage presence, humor, self-confidence and reading their
audience are crucial components.
“Waiting for Superman” fails to focus on the reality of the
typical Inner City parent: lack of a functional home life and basic
necessities, parental supervision and involvement, and day to day consistency
with homework etc. The average Inner City parent is just focused on basic
survival and is not able to be a support system for their child.
Another aspect of Education which the movie fails to address
is the atmosphere and environment in which some of these “bad teachers” are
operating. When the principal is not supportive and there is not an effective
discipline system, many classrooms have a small percentage of disruptive
students who negatively impact the learning of others.
The film also “forgot” to mention that “Harlem’s Children
Zone” run by Geoffrey Canada receives over one hundred million dollars in
funding from private resources. With this financial backing he is able to address
the broader social welfare issues. Ironically, in the movie they claim that
Public Schools don’t require more funding, just better teachers!
Davis Guggenheim uses Finland as an exemplar of good
educational results. However some important information was left out: Finland
has a population of Five million people, and a very effective social welfare
infrastructure for children and their families. “The Myth of Charter Schools by
Diane Ravitch” The New York Review of Books points to the fact that Davis Guggenheim
generalizes that public schools are bad and charter schools are the
solution. Statistics prove that only one
in five charter schools achieve good test scores. In addition, test scores from
NAEP are based on high performance levels and what they label as below
proficient is still grade level. The movie’s claim that 70% of students are
below grade level is therefore inaccurate.
Albert Shenker’s goal when he founded charter schools was to
cater to the neediest children. However, many charter schools now have
leadership that is incompetent and whose main goal is financial profit.
Another aspect of the broken system which the movie does not
highlight is the trauma and public shame that children and parents sit through
during the lotteries. Gail Collins from the New York Times asks: “Why not send
a letter in the mail to communicate the results of the lottery?” Children and
parents are being used as pawns in the fight for public opinion.
On the other hand, the
movie also brings out some very important points.
We cannot sustain an economy based on innovation unless we
have citizens well educated in science and engineering. If we fail at this, we
will not be able to compete in the global economy. Schools are operating today
the same way they did fifty years ago.
“When you see a great teacher, you are seeing a work of art”
Geoffrey Canada.
Evaluating and rewarding teachers based on actual classroom
performance would create a culture of accountability amongst educators in the
public school system.
In September 2014 there were 49.8 million children enrolled
in public school (U.S Department of Education, 2015) and some of them ‘failure
factories’.
In “Pedagogical authority and pedagogical love- connected or
incompatible?” Kaarina Määttä and Satu Uusiautti of the University of Lapland,
Finland state: “The vulnerability of the child calls for a loving attitude from
the educator, focusing on the student’s physical security and their social,
emotional, and educational wellbeing.”
In conclusion, “Waiting for Superman” is addressing some very
crucial aspects of our failing school system, hoping to achieve change by
informing the public. However too much vital information is left out, creating
an incomplete account.
Dewar, K. (2002). Journal of History, Leisure, Sport, and
Tourism Education. Retrieved from http://www.hist.academy.ac.uk/johste
Dutro, E. (2011, January). Retrieved from http://www.nepc.colorado.edu/thinktank/review-waiting-superman.
Määttä, K. and Uusiautti, S. (2012). International Journal of
Whole Schooling Vol 8(1). Pedagogical authority and pedagogical love- connected
or incompatible?
Morrison, S. and Sams, B. (2011, February). High School
Journal.
Ravitch, D. (2010,
November 11). The myth of charter schools. The New York
Review of Books. Retrieved from http://www.nybooks.com/articles/archives/2010/nov/11/myth-charter-schools/
Inmatom@yahoo.com.
(2010, October). http://www.imbd.com/title/tt1566648/reviews
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