PD Webinars - Takeaways!

I want to preface my take-aways and reactions to the webinars by first saying that I really enjoyed and feel like I sincerely got a lot of value out of watching these webinars. I was able to take a lot of notes of these webinars, and I feel as though watching them was very useful-- and I can see myself employing a lot of what I learned in future classroom spaces.

Trauma Responsive Education- Supporting Students and Yourself:

Simplistically, this webinar broke-down how to be a trauma responsive educator, and what that looks like via online, in the classroom, or through a hybrid space. 

First off, the panel offered definition to prominent terms, and I thought it was so beneficial that they discussed the difference between trauma and stress-- I think there can be times where these terms can be related, however they do not amount to the same thing. Trauma was defined as an exceptional experience in which powerful and dangerous events overwhelm one's capacity to cope. Stress on the other hand was defined as a bodily or mental tension resulting from factors that tend to alter an existing equilibrium. A trigger or trauma can inflict a response of stress, however stress does not define the exceptional experience that an individual has gone through. 

I really thought it was meaningful that the panel discussed being a trauma responsive educator among the different classroom structures we have in place, post the pandemic-- now we have classes that are online synchronous, online asynchronous, in person, and/or hybrid. Therefore with all these different educational spaces involved, it is vital that teachers have an idea as to how to create a trauma responsive and supportive space. 

Despite whether the class is online or in person to an extent, is is vital that RELATIONSHIPS remain at the forefront, and HUMANITY remain at the heart of education-- as stressed in the webinar, this is the only way to promote a trauma-responsive space where students can feel supported and comfortable confiding in the teacher, sharing in class, asking for support, etc. 

 -The panelists indicated that having a predictable routine is significant to keeping students on track in a time where the world is unstable and unpredictable. It makes sense that students need a level of stability to support them and it is something for them to lean on, and know is certain. 

-Having strong communication with students is also key to maintaining relationships with students. When you think about it, when students are online there is no-- greeting them as they walk into class, saying hello to them as they walk by in the hallway, students coming in their spare time to ask a question, walking over to students to check in, etc. Therefore, online and in person, it is essential that no matter what, students feel VALUED, SEEN, and CONNECTED. This was a huge take-away from this webinar-- how can I help my future students to feel valued, seen, and connected. I learned that one thing to focus on is being intentional about centering and nurturing connections with students, in addition to integrating students voices and experience in the classroom. Taking the time to affirm and value the students for who they are and what they bring to the classroom can make all the difference. 

When it comes to identifying trauma, my take-away was to note and be familiar with the symptoms and triggers to look for in students, however NEVER ASSUME anything or push students. This may seem basic, but I think that sometimes educators care so much that they can sometimes assume or push students to sharing something that they are not necessarily comfortable with-- and sometimes their assumptions are not always correct! However, it is important for educators to be aware and engaged with the lives of their students and to keep track of what they notice for further supportive actions. 

One big, BIG takeaway here for me was that in order to create a trauma sensitive classroom and address trauma in the classroom, the educator must first ASSESS THEMSELVES. This was really interesting to me and I am really a fan of engaging in self-reflection. However, I was not entirely considering this before entering this webinar. In order to help our students, we must first help and identify aspects of ourselves that may influence how we act and respond in certain situations. Educators must first know their own triggers and must cultivate self-awareness. 

Student Mental Health Matters:

I believe that all educators and future educators should really educate themselves on ways they can support students who may be struggling with mental health difficulties, especially students of color. Mental health should be something we as teachers work to de-stigmatize and normalize in the classroom. We should engage in practices of self-reflection to monitor our biases and are careful not to diagnose or generalize any students. Students may carry trauma with them associated with race, identity, socio-economic factors, abuse, etc. and it is important that we know how to uplift and empower our students. 

The statistics brought up within this webinar are heartbreaking-->
-1 out of 5  children between the ages of 3 and 17 have a mental, emotional, or behavioral difficulty (that may or may not be diagnosed by a professional).

    - when not diagnosed or unnoticed, students may take matters into their own hands and may self-diagnose and/or self-medicate themselves to 'help themselves feel better'. 

- Black children between the ages of 5 and 12 had a suicide rate 2x as high as their white counter parts. 

I want to focus on the idea of Black Minds Matter brought up in the webinar: 

-- some resources I started looking into and think are meaningful: "Ending Curriculum Violence", "Black Minds Matter", "Broken and Healing: Normalizing Mental Health Issues in the Classroom".

From "Black Minds Matter" by Coshandra Dillard-- “Unless teachers understand that it is our responsibility to do the work to make sure our classrooms and school communities are safe and inviting and supportive of and reflective of all of the parts of all of our students. … If we can’t do that, then we’re not doing enough" (Dillard).

As said by the panelists, it is important that we talk about black students specifically and their mental health because of stigmas, systemic racism, a lack of representation in our curriculum and literature, curriculum violence, etc. As an antiracist educator, it is vital to consider your own story and own identity (which aligns with Hammond's Culturally Responsive Teaching & The Brain), decolonize your curriculum (representation matters), be mindful, be a first responder, and see all of your students (affirm all students and their identities). Teachers can engage in mental health training and learn about frameworks that gives students language to use associated with mental health, so that way it is more normalized in the classroom. Overall, educators have to be intentional in supporting students. There should be a preventative approach taken (which requires educators to be aware and engaging in mental health awareness) rather than responsive. 

