What matters most to Urban students?

While reading Schultz's, Spectacular Things Happen Along the Way, it was obvious that his students cared about issues that were important to them. Their school building was of very much importance to them, and they were willing to work harder than they had ever before in order advance their ultimate goal: a new school. Schultz states that the teacher must embrace intelligence and allow students to leverage what they know and what they can successfully accomplish (Schultz, 4).

Instead of using standard textbooks in which these students could not form a connection with, they researched information relevant to them and their community. Their interest in there work took them to texts beyond their reading level; books they would have never attempted to look at before. But because of their vested interest in the subject matter, they worked hard to understand the material. It was the students as a whole who became the ones dictating their curriculum. They planned out what they should do and they had to act on their own demands.

Rather than having a classroom revolving around teaching for the test and implementing a standards that do not reflect what the students really need, Schultz was able to create a thriving learning environment by having the students interact with their learning and problem solve. During a brain storming session, a teacher passing by commented on the students level of excitement towards their schoolwork. One student responded by stating this isn't schoolwork, this is important. Standard schoolwork is not valued because it does not have real meaning in these students lives. The students in Schultz's class were aware of the problems with their school and community. In comparison with their typical schoolwork, these problems were much more important to them. As a result, allowing them to come up with ideas for solutions for their problems as a part of their schoolwork made it of value to them. In fact, they did not perceive it as "schoolwork" because it had such meaning and value to them.

Schultz also discusses how a variety of students were able to be successful at different tasks throughout the process. Students who were not particularly good at expressing themselves in writing were able to thrive through vocalizing their ideas, and vice verse. The multidimensional approach to problem solving called for application of many different skills throughout the process. Therefore, different students were able to thrive at different times. Allowing everyone to have an active role in problem solving enabled all students to be successful together. Giving them a reason to excel made the students want to come to school; it made them even want to come in early or stay late if they had to.