A large problem facing Erin Gruwell in Freedom Writers (2007) was although an integrated school system was considered a good thing at this point in history, the integraton created some issues. Society was not looking at the individuals in each school and examining how this sudden integration of different cultures would affect those involved. By suddenly uprooting so many students and drastically changing their environment, many teens were effectd in an adverse manner and had no desire to participate in school or continue their education. Erin Gruwell became the sole pathfinder practitioner for these troubled teens (Brown, 2011, p. 91). She challenged authority within the school system and fought to create a better teaching environment.

Another problem facing these students was the school administrations “white” view of teaching. The other teachers did not take the time or care enough to make the curriculum something the students could relate to. These inner city kids were surrounded by violence, racism, abuse and no home life or positive influences in their lives. Each student felt alone and that no one understood their life or story, they took some refuge and made friends with in their own cultures and gangs that were separated by race. The school administrators were more concerned with getting students through the school system then truly educating them or inspiring them to improve their lives. Since there was not trust between the students and teachers there was little cooperation (Brown, 2011, p. 99).

Some of the smaller problems that Erin Gruwell faces include not having the books to for each student and a manner in which to reach the students. Since these kids were viewed as degenerates and misfits, the principal and department head did not want to provide the students with the books to read and study with. Administration felt that the students would destroy the books, so they chose to keep them stored in warehouses instead of in the hands of students that could learn from them. Students know when don’t have faith in them or care enough to give the opportunity to prove themselves. If teachers don’t place faith in students they have little faith in themselves, the desire to succeed is diminished.

Another problem facing Erin Gruwell is how to reach her students. If the students can not relate to the material in any way it becomes hard to understand or learn. These students are fighting to simply make it to school so they don’t see the point in studying grammar or punctuation nor do they seen any value added to their life. Once Erin Gruwell helps these students understand that they all have an individual story she can reach them better. By collecting data in the form of student journals Erin Gruwell also creates trust (Brown, 2011, p. 119). Despite their differences in race many of them are fighting the same battles of poverty, gangs and loss of loved ones. As students start to see their commonalities they are more willing to accept one another and begin to learn. As Erin Gruwell shows them their common battles she also is able to reach them, unite them and give them a voice when the feel like no one cares.

There are many causes for the gang wars, lack of learning and disheartened student population. These teens had grown up surrounded by violence so it was affecting their development and they were continuing the cycle of violence. Since they were seeing violence at home and there was little punishment at school they continue to resort to violence as an answer to their problems. The short term affect was student drop outs, failing grades and low attendance. The long term affects of violent surroundings is continued violence, low income, low education, high jail sentences and little room for personal growth and opportunities to further a solid family or career.

By causing the student to integrate it created longer bus rides and less time to study. The students did not understand why they had to integrate or be bussed across the city. This long commute only caused more resentment between the students and school administrators. The students resented the administration and the administration did not understand the life issues these teens faced outside the school or how the integration had affected their education. Administrators and teachers viewed the students as hard core criminals, they did not need to take the time to teach nor could they be taught. Instead of taking the time to understand the battle these teens were facing and try to reach them in another manner besides forcing them to attend school. The forced change the students did not understand was to drastic and implemented to rapidly.

Erin Gruwell displayed one of the alternatives in teaching that obviously worked in reaching the students. She created a safe-haven for them to voice their thoughts and feelings. She also created trust and common ground to reach the students. Instead of assuming they knew what certain curriculum items are Erin Gruwell asked questions and learned about her students as human beings.

Another alternative to Erin Gruwell teaching style is not forcing such a drastic change so fast. If the students had more time to adjust to the changes within the school system they might have been more cooperative and receptive to these updates in their education. Since many of the parents did not support this change that only reinforced their discontent with in school. If the parents had been on board with the change they could have been “persuader or cheerleader practitioners” in the change process (Brown, 2011, p. 91).

A recommendation for future leaders would be more planned change instead of forcing a drastic change that affects so many individuals so fast (Brown, 2011, p. 87). By having more of the community leaders, school administrators, parents, and student councils involved in the change process and planning the affected individuals are more receptive to these changes (Brown, 2011, p. 87). By involving these groups the school system creates internal and external practitioners who can work as advocates towards change (Brown, 2011, p. 89)

References

Freedom Writers. (Paramount Pictures-DVD, 2007.)

Brown, D. R. (2011). An Experiential Approach to Organization Development (8th ed.). Upper Saddle River, NJ: Prentice Hall.