The Freedom Writers

http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.5183373/k.DD8B/FWF_Home.htm

1.  What are some of the hopes and expectations Erin has prior to starting her first job?
Erin was expecting to go into her classroom and be able to teach and change her students right away.  She quickly realized that she had much more of a challenge than she originally anticipated.

2.  What realities and challenges confronted her in the beginning of the year?  
She had a group of students who had been categorized as "unteachable."  They were very diverse and had been exposed to some of the most dangerous situations in life.  The students already had a mind set that they would never be able to succeed.

3.  What were some of the case scenarios of the lived experiences of the students she had in class?
A student named Ava was in a great deal of trouble.  Her father was in jail, and she was expected to lie under oath because of the gang she belonged to.  Many of the students in her class grew up with a unstable family.  They had many family and friends killed, due to gang involvement, drugs, money, etc.


4.  How did the student's attitudes towards learning impact their learning performance?
The students in room 203 had a very negative attitude towards learning.  They were never told that they could learn and accomplish anything.  Their previous teachers had never expected anything from them, so why should they feel like they could.


5.  What strategies did Erin incorporate to break down the barriers between the students and the teacher? 
Erin promoted a very diverse educational philosophy.  She kept them involved by using life experiences and conversation.  Erin was resilient with her class, she showed up everyday with a lesson and a purpose.  She believed in every one of her students, and would not give up.


6.  What kinds of teaching methods worked with the students?
The students stayed engaged in activities that included conversation and open mindedness.  The students kept journals that they could be open and honest in.  They were able to express their thoughts and opinion without controversy.  After she captured her students, Erin started taking them on field trips, had speakers, and began using more traditional learning methods.


7.  How did Erin develop curriculum that connected with the students? 
She had to find something that all her students could connect with.  The problem was that she had to get them out of the inner city and its troubles.  The story of the holocaust and Anne Frank was what she chose.  The students read her diary, and were awoken to issues outside of their own. They also met with a holocaust survivor and were able to ask her question and thank her.


8.  What were the attitudes and challenges from other teachers and administrators in the school?
Erin was faced with the argument that these students were not worth the time or money.  They would never accomplish anything, all they do is ruin the school.  This was a struggle for Erin, because she couldn't get the support she needed to get them books and field trips.  Many teachers became resentful towards Erin, because they realized the difference she was making that they couldn't.


9.  What role did Erin's expectations for the students have on their learning?  
Erin always had a plan for her students.  She knew that everyone of them had potential, it just needed to be presented to them.  She had to make them realize that they were important, and from there they knew they were.  Her students knew that Erin cared, and they didn't want to disappoint her because she cared.


10.  What lessons did you learn from this in regards to your first year of teaching?  
It made me realize that you cannot give up.  Everyone has potential, it is just harder to make some realize it.  I need to go into my first year with a philosophy that honors diversity, and lets students be unique and express their feelings.  I want to create a safe environment for them to be, somewhere to escape and learn.