Rocketship Education Co-Founder and President Shared These Important-Yet-Astounding Tips Regarding Pedagogical Methodology In Low-Income Public Schools And Their Real-World Educational Application

Educators have undeniably difficult jobs, often spending in excess of forty hours per work week preparing lessons, having to deal with problem students, and not receiving high salaries for their efforts. However, it’s absolutely crucial for young Americans to be exposed to an educational instruction of high quality. Areas that are economically disadvantaged don’t often feature quality schools: they’re unable to attract top-notch, involved, eager instructors, retain effective administrators on a consistent basis, reel in educational complements for improving learning, and much, much more.

This leads to cyclical poverty and generations of low-income families being less likely to succeed in life, largely due to poor education. While students hailing from top-tier schools aren’t guaranteed to succeed, statistics indicate they’re more likely to do so.

Preston Smith started teaching primary school in 2002 in his birthplace of San Jose. It didn’t take longer than his first contract to realize how unfortunate kids were to not be privy to quality educational instruction. As such, he decided to found Rocketship Education, a line of public charter schools located nowhere but low-income areas, in 2007. He’s been President of the educational institution for four years, having worked for Rocketship in other capacities since it was founded, as well. Here are a handful of things he learned in his first ten years of serving Rocketship and the low-income neighborhoods its facilities are featured in.

To improve standards of education and nearby schools that adhere to them, community members must lobby for better schools. With enough support, educators can leave their current posts and work at freshly-founded schools, boosting their own resumes and – far more importantly – lives of young students they instruct.

Another benefit of pushing for better schools is increasing demand for such public primary and secondary institutions. In turn, this carries along a higher likelihood of others improving existing schools and founding new facilities from scratch.

Parents shouldn’t be afraid of switching the schools their kids attend, either, in response to failing schools.

In aggregate, teachers’ backgrounds should run in concordance with students’, not the other way around. Too many schools make this mistake, being unethical in selecting kids with desired backgrounds. Conversely, it’s entirely ethical to match potential new educators’ backgrounds to that of existing student bodies.

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