Today’s typical teacher is a wuss. They seek out the easiest positions available, because they feel entitled to them. All the while, they turn a blind eye to the dire needs of urban America while maintaining their stance that they are indeed public servants and wholly selfless. America’s urban youth needs a great wealth of teachers who will toughen up and be on the front lines of education, not tucked away in suburbia.
The leading cause of poverty and the resulting urban decay which follows is the fault of no one race, financial grouping of people, age bracket, or gender. It is not solely due to gangs or even substandard politicians. Rather, the root cause of urban decay is a lack of drive in regards to education. It is a personal drive which stems from within, and cannot be ignited through laws or other forms of legislation.
A lack of drive in regards to education results in a cyclical form of poverty. The best and brightest teachers, from the top educational programs, often head to the best schools. Rather than taking their fortified educations and attacking the issues of failing schools head on in an attempt to revitalize a youth which has long suspected that their teachers are uninterested, they head to the safest, and oftentimes wealthiest and whitest schools the nation has to offer. At times, even, competing and beating out hundreds of fellow applicants in order to win the cozy position. It is a matter of self-service and self interest. While the attitude seems selfish at first, it is defensible. Some teachers would argue that it is their right to pick and choose skills at will, and that they deserve the best jobs available, as opposed to urban hellholes. However, if their job is rooted in public service and its foundation is in helping others, the reason for being self-absorbed is paper thin. If your common teacher actually cared about their students, and wished to serve the public, they would not choose to work in the wealthy private schools nestled in upscale communities. Rather, they would flock in great numbers to the poorest and worst performing schools in the country. They would wage war against ignorance in order to revitalize our untapped youth. The reason for this being so important is that underperforming schools contain a great wealth of potential. What exists in these lesser schools are youths who are still curious, imaginative, and strong, yet just not in conventional ways. They require teachers and professors who approach instruction from unconventional angles. They require instructors who have the best, most advanced, and cutting-edge educations. Yet, what they often receive are the worst performing and least interested teachers. What comes as a result of all this is that motivated, driven and wealthy students are being educated by higher quality instructors, while poor inner city students receive instruction from what are often unskilled and desperate teachers. What then results is a cyclical form of poverty.
Tier one universities as well as top-notch private schools do not have a dire need for driven professors and teachers. The very idea is redundant, self-defeating, and illuminates how too many instructors are self-serving. Far too many teachers do not serve the public because they want to, but because they have to as part of the job requirement.
Receiving a decent education is what lifts people from ignorance, shows them that common courtesy pays off in the form of collective responsibility, allows them to realize that living lives rooted in crime never pay off, and that trade skills and higher degrees are still the best forms of advancement – for the sake of financial stability, security, health, and well being.
“Modern Education’s Cycle of Poverty.” USA Today.
Loeb, Susanna. Stanford University School of Education.