I feel as though one can make a lot of connections between this webinar and readings from our class, that focuses on antiracist teaching, and developing an antiracist, critically and culturally responsive pedagogy. One reading that I immediately thought of while watching this webinar was Ladson-Billings & Tate's Toward a Critical Race Theory of Education-- which both discuss systemic racism as it is present in education. This is why it is so vital for educators/future-educators to educate themselves on antiracist practices, culturally responsive teaching, critical race theory, etc. so that we can support our students by empowering them and uplifting them, and can look at different resources that may support and guide our thoughts and approach. As said in the webinar, KNOWLEDGE IS POWER, and educating ourselves is a way we can respond to the system we are operating under. In other words, it is a way to tackle systemic racism in the curriculum, culture, and policies. We need to use our voices advocate for our students.

Latinx History is Black History

"Latinx is a really powerful political term and an identifier that we use in the US. I disagree that it’s main purpose is to unify people and it is a term that perhaps unintentionally allows non-black Latinx people to proximity to whiteness. But at the same time, it requires us to distance ourselves from blackness. So when we celebrate black history month in February or when we celebrate Latinx history month in September in our classrooms, it’s so imperative that we acknowledge and uplift and center the people whose identities and stories are often invisibilized" (20:03)

This webinar did an absolutely phenomenal job in clarifying and breaking down the terms race and ethnicity, and describing how Latinx identities are so layered and diverse, it is an injustice to force people to identify as one identity and erase all the rest-- Latinx people are complex and the umbrella term generalizes people and does not reflect the individuals experience.

First and foremost, the two panelists established that race and ethnicity are both social constructs. Ethnicity has to do with cultural aspects, traditions, geography, and nationality, while race has to do more with phenotype and how a person is perceived. These terms were both broken down in defining the term: Latinx. Latinx is defined as an ethnic identity, not a race, although it is a term that is radicalized in the US. 

Knowing the difference between ethnicity and race is significant, and as this webinar pointed out, this understanding can expand our world-view and better understand the function of terms like Latinx that is often used to encapsulate a diverse group of people. 

Now, I learned that of the 10.7 million Africans of the transatlantic slave trade, only 388,000 Africans made it to North America; 96% of them went to Latin America. Here we see where the title Latinx History is Black History come into focus. The Afro-Latinx population is vast, diverse, and layered-- and it is not just to subscribe these individuals to Latinx, when Latinx is not a race but ethnic identity. 

I think this part of the webinar was very telling and eye-opening-- approx. 30 minutes in.

In an interview, Cardi-B said: 

"...one thing that always bothers me is that people know so little about my culture. We are Caribbean people and a lot of people been attacking me because they feel like I don’t be saying that I’m black. Some people want to decide if you’re black or not depending on your skin complexion because they don’t understand Caribbean people or our culture. I don’t got to tell you that I’m black. I expect you to know it.” 

Cardi-B is a famous Afro-Latina, however, she has a lot of layers to her identity that are not often acknowledged. Instead, she is characterized by umbrella terms, which as shown, is offensive. 

Another thing mentioned within the webinar was the Haitian Revolution, which is a rich history of resistance. The panelists both noted that they were never taught about this in their public school career. Likewise, I was never taught this history in my public education as well. Heck, I was never taught anything in relation to social justice, thinking critically, and other world histories. I had only heard about the Haitian Revolution prior to this webinar through a general education history course I took my sophomore year of college entitled something around the lines of 'Latin America History' or 'Voices of Latin America'. However, we never really dug into this sort of conversation that acknowledges the intersection of race and ethnicity. 

Reframing Classroom Management: The Classroom Consensus

As quoted in the webinar: 

“If the child doesn’t know how to read, we teach. 

If the child doesn’t know how to swim, we teach. 

If the child doesn’t know how to multiply, we teach.

If the child doesn’t know how to drive, we teach. 

If the child doesn’t know how to behave, we punish?” (6:54)

-- This was powerful and is so crucial!! 

At the beginning of the webinar, I agreed with the panelists-- I really do not like the way a professional development worded something along the lines of 'to equip teachers with how to handle obnoxious students who ask embarrassing questions to the class'-- this is so wrong to me in so many ways and is actually frustrating. Who are we to call kids obnoxious and how are we to judge their questions, deeming them not worthy. Plainly, teachers must value, see, and connect with students in their classroom. If teachers take the time to build trust with their students, acknowledge students and their cultivated identity, and listen to them and their needs, than it would be obvious that there is no such thing as a student being obnoxious or asking an 'embarrassing' question. I think that is completely insensitive. 

Moving on, I was in awe at the statistics gathered from the Participatory Action Research that the panelists conducted, that surveyed 1,200 educators, and interviewed 25+ teachers. Through their study, they found that approximately 72% of teachers felt as though their teacher preparation program did not actually prepare them to manage classroom behaviors that they may come across. I do not know myself how to feel about this-- however, it does make a lot of sense. When teachers do not know how to handle students who may not be behaving as expected, they get impatient-- they do not know what else to possibly do. Therefore, it is vital that they learn how to better support their students and their needs. This makes me grateful for the program that I am in that I feel as though is preparing me to work with all students and to be a patient and culturally responsive educator to the best of my abilities. 

