Ruthless Equity, Ch. 8

In Chapter 8 of Ruthless Equity, Ken Williams argues that on a bad day, “you must discipline yourself to overcome it… understanding that you are always in control of your response, behavior, and choices.” (p. 174)

Williams points out how business owners have to show up each day, no matter how rough, and push beyond their mood to make a sale or provide a service, or face the consequences of dissatisfied adults who may abandon the business, post a negative review, file a complaint, etc. “Cheating students is easier than challenging adults,” (p. 174) says Williams, offering an explanation for how complacency sneaks into teaching, especially when students hit a learning curve and success seems further and further out of reach, aka “diplementation” (implementation dip).

In such a circumstance, a ruthless equity mindset reminds us that, “Rewiring of the brain in any form requires consistent repetition. Turning the corner with any new practice requires you to be both persistent and consistent.” (p. 176) This reminds me of a favorite saying: We can do hard things.

I was touched by Williams’s story about his most challenging 5th grade student called David. Williams’s breakthrough with David was hard fought; only after months of enduring David’s “stiff arm” tactics was Williams able to convey his own inspiration from his second grade teacher, Sister Mary Claire, which fuels his investment in and care for his students. This scenario hearkened back to the work of education researcher Lisa Delpit, whose three pieces of advice to teachers preparing to encounter a wide range of cultures, abilities, and talents, was essentially to:

1. Humbly recognize you have much to learn from your students and their communities.

2. Approach the work with a sense of inquiry.

3. Be willing to share your story.
   
   

Williams took the time to understand David’s home life, challenges, and self-perception. By sharing how Sister Mary Claire inspired Williams – and showing David the academic medal she presented to him in 1975 to prove it – Williams demonstrated his commitment to David and the other students, and his belief that they can achieve great things. David’s hug with Williams, which my teary eyes read as the climax of this book, signified that moment that all teachers must yearn for: knowing that your influence is changing your students in a positive way, charting their course for the better. Not only did David connect socially and emotionally, but following this heart to heart, David began to achieve academic goals at a more rapid pace, and caught up to students at his grade level, which for Williams we know is the ultimate goal of teaching (students mastering essential learning outcomes). Clearly David became a new source of inspiration for Williams, fulfilling number 1 on Delpit’s list of advice.

While reading Ruthless Equity, I’ve often questioned the author’s use of the word “ruthless,” which to me calls to mind violence and a lack of compassion. I’ve come to interpret ruthlessness in this context as focused, tireless discipline, which I’m sure wouldn’t sell as many books. Williams’s editor David Hogan aptly summarizes the essence of this book with his quote: The road to ruthless equity is long and challenging; you will be discouraged, but when you persevere, your rewards and the benefits to your students will be immeasurable. (p. 181)