1. Purdue University College of Education
DaZah Toler
I’m DaZah Toler. I am a freshman at Purdue University, and I am studying elementary education.
Purdue University
College of Education

2. Do black males differ from other students?
Reality
Do black males differ from other students?
Different does not mean deficient.
Ask the question “do black males differ from other students?
Wait for answers.

3. According to “Education Week”
“Too often, educators are afraid to acknowledge that differences exist between black males and others. This is due to a commonly held misperception that educators who acknowledge such differences are in some way supporting a racist agenda.”
“This culture of fear, stoked by political correctness, only serves to hamper efforts to meet their needs and will inevitably maintain achievement gaps.”
According to “Education Week”
By saying there is a differences in black males that does not mean that a teacher is racist. By admitting there is a difference society can begin to adapt to that difference and begin closing the achievement gaps.

4. Dr. Danny Martin Professor at the University of Illinois at Chicago College of Education
Dr. Danny focusing his research on minority students doing math. He has published numerous works and has tons of research on the subject. This video discusses black males and their view toward math.

5. Ways to Deal With These Differences
According to “Education Week” these are three
Ways to deal with these differences
-Having cogenerative Dialogues
-Showing lack of content expertise
-Creating a cosmopolitan classroom
Ways to Deal With These Differences
Simply read the slide.
Ask audience if they know what any of these are.

6. Cogenerative Dialogues
four to six students and their teacher engage in a conversation about the classroom.
These dialogues provide an opportunity for teachers to engage in discussions with students about the classroom without dealing with formal classroom structures that encourage black males to act disinterested in learning.
These dialogues will allow the teacher to have conversations with black male students about how the teacher can better meet their specific academic needs and allow them to present their true selves to the teacher.
Cogenerative Dialogues
Cogenerative dialogues allow students to to talk to teachers without the formal classroom structure. The teacher can have discussion about how to better interest and accommodate those students.

7. Lack of Expertise or Content
the academic work the teacher is responsible for covering and the teacher’s willingness to expose and embrace the limitations of his or her own content knowledge.
In this step, teachers commend black males for finding content inconsistencies in what the teacher is sharing and allow them to share these inconsistencies publicly.
The process requires the teacher’s willingness to make statements such as “I don’t know” and “that’s a good question” when black male students pose questions.
Demonstrating this humility helps create a classroom environment where vulnerability is welcome.
Acknowledging that education isn’t about a completed body of knowledge and that the teacher does not have all of the answers expands student perceptions about the nature of learning.
When black males understand that they aren’t merely being expected to memorize material from an accepted body of information, they become more willing to behave differently in this new classroom environment.
Lack of Expertise or Content
The article in Education Week calls this Content. I think of it as the teacher allowing others to know that they do not know everything. By encouraging students to question the teacher and having them realize he does not have all the answers create an environment that allows students to understand that they are expected to memorize material from an accepted body of information or a “know it all”. Teachersdo not know everything and students should know and understand this.

8. Cosmopolitanism Cosmopolitanism
The cosmopolitanism philosophy holds that all human beings feel an inherent need to be responsible for each other in some way.
Developing a cosmopolitan ethos in the classroom is a responsibility that the teacher should have and must fulfill with black male students.
These students must feel like they have roles in the classroom that allow them to be responsible for each other and that allow others to recognize that they have value in the classroom.
Once this happens, black youths become connected to the physical structure of the classroom and then can get connected to academics. For example, they may be asked to be in charge of collecting homework in the classroom or handing out laptops or other materials.
When these roles are enacted consistently and youth begin to see that they are needed in the classroom, they are more apt to express their true interests in performing well academically.
Cosmopolitanism
The idea of cosmopolitanism is that the teacher assigns responsibilities to each student. The students will begin to feel needed because if they are not there then no one will do their job so they must be there because the classroom cannot function without them.

9. Why am I interested in this?
In these examples, black males are made to be seen as different. This is very true, but all students have different needs. This is why I am focused on teaching teacher to adapt to different learning environments. The one environment my theme focuses on is inner city students. I believe these students lives and needs should be adapted to by teachers in order to effectively educate these students.
Why am I interested in this?
I believe different groups of students need different accommodations in order to perform at the same level. Once people admit that students have differences, then society can begin to change. Although, within these accommodations, there are assumptions being made, I believe it will be better than not accommodating anyone of that specific group. My ultimate goal would be to educate future teachers to accommodate different students and adapt to different environments.