The next statistic was even more shocking-- approximately 70% of teachers felt that the professional development within their district was ineffective. WHAT! I mean, with the example of the professional development that said students can be obnoxious and ask embarrassing questions-- I think that is the perfect example of an inadequate professional development. However, that is a really discomforting evaluation. 45% of teachers said they wanted to leave the profession because of it, and I can understand frustration, however I almost feel bad that they could not get their hands on the right resources. This is why it is webinars like this that shed light on these matters that make a difference in people's careers. 

Considerations of 6-12 that I want to highlight: 

-As said by a panelist-- "most students need a lot of structure, and that doesn't mean being oppressive" YES!! There is such a huge difference between having structure, creating routine, and a safe space, and being just restrictive of students in all shapes and forms. We want to push boundaries and challenge students, however this does not mean we do not have a structure set in place for students to follow. 

-Students at this age are establishing their identities, so it is important to have patience and build that trusting relationships with students. This way they express themselves and test their boundaries in an appropriate manner. Again, relationships and humanity are key in my opinion!!  

Reframing Classroom Management Process was described by 4 pillars--> 

1. Understanding and distinguishing behavior 

2. Rethinking control and power dynamics

3. Being proactive instead of reactive

4. Responding to the child instead of the behavior

Some takeaways: 

        -All behavior is a communication of a need of the student. This is super important!!!! We must be inquiring and deciphering why a student is acting a sort of way and look at the function of the behavior. I think that this really requires teachers to have patience and not get stuck up in the 'heat of the moment', but really consider why the student is behaving in the manner that they are-- something is causing it. This can then guide how we handle the situation by helping and supporting the student as need be to fulfill their needs.

        -Humanizing yourself is an important part in building relationships with students. This allows for empathy to be a two-way street in the classroom. This goes back to educators like Duncan-Andrade and Christensen who advocate the importance of building trusting relationships with students and having a humanizing pedagogy. It also relates to people like Hammond who discuss the importance of leading with vulnerability-- how can you expect students to be vulnerable if you have not opened up the space and have modeled it.

        -Educators should consider how to collaborate with students over how to control students. We want to empower students, yet still be able to lead the class. 

        -It is important to talk with students one-on-one to redirect them if necessary. It does no benefit to engage in public dialogue in front of the classroom. 

Reading Diversity: A Tool For Selecting Diverse Texts

I really enjoyed this PD, for they were discussing something that all teachers need to consider-- how should we select books for students to academically read yet personally indulge in and connect with? There needs to be a balance between student engagement in literature scaled with instruction and lessons, so it was great that this webinar discussed meaningful ways to expose and select literature for students.

In the webinar, the panelists discussed their method through the means of the "Reading Diversity" tool. According to them, the tool considers complexity, diversity, representation, critical literacy, along with other relevant considerations. What really stands out to me is the acknowledgement of the many layers to consider when discussing what literature to expose to students-- and I think this is a big responsibility of educators that sometimes gets thrown under the rug! What we show students as an effect on their minds and on their engagement, and it is our responsibility to make sure they are being challenged, while also actively taking part in their learning.

A part that most caught my interest was the discussion about considering the voices of texts, and questioning-- “Which elements of this text, if any, provide an authentic account or reflection of people’s lived experiences?” and “Do you have any concerns about generalizations, stereotypes or misrepresentations in this text?” As the panelists said, there is diversity within diversity and voices that are not often heard. This is vital to note and acknowledge in a classroom space with students of different background, cultural values, and identities. Students might see texts within different contexts due to their experiences, and this makes a difference when students interpret and analyze text. 

In connection to this, I really liked where they discussed how authors are tensional and choose where to leave gaps, and how to format their narrative or thoughts in a tensional way. (23:53) It also discusses situations where there is a silence that is not necessarily intended, but it is immensely suffocating-- topics maybe that are purposely suppressed or voices not meant to be recognized. It all has to do with the way the author has positioned their voice or the voices of characters in their narratives. In looking at literature with a critical eye means noticing these silences and these representations, and sometimes giving these silences a voice in a critical fashion. This is something that could be done for teachers that have to follow a strict curriculum in the classroom. There are ways to consider how to talk about the silence and lack of diversity represented within the novel, and is just as important as pointing out a diverse text. 

• Side note: I connected this to my own education, where I feel as though the curriculum and literature was not tailored to students, and did not have a diverse mission nor representation. I also feel as though teachers discussed what was interesting to them opposed to what really engaged the students. As an educator, I want to hold my students interest and help them become critical readers and thinkers, while also sharpening their academic skills.

