PRAIRIE VIEW, Texas (May 5, 2020) – My teaching, research, and service activities seek to provide educators with the tools necessary to experience success with all students, particularly Black and Brown children. Although my philosophy is evidenced in my research, it is my first-hand experience as an African-American male in the public school system, which has influenced and formed my philosophy and research agenda. As a product of both the urban and rural K-12 public educational systems, I experienced classrooms, which were not typically culturally responsive, and, unfortunately, I did not initially thrive in school.
As a young, energetic, African American male, I found myself trying to create excitement in what I deemed a boring classroom that did not connect with me. These actions quickly earned me the label “troublemaker,” which afforded me multiple trips to the principal’s office. By the time I reached the third grade, I had fallen behind academically, partially as a result of living in the principal’s office. More than two days a week, I would spend most of the day in the principal’s office or in-school suspension (ISS). Meaning, I was receiving significantly less classroom instruction, which is still the case for many Black and Brown children today.
After years of living in the principal’s office and earning a well-established reputation as a mischievous child, I was assigned to an “angel” of a teacher, Ms. McDuffie. Ms. McDuffie truly believed in me. She was the first, and is what I now refer to in my research as a “culturally responsive educator,” or an educator who is student-focused, encourages academic achievement and a sense of belonging in the classroom, and embraces the belief that it is his or her responsibility to create classroom culture. Ms. McDuffie saw my academic success as her responsibility: ‘If Tyrone is not doing well in class, then I’m failing as a teacher to reach him.’
As a self-efficacious teacher possessing high expectations, Ms. McDuffie supported and encouraged me to strive to master the reading and math curriculum. She would come in early and stay late to assist me. Her demonstrated internal focus of control mindset (or believing that it was her responsibility to educate every child in the classroom, no matter his or her circumstance) created a sense of responsibility in me, and over time, I begin to thrive academically. I was still the same young, active, busy, little boy, but the view of my teacher had changed. She was responsive to my individual needs, and she saw potential that no one else was able to see. She believed it was her responsibility to create a classroom culture in which I experienced success.
Ms. McDuffie’s belief in me became my demonstrated reality. She even dared to challenge other people’s negative perspective. Once, I overheard her responding to another teacher, who was complaining about my behavior the previous day. She said, “Little Ty is my star student…. I can’t believe he would disrupt your class; you must be talking about another Tyrone. You should come and visit my classroom and see how well behaved he is.” Of course, she said it loud enough for me to hear. After the teacher left, we chuckled, and she told me, “Ty, I need you also to be a star in her classroom, so she knows that I’m telling the truth.”
It wasn’t overnight, but as a result of Ms. McDuffie’s dedication, my label began to change from “troublemaker” to “superstar.” I started to do better in all of my classes and, a few years later, was identified for a competitive gifted program in the city. Of course, Ms. McDuffie wrote the letter for me to be considered. These experiences truly shaped my teaching philosophy, first, from my experiences as an African American student in the public school system, to ultimately, as an educator.
Tyrone Tanner, Ed.D.
As such, I want to say thank you to all of the “Ms. McDuffies” out there – the educators who continue to create a necessary educational foundation for all children. Also, the countless educators who do not make excuses, but roll up their sleeves each and every day and say, “failure is not an option in my classroom.” Educators who see and teach each day, recognizing the greatness in every child. We celebrate you for educating the leaders of today and tomorrow, and for demonstrating that every student has a “right” to a quality education and teacher. For this, we say thank you for transforming lives and making dreams a reality.
Tyrone Tanner, Ed.D., is the executive director of Prairie View A&M University’s Northwest Houston Center and a professor in the Whitlowe R. Green College of Education. He has authored numerous peer-reviewed articles and books focused on building effective schools, parent/school partnerships, best practices in parenting, teacher efficacy, and culturally responsive leadership and instruction. He has been working in P-16 education for more than 25 years.