Henry M. Levin:
I am not sure that one can generalize about group size and pedagogy for black males since it depends upon the subject, teacher skills in different instructional modes, and the use of balancing different approaches rather than relying on a single one. However, any approach that more nearly personalizes instruction is helpful. Personalization can be based upon small group or even tutoring approaches. But, it can also draw upon guided independent study on topics of interest or of curiosity to the learner. My own experience suggests that personal mentoring has a very positive effect for the education of black males. If we can get members of the school staff or the larger community to take on mentoring tasks for individuals or small groups(advice, friendship, guidance, connections to employment and other opportunities, assistance with homework and assignments), we can get some very good results.
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…my strong sense-based on at least sixteen years of teaching mathematics in CUNY: this is the surface of the story. what is often missing in most classrooms, at the deepest level, is “a spirit of respect” on the part of those charged with teaching for those who are being taught. how do i quantify this? i am not sure but i know it when i see it and feel it and it is real. anyone who has had reason to go into a public school in nyc will understand what i am saying. the very first encounter with the “public safety officers” is rarely a pleasant one. imagine children being forced to deal with this for most of their formative years. what is the result? many, many exceedingly talented young folk who are conditioned to expect disrespect so their posture is one that puts them in opposition to the teaching and learning game, which requires at the very minimum a level of trust and openess on the part of all parties concerned. that trust has to be earned by the teacher and the institution. it is quite frequently the case that by the time folks are ready to open up the semester is over and the cycle has to start again. the point is that mentoring is not the thing in and of itself, mentoring is a function of that deep respect for the individual who has been put in your charge. folk who respect you will mentor you in a manner most useful to you for they will have taken the time to understand as best as they can what your needs are and how best the skills that they possess best addresses those needs. respect implies mentoring. they will earn your trust. mentoring does not imply respect. it is to this task that we focus our attention: at an individual level, at the level of family, at the level of institutions and at the level of the larger community. let me be clear: black teachers can disrespect black students and white teachers can respect black students. the argument that i am making is not located in skin color.

i am particularly interested in ways in which i might make concrete the “spirit of respect”. more to come. thoughts? be well.

see: http://www.edweek.org/chat/transcript_05_17_2007.html