I really thought more deeply into the idea of intertextuality and the role it plays both in and out of the classroom. First off, it is common and a useful method to group texts together and compare the ideas posed to one another-- connecting the dots and so on. However, it is important to also note that students see other forms of text and literacy on a daily basis, such as through social media platforms, through their music playlists, and with what they watch on TV. It would be wise to consider how we can use these forms of media in the classroom to help our students view and interpret the world around them through a critical lens. In leaving out these daily vehicles of text, educators may be doing an injustice. Likewise, it is important to acknowledge that these platforms and current events effect our students, whether it be mentally, emotionally, physically, etc., so it is a great idea for educators acknowledge it and find a way to bring that information into the classroom to connect with other texts.

ALP- Up-Down-Both-Why!

 Bringing the heart back into reading literature -- 

Up - Down - Both - Why 

Lets preface this ALP with saying that I love the idea of having students respond to literature through an emotional lens, that may give them perspective and a spring board to dive further into texts in a more meaningful way that will pertain to their own lives. 

Total Time of Lesson: 55 minutes

Grade: 11th-12th

Objective:

• Students will describe their emotional responses and interpretations of the prominent themes in the poem "Jorge the Church Janitor Finally Quits" by Martín Espada and will use their responses to develop text-to-self and text-to-world connections. 
• Students will complete an organizer in pairs, where they will be responding to themes identified in the text. They will respond as to whether it was an optimistic worldview, pessimistic worldview, or both-- making both text to self and text to world connections of those world-views. 

CCSS:

• CCSS.ELA-LITERACY.RL.11-12.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.7
  Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Activities:

1. Ignite: TedTalk (first 2 mins.) and Reactions (10 mins)

• Students will open up their daily journals. First, the teacher will play the first two minutes of the TedTalk entitled "Knowing when to quit" by Sarah Weiler. They will have the opportunity to take notes as they watch the video. However, at the end of the TedTalk presentation, they will have five minutes to write down their their thoughts, reflections, and reactions (and will be prompted to do so!). They will be prompted to draw on the themes they picked up on, and can elaborate as they see fit-- Was this more optimistic or pessimistic? Students will then have the opportunity to share their written reactions with the class. 
• Rationale: I want to be able to provoke students' sense of reaction and passion prior to reading the poem, that is aligned with some of the same ideas and universal truths in "Jorge the Church Janitor Finally Quits". This also promotes the idea of students leading with emotion, and commenting on what caught their attention from the video. 

2. Chunk & Chew: Poem read aloud, modeling, and organizer (40 mins)

10 mins: 

• The teacher will pass out the poem, and organizer. The teacher will then read through the poem in its entirety to the class. The teacher will ask students their initial thoughts and reactions-- How does this poem make you feel? What are the underlying themes we see shining through? Silently, students will then go back for a reread of the poem and will write their general reactions next to the lines, in terms of happy, sad, mad, etc.
• Rationale: This will draw on connections, prior knowledge, and emotional appeal. 

10 mins:

• The teacher will then talk through the first stanza, and showcase out loud how they breakdown the lines, thinking about the emotions they personally feel in relation to what the author was saying. This line is pointing to the theme of  identity. This is how I feel in response to the theme.-- It is optimistic / pessimistic / both. (also discuss what optimistic / pessimistic means). Students will annotate the first stanza with the teacher, as the teacher is modeling their thought process. They will write the name of the theme in the left margin of the text. Next to the theme, students will then put an O for optimistic, a P for pessimistic, or B for both.
• Rationale: The teacher will share how they think through texts with their students, and how they came to their ideas and connections. They will analyze the first stanza so that students can then replicate their thought process, by leading with emotional appeal, and seeing how it is related to the theme and the thematic presentation.

15 minutes:

• Students will then be prompted to go through the rest of the poem with their partner, identifying the themes we already have discussed were prominent (identity and individuality, humanity, freedom), and they will put an O next to the theme if it was optimistic, a P if it is more pessimistic, or a B for both. They will then fill out their organizer, where they will organize and explain their thoughts-- What theme is prominent in this line? Was it O, P, or B? Therefore, how did this line make you feel? What is the overall effect, or take away?

3. Review (5 minutes)

• We will then regroup as a class and briefly go through the organizer. We will engage in a class discussion regarding the students' emotions and annotations; this will serve as a "pulse check". We will focus on the text-to-self and text-to-world connections of the themes, as the themes were dignified as P, O, and/or B. 

Formative assessment : exit ticket (5 minutes)

• Students will then fill out an exit ticket independently. The exit ticket will assess if students have met the objectives of the lesson-- they will be asked to complete the sentences, to instigate their overall emotional responses to the themes of the text, and their take aways. They will have the opportunity to draw on one particular theme that they feel strongly about. 

Rationale: 

The up-down-both-why lesson is a terrific way to engage students into literature, based on their emotions and personal perspective. It is a great foundation for students to engage with the way a theme, character, literary device, or critical lens is prominent and effective within the text, and the students can even go as far as reflecting on the authors decisions and intentions. 

My goal within this lesson was for students to lead with their emotions, and to then make connections out of their reactions with the texts' underlying themes or universal truths. Therefore, the objective was for students to describe their emotional responses and interpretations of the themes within the poem, that may further illustrate text-to-self and text-to-world connections. 

