Scene I. Meet a different type of student teacher, as she embarks on a unit that will help students learn beyond the classroom.

Scene II. Get a feel for the inner city school. Welcome to Farnham Elementary School, New Haven, CT.

Scene III. The second placement, West Street Elementary School, Beacon Falls, CT.

Scene IV. Heather presents her unit to Farnham Community Elementary School Staff, we hear their reactions.

Scene V. A brave Heather brings up the Diversity unit at West Street Elementary School during a fifth grade team meeting, their thoughts, and reactions to the unit.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Scene I.

Meet Southern Connecticut State University undergraduate, student teacher, Heather. Heather is pressing her double bachelors degree in Elementary Education with state certification and Corporate Communication. Southern Connecticut State University believes in providing elementary education students a diverse training and, therefore gives student teachers in the elementary education program two eight week placements. Each placement is different by grade level, town and it is required that one placement be in an inner city and the other in a suburban town. As a result, Heather was placed in the city of New Haven for one placement and in the suburb of Beacon Falls for her second placement.

Heather has a nature of leading by example, she delights in challenges and is always willing to put her all into things including lots of hard work. When things go wrong or seem as they simply will not work out, Heather just gives it a try and like magic, many things work out well. Her colleagues admire her for her sense of optimism, self reliance and sometimes question her sanity because she takes on so many different things. In addition, she tends to motivate others with her enthusiasm and may take a different approach in solving problems and presenting information. Heather juggles a full time student teaching schedule, and a full time live in position on campus as a Resident Advisor. She has enjoyed programming for the diverse population she serves and continues on with her mission for people to see others as "people" regardless of color, race, ethnic background or age. As a result, Heather a white Caucasian has kept blinders off her eyes and embraces difference. She holds interests in reading up on whole language and the new ways of teaching, expanding her networks, reaching out into the community, being enthusiastic and being the one to do something differently. She is definitely taking her student teaching experiences for all their worth, as a place for learning how to be a good teacher and as a ground for trying new things.

Heather is in her second week of her suburban placement in Beacon Falls and now working with fifth graders with a team of three master teachers. Heather really misses the inner city students of New Haven and struggles to create a unit that will unite her placements, and enable her to work with both groups of students. After brainstorming, Heather decides to create and try a unit on Diversity, an inner city-suburban exchange. The students could correspond through letters and mail and get to know one another and the unit's culminating activity will be a visit to each other's schools. It would be a wonderful way to expose these suburban students to different students that they may not necessarily run into until High School. "Why not said Heather!" as she grabbed her notebook and pencil to begin the work on the interdisciplinary, inter district unit as she thought " the toughest part will be convincing the cooperating teachers and principals to participate!"

Scene II.

Get a feel for the inner city school, Welcome to Farnham Community Elementary School, New Haven, CT. Farnham Community Elementary School uses the Comer model, their mission statement is to "encourage and nurture students, staff and community in a continual social, emotional, and intellectual development. To challenge students so that they emerge as responsible, productive, capable, independent citizens of the 21st century."

Farnham Community Elementary school has a few items to take note of. First on the list is the fact that Farnham Community Elementary is a predominately minority school, with the majority being of African American heritage. For example in the class of 24 that Heather worked with, 23 were full African American and one was African American and Hispanic. They are desperately in need of rebuilding because in many ways the school is falling apart due to lack of upkeep or vandalism. They have a government breakfast program, thus the school provides for the community when home may not be able to. This school and population are in an economically depressed area, as a result, teachers and administration have a plan for emergencies and a handbook filled with regulations related to the welfare of children.

The school houses a health clinic, a clothes closet as well as a positive literacy program designed to encourage students to read at home. In addition, there is a school psychologist, social workers and Department of Family and Children Services representative.

Although the school's population may be economically depressed or financially deprived, this does not mean that the school goes without. On the contrary, the school qualifies and receives thousands and thousands of dollars annually in grants, budget allowances as well as state and city funds. In addition, the school may be weak with poor students yet it is rich in administration, community agencies and teachers who are making a difference in the lives of these students.

Unfortunately, due to the location of the school the students are not allowed to have an outdoor recess, nor outdoor gym lessons. The area is a filled with people of all types, even drug users and pushers and vandals. For instance, in the classroom Heather worked with, there were two older minimum function computers that were useless due to vandalism. Moreover, when these kids are dismissed they go, right onto the streets and they go home alone. However, it is important to note that they employ Security Guards who may escort students out in the school yard for an appropriate lesson.

