Royond Hendrix is currently an Assistant Principal at Nancy Cochran Elementary School in Dallas, Texas. She is also a doctoral student at the University of North Texas. She is passionate about teaching urban students. Here is what she had to say about teaching African-American students:
B.E.N.: How do we teach African-American students effectively?
R.H.: Teaching African-American students takes much creativity and innovative thinking! It requires the educator to be a problem-solver, motivator and one that sets high expectations. African-American students must feel empowered in the classroom. Also, they must have the opportunity to connect with the various aspects in the learning environment. This connectivity must occur during classroom discourse, learning tasks and curricula. Such assigned tasks must promote higher-order thinking and practicality. Providing a culturally responsive atmosphere will enhance the emotional, social and academic growth of the students being served. Additionally, the classroom should be an environment where mistakes are used as opportunities for growth. This student population must be actively engaged in the learning process and understand the rationale of learning the skills and concepts. Providing cooperative learning opportunities promotes higher levels of participation and positive interaction. Teachers should take advantage of the “teachable moment” as often as possible. For example, teachers must understand the purpose enlightening African-American students the purpose of speaking grammatically correct.
B.E.N.: What characteristics should a teacher have if he/she wants to teach African-American students?
R.H.: This teacher must exhibit the ability to connect with students and allow each individual to use their background knowledge to deepen the understanding of what is being taught. His/her disposition should be firm, but fair, strong, but caring and entertaining. This teacher must realize that it is essential for parents and community members to be looked upon as partners in education. The teacher has to set a purpose for learning and provide motivating tactics for accomplishing this task.
B.E.N.: If you were to mentor a young African-American educator, what would be the first lesson you would teach him/her?
R.H.: I would teach the individual the purpose of “setting the stage”. This will include how the classroom should be structured, including its physical appearance and the importance of the clearly defined limits. Additionally, I would share how crucial it is to for him/her to be a model of everything that is expected.
B.E.N.: If your children wanted to grow up and teach African-American students, what would you tell them about our profession?
R.H.: It would be most beneficial to thank them for being a part of this profession. The majority of teachers are white females. It is important that we have strong, African-American individuals in the classroom, especially inner-city schools. Even though this field does not pay well, the benefits of educating the African-American child is priceless.
B.E.N.: What has been your experience as an African-American educator?
R.H.: Teaching African-American students has been extremely rewarding to me. I have always enjoyed applying best practices from leading scholars of culturally relevant teaching to the classroom. My students have always been exposed to an integrated curriculum that has been ultimately modified to meet the needs of the individual learning styles present. I have found that out-of-the-box instruction that is tailored to the multiple intelligences in the classroom have been very effective. Providing differentiated instruction and assignments have motivated my students to achieve at high levels. Most importantly, I have bombarded my students with extra doses of positivity. I can hear them say as their morning greeting, “Good morning, Ms. Hendrix…I am at the right place at the right time…my attitude determines my destiny and my education will set me free!”
B.E.N.: How do we teach African-American students effectively?
R.H.: Teaching African-American students takes much creativity and innovative thinking! It requires the educator to be a problem-solver, motivator and one that sets high expectations. African-American students must feel empowered in the classroom. Also, they must have the opportunity to connect with the various aspects in the learning environment. This connectivity must occur during classroom discourse, learning tasks and curricula. Such assigned tasks must promote higher-order thinking and practicality. Providing a culturally responsive atmosphere will enhance the emotional, social and academic growth of the students being served. Additionally, the classroom should be an environment where mistakes are used as opportunities for growth. This student population must be actively engaged in the learning process and understand the rationale of learning the skills and concepts. Providing cooperative learning opportunities promotes higher levels of participation and positive interaction. Teachers should take advantage of the “teachable moment” as often as possible. For example, teachers must understand the purpose enlightening African-American students the purpose of speaking grammatically correct.
B.E.N.: What characteristics should a teacher have if he/she wants to teach African-American students?
R.H.: This teacher must exhibit the ability to connect with students and allow each individual to use their background knowledge to deepen the understanding of what is being taught. His/her disposition should be firm, but fair, strong, but caring and entertaining. This teacher must realize that it is essential for parents and community members to be looked upon as partners in education. The teacher has to set a purpose for learning and provide motivating tactics for accomplishing this task.
B.E.N.: If you were to mentor a young African-American educator, what would be the first lesson you would teach him/her?
R.H.: I would teach the individual the purpose of “setting the stage”. This will include how the classroom should be structured, including its physical appearance and the importance of the clearly defined limits. Additionally, I would share how crucial it is to for him/her to be a model of everything that is expected.
B.E.N.: If your children wanted to grow up and teach African-American students, what would you tell them about our profession?
R.H.: It would be most beneficial to thank them for being a part of this profession. The majority of teachers are white females. It is important that we have strong, African-American individuals in the classroom, especially inner-city schools. Even though this field does not pay well, the benefits of educating the African-American child is priceless.
B.E.N.: What has been your experience as an African-American educator?
R.H.: Teaching African-American students has been extremely rewarding to me. I have always enjoyed applying best practices from leading scholars of culturally relevant teaching to the classroom. My students have always been exposed to an integrated curriculum that has been ultimately modified to meet the needs of the individual learning styles present. I have found that out-of-the-box instruction that is tailored to the multiple intelligences in the classroom have been very effective. Providing differentiated instruction and assignments have motivated my students to achieve at high levels. Most importantly, I have bombarded my students with extra doses of positivity. I can hear them say as their morning greeting, “Good morning, Ms. Hendrix…I am at the right place at the right time…my attitude determines my destiny and my education will set me free!”
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