• I first had students write their initial thoughts and feelings of the poem-- they contend with how the poem made them feel, and are prompted to jot down their feelings next to the lines / words. I think it is important for students to record their initial thoughts, so that later they can build and reflect on them. We then immediately discuss the themes prominent, because I want this lesson to be focused on students reaction and thoughts regarding the themes of the text, rather than grappling at what the themes possibly are. 
• Then, I want to model for students my thought process in how my emotions connect with the universal truths. Here is where I will demonstrate my thought process to see whether the theme is correlated with a optimistic world view, pessimistic world view, or both. I will then annotate the text accordingly, as students follow. It is important that students have a model to follow, so that they may duplicate my thought process, in order to deepen their initial thoughts and emotions. 
• Students will then work together to complete the activity of finishing the activity of O, P, or B -- basing it off the prominent themes showcased through the lines. They will then fill in the organizer to arrange their thoughts, which will also allow them to elaborate on their thoughts, emotions, and perception. Students will also simultaneously be making text-to-self and text-to-world connections through the themes of the text. 

  

CRT in ELA

Culturally Responsive Teaching Implications for an English Classroom! 

Every Kid Needs a Champion -- TedTalk by Rita Pierson

"To be able to direct their own lives and define success for themselves, they must be able to think critically and creatively" (Hammond 14). 

"Just increasing standards and rigor won't reverse this epidemic. Dependent learners cannot become independent learners by sheer will power... We have to help dependent students develop new cognitive skills and habits of mind that will actually increase their brainpower. Students with increased brainpower can accelerate their own learning, meaning they know how to learn new content and improve their weak skills on their own" (Hammond 15). 

"I define culturally responsive teaching simply as... An educator's ability to recognize students' cultural displays of learning and meaning making and responding positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connection to the student in order to create a safe space for learning" (Hammond 15).

I found Hammond's Culturally Responsive Teaching & The Brain to thus far be very informative, truthful, and impactful. There is a lot said that is significant, and will be relevant to us as future educators. In the introduction, it was suggested for readers to read with intention and purpose, highlight, customize tools and strategies, practice action research, and to invite others on this journey with us. I think it is significant for readers, especially educators, to complete and critically consider these suggestions, especially to read with the purpose of understanding the ideas involved with culturally responsive teaching, and to apply them in ways that are plausible within your given context. I also really like how the end of each chapter has a section entitled "Invitation to Inquiry" to further evaluate how educators can apply the bigger concepts mentioned in the chapter in real life. It is one thing to read about ideas and different style pedagogies, and it is another to apply your beliefs and the knowledge being granted to the reader. These questions challenge educators to consider concepts such as how they can make a difference, or how they can support struggling students that have fallen victim to the achievement gap. 

Click here to view: Culturally Responsive Teaching-- Empowering Students Through Respect

I particularly liked Hammond's discussion regarding culture, and "Understanding the Deep Roots of Culture" section. It is significant for teachers who practice culturally responsive teaching, to understand how to address the vitality and abundance of culture in the classroom. To understand culture holistically, it was broken down into the levels of surface culture, shallow culture, and deep culture. Understanding the ways that these levels of culture interlock in the life of a person, can become a vital tool to understanding the ways a student thinks and views the world around them. As said in the book-- as we dive from the "fruits" of culture (surface, shallow) to the "roots" of culture (deep), educators can then understand, "what grounds the individual and nourishes his mental health. It is the bedrock of self-concept group identity, approaches to problem solving, and decision making" (24). 

I have to admit... I never had a teacher take an interest of culture, nor the cultural perspectives that each student had as part of their shaping identity. This is interesting because without understanding the students' culture and having a grasp of the students as individuals, how does a teacher break the gap and help their students succeed in school and life? How does a teacher build a trusting relationship with their student? In my opinion, and in alignment with the values of culturally responsive teaching, understanding your students is the only way to serve your students, especially in the sense of leading students toward developing critical skills that will nourish them through their academic careers and life. 

Click here to view TedTalk: Culturally Responsive Pedagogy's Place in Student Development 

Going along with this, it is important to point out the indication made by the author that upon looking closer at the cultural roots represented in the classroom-- it is only then that an educator can begin to notice patterns and similarities that can unite different cultures. This is powerful. Then, going forward, the educator can use this insight of these patterns and relationships to develop different lessons, and to help build a sense of community in the classroom. 

How EDUCATORS can better serve DIVERSE students: Frameworks, Curriculum, Content-- We can do better!

Pre-Podcast Thoughts: 

"Some teachers go beyond the tested material, pushing students to think critically, exploring social emotional competencies, and designing opportunities for inquiry-based learning, but the standards themselves don’t require those things" (J. Gonzalez).

My question is: 

• What do you think of the standards set in place for all to follow? 
• ex. Common Core
• What do you think the standards should look like?
• Who wrote them?
• Who are they geared towards?
• What purpose do they serve?
• Are you willing to go beyond the standards?
• What might this look like? 
• What might this require you to do?

Something I am observing in the field education, through my career as a student and journey as an upcoming educator, is that there is a fine line between educators that are complacent and stick to their script of teaching students how to pass tests, and others that teach students how to think for themselves and apply knowledge in everyday lives. There is a trend in making the curriculum, something that should be tailored to student success, actually inaccessible to students; not relating it to them and their lives in any way. 