Although the students of Farnham Community Elementary are not well off, there future is in good hands with the staff and community of this school, because people here put there heads and hearts into guiding these students in the direction of a bright future. In addition, the group of second graders may not be bright in math computation or reading comprehension but they know how to walk home alone caring for a younger sister or brother or cousin and they know how to be smart on the streets. They may have few years of academic experience, yet they are beyond their years in hard core worldly knowledge and disappointment.

Scene III.

At West Street Elementary School, Beacon Falls, CT, the staff and community are committed "to provide opportunities for each child to fulfill his or her potential as a student, as a member of the school community, and as a human being. We believe that all children can learn at appropriately high levels, that the curricula should be challenging, and that the students should strive to do their best." West Street Elementary is located in the hills of Beacon Falls and overlooks the scenic Naugatuck River, and the school has recently been remodeled and added on to. In comparison to the school's building environment overall, West Street Elementary is a palace. The school now provides education for over 900 Beacon Falls students, and out of over 900 students, 75 students are minority children.

West Street Elementary School also has a school day that lasts for six hours and forty minutes. The program at West Street Elementary is on the leading edge of education and similar in style to the changing and challenging curriculum of the California education system.

For instance, Heather is paired with the Science Coordinator of the School, Mark. Mark is responsible for meeting science standards for the students as well as designing and providing a multimedia and hands on enhanced approach to teaching Science that is age appropriate.

In addition, the school supports whole language and reads novels that do not come with a teacher's guide, the class that Heather is working with is now reading Speare's The Witch of Blackbird Pond. West Street Elementary is also a school that does not support text books, they feel that text books should not be mandatory for each student but that they should be a resource, a reference for the curriculum. Therefore the teachers team up and meet weekly, building the curriculum, and accessing resources.

As for the students at West Street Elementary, they are treated with respect and with high expectations. Students in the upper grade levels are greeted with an agenda or assignment notebook each year, they record their assignments and a parent or guardian needs to sign off on them when they are finished. There is rarely unfinished homework at West Street! A student's parents and families are encouraged to support their child's education. Therefore, in addition to the school on it's campus the town's Recreation Center with gym and Olympic sized pool as well as it's Community center are close at hand. The students and there community are always invited and encouraged to attend functions and utilize the Community Center, and they do. Parents are always present around school, as a matter of fact 85% are active members in the Parent Teacher Association.

Scene IV.

"Heather!" shouted Carol as her arms went around Heather's neck, "you look wonderful, how are those fifth graders up at West Street treating you?" Carol was a white female in her mid 50's with a well of knowledge about teaching in suburbia versus an inner city. As a matter of fact Carol resides in a nearby suburban town and once taught in their system and decided to get away from the politics and to teach in the inner city. Carol made that move to teach and make a difference, her talents are appreciated by students, faculty and the community at Farnham.

"Oh Carol, there not bad, of course I really do miss your spunky second graders! "And I'm here today to present something to your school." Heather's confidence was high as she clutched the arm of her mentor of eight weeks and escorted her down to the Library for the Farnham Community Faculty Meeting.

"...and that was the total profit reached at this year's Scholastic Book Fair." "Now for a bit of new business from an old friend.." Principal Samms announced with his robust voice, "Heather."

Heather walked confidently to the front of the room, those corporate communication courses had really paid off, and she had a feeling that Principal Samms would openly embrace the idea.

Principal Samms was a personable and likable African American gentleman who made it his personal mission to keep Farnham running smoothly. He holds a bachelor's in elementary education and his master's degree is in elementary school administration with a specialty in Inter-cultural methodologies. Principal Samms has also had experience teaching students ages 5 to 18 in the public education system, he brings with him 27 years of experience. Principal Samms is always eager to find the positive in the inner city educational system and to share the positively with his students and in the community. He has continued on the last principal's standards for the wearing of uniforms and for school pride. He believes that when a student's needs are met and when they are able to take pride in themselves, then they can learn.

Heather began, "Principal Samms and Farnham Community Faculty, many of you know that I am currently completing my student teaching at West Street Elementary in the hills of Beacon Falls...and I am here today to share with you with a unit that I have developed on Diversity. This unit would be an inter-district, interdisciplinary unit to educated our second grade students on the diversity of themselves as well as our neighboring towns." "I mention the second grade because I would like to try this unit exchange out with Carol's second graders. Upon its success level, then we can utilize the idea for the appropriate grade levels."

