ABSTRACT
Learning, or more accurately not learning, becomes a function of the teacher and the material versus student. This dynamic is acted out on a daily basis as teachers find they are unable to get something across, or constantly have to correct a child, or must repeat something over and over. Beginning teachers must recognize that preventing violence is an integral part of their legitimate work; the more effective they are at empowering youngsters, the less violence they will engender; the less effective they are, the more violence they will cause. Beneath the surface and not very far beneath the surface of all urban teaching is the potential for unleashing uncontrollable violence. The ideology of star teachers regarding violence and what they can do about it is both realistic and hopeful. Stars engage in gentle teaching aimed at making learning intrinsic and students accountable, while the others implement top-down management models the youngsters are bound to resist and conquer by noncompliance.