Click here to view the webinar, "Abolitionist Teaching and the Future of our Schools"-- A conversation between Gholdy Muhammad, Bettina Love, and Dena Simmons, facilitated by Brian Jones

** This webinar has given me perspective and is a good source for upcoming teachers to reflect on how to approach abolitionist teaching and what teaching for social justice looks like in the classroom. The panel gave listeners the blatant truth and experiences in regards to ways race and white supremacy are exercised in education, and explained how the institutionalized racist components of the education system have an affect on black students and their well being. They call for society to stop putting band-aids on dehumanizing structures against black people, and instead of band-aids for there actually to be human decency and action, because wanting to be anti-racist and being anti-racist are two different entities. They speak of standards, curriculum, and experience. 

Interview with Gholdy Muhammad:

"What we’ve been trying to do is cut the sleeves off and trying to fit students into this and refine what is already, what never designed for them, right? That’s been the problem. We’ve never had a reckoning in the United States when it comes to our education system. What I mean by this, we have never dismantled the system that was grounded in racism, that was grounded in whiteness, and we haven’t rebuilt. We have just been putting fresh coats of paint on the old structures with new labels and new titles and new initiatives and new mandates, like Common Core to make it sounds new need fresh, and it’s just not. So it’s very clear why some students may have more opportunity, more inclusiveness, and more opportunities to succeed and some students don’t, because the system was never designed for them to succeed" (Muhammad) 

Wow... talk about perspective! Time after time, we hear this call for a of more inclusive curriculum and we discuss how initiatives need to be
launched to battle the racism that persists in educational institutions. There are programs set in place to work with students who are facing the heavy hand of oppression. However, there are no direct threats posed against abolishing institutionalized racism. Instead of demolishing the system and rebuilding it in a more accessible way that acknowledges the lives and presence of marginalized students, especially black students, we are just trying to mold a system that won't budge. Back to the band-aids-- by trying to "make things better" in a deeply rooted system that has survived centuries of time, we are simultaneously agreeing to continue to function within these racist institutions. In other words, instead of acknowledging and taking on the problem straight on, we are dancing around it; we speak of "fixing" not "changing". 

This is eye-opening because we can actively be doing work towards integrating social justice principles into the classroom (exercising an anti-racist pedagogy), while continuing our journeys towards becoming anti-racist educators, however it does not change the fact that the racist system is still set in stone, remaining untouched and undisturbed. An example would be the standards. Lets talk about them-- They were tailored to suit white students, in privileged schools, who perform well on standardized testing. While we may be integrating social justice standpoints and a critical framework into lessons, we are still not changing the wording and motivations of the standards. 

Historically Responsive Literacy Framework: 

"My work is taking a more historic look back and making and putting a practical model to the theory" (Muhammad).

4 Layers or "pursuits of learning" to the framework: 

• Identity
• Skill development 
• Intellectualism
• Critically

Identity: Muhammad points out that students, no matter their race, look for themselves within the classroom setting and material. ELA teachers should attempt to have students find themselves within literature. (If they cannot find themselves, that itself should also be addressed and discussed. I feel as though what we see in literature is just as important as what we do not see. Authors make linguistic, rhetorical, and artistic choices for a reason within their compositions, and that is something that can get attention.) Intertwined in this search for identity in literature, should also be the celebration of other people and their lives. This way, students can have a better understanding of each other, and can build each other up instead of dwelling on their differences. 

Educators should additionally give students writing opportunities where they can explore and reflect on their identity. Literature and writing should be seen as a refuge for students to form thoughts and connections, this way they "come closer to selfhood" (Muhammad). Identity is a complex entity, and in order for students to become familiar with aspects of their individual identities, they should be given the opportunity to evaluate themselves and their t
houghts. Beautifully said by Muhammad, "So the classroom needs to be a space for students to affirm and celebrate and validate who they are, so that they know that they are enough, so that they know that they are brilliant and that they are excellent and beautiful. Because society doesn’t tell us that all the time" (Muhammad). 

Skill Development: According to Muhammad, skills are proficiencies and competencies in the different content areas.  Skills are important to have, but it is vital that skills are not the only thing worked on and glorified within a classroom. These skills in an ELA classroom take many forms, whether it be grammar skills, analytical skills, poetry skills, etc. It is important to develop an assortment of skills in order to "read the word and read the world" (Muhammad)

Intellectualism: This begs the question, "what do we want our students to become smarter about?" As said by Muhammad, First off, Muhammad broke down how intellect differs from skills. She claimed, "intellectualism is when you do something with that knowledge, where you apply it somehow, in your discussion, in your activism, in your actions, in your exercises, in learning. Intellectualism has been so diminished in education" (Muhammad). Therefore, intellectualism is the application. I would want to build that intellectual culture by creating a safe and supportive classroom environment, where students feel confident to take risks as they see fit. They may also feel comfortable to question things around them, and push discussions farther forward. As an educator, I can model for my students what I want from them. This would involve me being vulnerable and humble (professionally, with boundaries set of course), but in a way that invites students to partake in the thought and actions I am engaging in. 