Heather went on to explain that she would like her unit to incorporate many teaching disciplines. "For instance, for language arts and reading, second graders can write letters to the fifth graders and then the fifth graders would write back. The first letter would be one describing who they are and what their interests are. They would be required to mention a good book that they have read, as well as the author and a brief critique. The second graders will use a writer's workshop to edit and proofread their letters to create their best work. "

"Then on my end, at West Street, the fifth graders will reply and write back. We don't have to worry about postage, I can pick up and deliver, or we could use email. The next subject area will be math and it will begin on my end with the fifth graders. We will devise problems based upon ratio of brown eyes, black hair, etc. The second graders can be read the problems but they will have to estimate their answers. "

"The next discipline will be a combination of social studies, geography and art. The students will have to share the heritage of their family, and then draw a map of where they are from. If they were born and raised in New Haven and if their parents were and grandparents then they would create their map from New Haven to Connecticut to the United States to the North American Continent. "

Heather's energy did not cease and the faculty paid great attention to her details, especially Principal Samms. "...and the culminating activity for this unit's end would be a day of Diversity with a field trip to each school included. The students would finally meet each other. Then the students would work on paired projects, such as a book about; "Me and my Pal from a few miles away."

When Heather had finished, she asked if there were any questions at this time. "It was at that moment that Mary a fifth grade teacher asked a few questions." Mary was an African American woman in her thirty's who had been teaching for about ten years, Mary was known to play devil's advocate. Mary cleared her throat and began to speak, "Now Heather, what happens with these suburban fifth graders, have you thought of the impact it may have on them. West Street school has a rather low number of minority students, does it not? " "And how about our second graders, what if the fifth graders at West Street tease or begin to taunt these young minds?"

Heather thought for a minute, "Mary that's a terrific point that I have thought about deeply. In order to help our students on both ends of the spectrum happy and with sound minds and with their education in mind...I'd have to say that we would need the help of both of the school's social workers and psychologists to meet and to work together and create a plan of action for the student's reactions." Heather closed with " if there is anyone interested in critiquing my unit and assisting in the delivery, please see me following the meeting."

To Heather's surprise, Mary inquired about helping Heather iron the kinks out of her unit.

Scene V.

Fifth grade team teachers at West Street Elementary meet on Wednesday, it appears to be a normal meeting. First year teacher, a Southern Connecticut State University alumni, Lynn begins the meeting, "What is going to happen next with the language arts curriculum, we need to move on to letter writing skills I need to find a way to motivate them to want to write letters!!!" Lynn was very frustrated following a lesson on writing a personal letter. "Can you believe that Sid Brown wrote Hello followed by five exclamation points and then wrote, Hi how are you I am fine, it snowed out yesterday. Good-bye, Sid, followed by five explanation points." "I don't understand why these kids aren't getting it?"

The voice of experience spoke, "Well Lynn, it's because the students are so used to writing on the informal level that they are not interested in the formal language arts letter." Mark said. Mark was my cooperating teacher, who is definitely the voice of experience, he's been teaching for over 25 years. Mark became a teacher when their was a shortage and when salaries were low. He enjoyed it so much, especially science that he continued on with his education to get his masters degree in earth and physical science and to land the promotion of School Science Coordinator. Mark has even received the Presidential Award for Science Teachers of America last year, he really knows science and he really knows teaching.

After an update on the science curriculum, Heather decided to be brave and introduce her ideas for Diversity unit. "I have an idea I'd like to share with the team, it would help the students with their language arts skills as well as tie into the student's social studies curriculum for the next few months on map skills. I would like to do a unit on Diversity, an interdisciplinary unit with an exchange program set up between West Street School and Farnham Community School in New Haven." Heather's usually bright smile was diminishing as she looked around at the expressions of the teaching team around her.

"First of all, are you required to do such a unit?" Mark was the first one to gently question Heather's ideas. As Heather explained, Lynn interrupted, " Well maybe it is founded on a good premise, but I don't think either Mr. Barre our Principal, or Ms. Schubert our Assistant Principal would go for the idea." Then Joe, the seasoned and experienced Social Studies fifth grade teacher jumped in saying,

" Na , Paul Barre would like it " A Day of Diversity at West Street School", he'd call the local newspaper, after all, he's our public relations person." Lynn began again, "You would just have to be extremely politically correct about what your unit would entail..." "and, you would want to invite Farnham Community here, that way we can have a better hand on the cultural exchange, our students won't have to go to that neighborhood, and their school is cited for demolition in early '98 right?" Mark did have a good point. A point that Heather did not ponder, the fifth grade West Street teachers having "a better hand on the experience" that would be defeating the entire exchange. Perhaps, the entire West Street school and staff needs some Diversity training? Heather remained quiet for the rest of the meeting, thinking to herself that Rome wasn't built in a day...