Student Teaching Case Study

Abstract

Lincoln Junior High, a public school in Pontiac, Michigan, is a stereotypical urban school. It serves approximately 800 students: white, black, Latino, Native American; sixth, seventh, and eighth graders. Its racial mix is achieved through a district-wide busing program. Lincoln students generally fall into the lowest socioeconomic levels of the city of Pontiac, the lowest within each of the racial.categories. Lincoln is plagued by problems commonly associated with our urban schools: financial difficulties, discipline problems, absenteeism, low academic scores, etc. However, the individuals who work, teach, and learn in the school cannot be reduced to stereotypes or statistics. Education and schooling only become meaningful when considered as interactions between individuals. Only then can the problems appear clear and approachable; only then can the benefits outweigh the disadvantages. Accordingly, after establishing the general context of the school, this paper will chronicle the shared experiences of two individuals at Lincoln Junior High over eleven weeks: a student and his student teacher, myself.