Critically: Defined by Muhammad, "critical theory is really looking at power, liberation, freedom, representation, voice, exploitation, marginalization. Critical theory is going to critique whiteness and white supremacy and that sort of thing" (Muhammad). As an ELA teacher, I can have my student engage in critical thinking, and have them look at literature through a critical lens. Students can look into any piece of literature, and become aware of characteristics other than the setting and conflict, but also qualities such as the power dynamic presented. Thinking critically will help students not be passive, and will promote active learning. There are various projects where students can be asked to critically: analyze a piece of literature, to showcase how racism was woven throughout the story and was a underlying theme, or to explain a power dynamic that was manifested in the dialogue a movie.

James Baldwin and Race in America: Thoughts and Implications

"Not everything that is faced can be changed. But nothing can be changed if it isn't faced" (I Am Not Your Negro, 07:18)

When I think of James Baldwin's film, I Am Not Your Negro, one word comes to mind: POWERFUL.

James Baldwin's film left an impression to say the least...

I was struck with a series of emotions while watching this film, and to be honest, the sheer videos and clips were enough to ignite uneasy feelings. There were points in the film where I was so compelled and bothered by the photos and videos on the screen that I had to rewind the video to hear what was just being said by Samuel L. Jackson a.k.a James Baldwin.

This film sincerely allowed me to reflect on aspects of my own identity. Here I am, a white woman watching videos of crowds of white people celebrating the oppression and brutality against black people. I am watching, as black people are being killed and tortured for the color of their skin. I am also sitting behind the safety of a computer screen, in my house, at the center of a white town. I never had nor have to worry about getting harassed doing day-to-day activities, such as going to school or even driving down the street, as these PEOPLE in the film. 

I understand that I will never understand. However, I stand.

Baldwin attempted to get many notions across, that centered around the principle that black people want to be recognized as human beings. As said by Baldwin, "What is really happening in this country is brother has murdered brother, KNOWING it was his brother" (I Am Not Your Negro, 50:00). In other words, people are killing people. People are hating people. People are brutalizing the lives of other people. This really struck me-- especially this word KNOWING. People are KNOWINGLY inflicting harm and are KNOWINGLY attempting to oppress other people.

"History is not the past. It is the present" (I Am Not Your Negro, 7:18). 

I think that it is significant to acknowledge the fact that racism and racist institutions are not a measure of the past, as it is presumed and made to be; in fact it is so embedded in our culture, that racism is normalized and legalized. I remember being taught about MLK and about the Civil Rights Movement in elementary school, and believing that it happened probably sometime in the 1800's. I never put it into perspective that MLK was shot, while my dad was 4 years old. This was not something ancient. My teachers taught FACTS, not PERSPECTIVE. We see this in government policies, corporate policies, education, etc. To this day, society is KNOWINGLY subjecting black people to racism and are staying by, as the system continues to work its injustices. In addition, society itself is built upon the foundations of biases and stereotypes aimed at oppressing people of color, while on the opposite end, feeding into the almighty image of white people. 

This poses the question: What can I do as an educator?

I couldn't help but feel a pit in my stomach while watching...

...white people, young and old, holding up signs on strike, demanding segregation.

...15 year old Dorthy Counts being spat upon and paraded by a crowd of white people on her way to school.

...black people lynched on trees and murdered for the color of their skin

...brutality

...hate

I believe that it is vital for my students to be able to acknowledge the racism that lives among them, and the ways that structural racism plays against people who stray from the definition of white. These past two weeks I have given a lot (and I mean A LOT) of thought as to how to implement a critical pedagogy in the classroom, and how to present these power structures to students in a way that they can digest, contend with, and become empowered to act on their knowledge. As an ELA teacher, I want to teach students how to think critically. I do not want to outright tell students about ideas such as structural racism, but show them. Additionally, I want to teach students how to question the world around them. With this in mind, I want to give students books and other mediums of literature that discuss race, and are by African American authors. Students should read non-white literature and become immersed in the perspective of someone not white. I want to then engage students into discussion regarding these matters and create a strong, foundational classroom culture that welcomes students to contribute their thoughts, and be as bold as they endeavor. Additionally, I want to scaffold them into asking questions about even canonical literature, that will most likely find their way into the curriculum and on standardized testing. I know for a fact that there will be a time where we will have to teach out-dated literature-- no choice will be given. I want to present this literature in a way that will stretch students to look into the reading with a critical lens. I endeavor to treat every lesson and reading as an opportunity to help mold my students into critically informed members of society. 

Anchoring a Place for Critical Literacy: Johnston, RI

Johnston, RI... where do I begin? 

PICTURE THIS: -You were tasked to watch this video, that dives into the history and community of Johnston, RI-> What would your first impressions be of the town? What would you say about the community? 

First off, for 50 minutes, you are going to primarily watch white men boast about the history and 'close knit' community of Johnston. The women in the video will talk about ideas revolving education and even gardening. You are going to see residents of the town stand in front of landmarks that they are 'oh-so-very proud of'. You are going to see glimpses of flowers blooming and vegetation erupting in fields across the town. It's a lovely mask isn't it!! 

Allow me to throw some numbers at you:

According to the U.S census: 

90.5% of Johnston's population is white, alone. 9% of the population is hispanic. 1.9% is Black or African American, alone. 87.3% of the population have running households with a computer. 82.8% of homes have internet access readily available. 18% of the population are bilingual. 7% persons in poverty.

... 

Reading this...

I wonder why I never learned about Johnston's history in school; We were never told about the history of our town, yet were pushed to take pride in this place we called home. I wonder why all my teachers through school were all white? I cannot recall one teacher of color throughout my Johnston Public Schools career.  I wonder why my high school invested $3 million dollars into a new football field (athletics). I wonder why nobody thought / was taught to question anything around us? 

Where was the critical pedagogy?

Welcome to Johnston...  The Reality: 

I will be the first to admit... It wasn't until I got to college that I began to question things around me that were my previous "normal." I did not think anything much of the town I grew up in-- to me it was just all I ever knew. The community would come together a few times a year for events held at the center of town. The season of fall meant it was time for the Apple Fest at Johnston Memorial Park, and the homecoming parade for JHS. I never questioned a single thing. After reading the case study by Comber, Thomson, and Wells-- I could not help but feel a pit in my stomach, as my mind was in awe of the words on the page.

 It is moments like these that I am able to reflect on the privileges that I have in life. It is also a time to reflect on the fact that I was never taught critical literacy skills in school. Heck, I did not even know what critical literacy meant if we are being honest. There were no efforts made in my school to address social justices issues that consumed the very school I was in, and there was no support to challenge and change the 'normal'. 

It is safe to say that Marg Wells is a 'Rida', who developed a critical literacy curriculum based on, "what was going on in student's lives" (Comber, Thomson, Wells 455), which became the "study of their classroom" (455).  She challenged her students' thoughts, imagination, ability to reflect, problem solving skills, and literacy and social practices, so that way her students could utilize their voices and be active members of the community. According to the study, "In this curriculum students were learning to do much more than voice an opinion; they were learning to go deeper into an urgent local and school issue" (460). 

What inspired me was Wells' investment in her students lives holistically, and relentless spirit to be sure her curriculum adhered to her students' personal feelings, which would in return acknowledge pressing local and global issues. Wells' stressed for her students to gain a sense of who they were and where they were from, so that they could then take part in (speaking up, changing, voicing concerns and opinions, etc.) the community around them. They did not only take part in learning the elements of literacy, but the students were impulsed to delve their attention into the research, drawing, speaking, and idea-creating, when it came to the community they knew and cared deeply for. 

It would be a great idea to adapt Marge Wells' project for middle school and high school students to engage them in their community, and to also show students of Johnston High the privilege that they endure. I would chose the location of Johnston High School to center the project around, that reflects and embodies issues of social power and injustice. JHS is predominantly white, and most of the students come from working and middle class families. 

I would ask students the same questions that Wells asked her students: "What is the best thing in your life? What makes you happy, sad, worried, or angry? What would you wish for if you had three wishes? What would you change about your neighborhood, school, and world? Do young people have the power to change things?" (455). This could be something that students journal and reflect on at the beginning of class each day, and then build upon. It is so vital for teachers to give their students opportunities, like such, to decompress and express themselves privately as they see fit. These opportunities, or 'freedom of the mind' writes or ''stream-of-consciousness' sessions, will amount to the student developing and interrogating their own personal identities-- then equating to matters beyond themselves. I want to teach my students to challenge what is around them, and question what they see and how they feel. Applying this to literacy, would involve students delving deep below the surface of the world around them. I would then have students question their own thoughts... Why does this certain thing make you happy? Why is this the best thing in your life? I want students to be conscious of their thoughts, so that they can be conscious of their actions in the future. I also want to show them how their answers may have differed if they came from a different town, where they may not have been given the same luxuries in life. I want them to see that while most of their answers may be material (wishing for an iPhone 11 or puppy), there are some people that wish for shelter and water...

I know when I was in school, the town voted to invest $3 million dollars into a new and improved football field. At the time, barely any classrooms had an air conditioner, the heat malfunctioned, the same old copies of Julius Cesar lived on in the classroom fifteen years later, and so on... All my teachers would complain and fuss about why the money was not invested in the school itself. I mean, while we were all wearing our puffy winter coats trying to learn-- could you really blame them?

I would first encourage my students to do research regarding the demographics of the town, and scaffold them to question what the school could benefit from having? I would continue to have them propose ideas to making the high school a better place to be. I would then have them write letters to persuade town officials as to why they should have invested the $3 million into the high school, instead of fully into the field. Students will then acknowledge their privilege and advantage... Who is this letter coming from? What benefits to I have because of my privilege, to persuade my intended audience? Most students at the school, being white, will have time to see where their white privilege may take affect.  

Overall: My goal is for students to be able to look critically into their own community, but also to see the privilege they endure. I would like for students to first personally reflect on their lives and how they feel as members of the community. I would encourage them to explore their own identities. I would then want students to engage in literary practices, in order to ignite thought and understand how their voices can be heard within the communities on a larger scale. I would lastly want students to understand the privilege that they have so that they can come up with ways to make a global impact, and think of how to support people that are not as privileged as they are holistically.