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Dr. Milner made so many great points on how important it is for teachers to play their part in the opportunity gap. I agree with Maddie that a great takeaway from that a big takeaway is talking about what the students are talking about. Its a great way to engage all students in the classroom. These types of discussions in the classroom help build relationships.
Responding to Kyle, these types of discussion can create positive relationships and develop engaging material in the classroom.

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Lane, I think Gorski would agree with your points. Educators need to be aware of the differences in students to help differentiate instruction.
I agree that students should not be in charge of changing the system but I think we need to listen to them about what questions they are asking. Also yes Gorski would 100% agree that we should not see students through a deficit lens but as assests.
-Maddie

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Responding to kyle
Responding to kyle
I like how you brought up having high expectations. Gorski would definitely agree. Like we have discussed, many people do not expect as much for certain groups which can stifle their growth.
-Kelsie 
Responding to Jordan- I like how you talk about the need for teachers to avoid the deficit mindset because it can be so detrimental in the growth of students when teachers do not have high expectations. Creating material towards a students culture can have a huge positive impact on there academic growth!!
Responding to Jordan- I like how you talk about the need for teachers to avoid the deficit mindset because it can be so detrimental in the growth of students when teachers do not have high expectations. Creating material towards a students culture can have a huge positive impact on there academic growth!!
Responding to Sarah- I really like how you talked about relating race to any subject. Like we have discussed in class this is possible and it does not always need to be direct. I believe we discussed ways how we could relate it to science last week in a small group. -Kelsie
Responding to Sarah- I really like how you talked about relating race to any subject. Like we have discussed in class this is possible and it does not always need to be direct. I believe we discussed ways how we could relate it to science last week in a small group. -Kelsie 
In response to Kelsie - from Jordan
In response to Kelsie - from Jordan
I think that this goes along with what Gorski says about teachers who hold the deficit ideology. Ideologies that so many have held for so long can be very harmful, whether we realize or not. Gorski states that the deficit ideology is harmful for students and in the same way, so is the extreme focus on test scores. Teachers and others have a lot of work to do to unlearn these ways of thinking and practices. 
Responding Kelsie (this is sarah)
Responding Kelsie (this is sarah)
I think Gorski would agree with the fact there is a gap between students who are and are not experiencing poverty. Often lawmakers are not in the position where they are seeing what is going on inside a classroom, therefore they are not really doing anything to solve the problem. 
Dr. Milner - Maddie
Dr. Milner - Maddie
my main takeaway from Dr. Milner was to make sure you are talking in class about what the students are talking about in the hallways. I especially loved the examples he used in the math classroom that would work for talking to the students about the robbery. Also, I liked that he talked about how we as teachers should not view students through a deficit lens. 
I enjoyed listening to Dr. Millner and his discussion on the importance of teachers. Creating positive relationships, having high expectations, and developing engaging material are all beneficial in helping students.
I enjoyed listening to Dr. Millner and his discussion on the importance of teachers. Creating positive relationships, having high expectations, and developing engaging material are all beneficial in helping students.
kyle
Dr. Milner- sarah
Dr. Milner- sarah
I really liked how he addressed teachers who felt "uncomfortable" teaching topics about race. He was easily able to relate race back to any topic. I especially like the example in the math classroom- You can relate rate of speed to issues of crime and poverty.

This echoed a few items previously discussed:
This echoed a few items previously discussed:
1. Educators need to be aware of differences in order to choose instructional practices that work for their students.
2. Change needs to start with the system, not necessarily the students.  It should not be the students job to frame their own education at a young age.
3. Students must not only be viewed through a deficit lens, but also as assets.  
Lane Johnson 
It reminded me of when we discussed how standardized tests are looked at, and when students pass, lawmakers take that as there not being a gap. It also really helped me to think about how just because students are achieving the same levels, there are still gaps and we still need t address them. It was frustrating because so many people have the mindset of "they passed the tests, grade, etc, that's good enough" when it is not.
It reminded me of when we discussed how standardized tests are looked at, and when students pass, lawmakers take that as there not being a gap. It also really helped me to think about how just because students are achieving the same levels, there are still gaps and we still need t address them. It was frustrating because so many people have the mindset of "they passed the tests, grade, etc, that's good enough" when it is not. 
Kelsie 
From this I learned that...1. Resources shape experiences 2. meritocracy is a myth and is a very harmful ideology 3. teachers need to avoid the deficit mindset
From this I learned that...1. Resources shape experiences 2. meritocracy is a myth and is a very harmful ideology 3.  teachers need to avoid the deficit mindset 

Teachers should focus on what their students bring to the table and all that they can achieve!

Jordan S.
GORSKI!
Gorski would agree with the statement made here. Teachers often are forced to teach to the test as opposed to teaching to the betterment of their students.  They might make the argument that even if all teachers taught to the test, those in more affluent areas would be able to afford better tech, curriculum, etc to challenge learners.

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I like how you brought up having high expectations. Gorski would definitely agree. Like we have discussed, many people do not expect as much for certain groups which can stifle their growth.
-Kelsie

# data[].attributes.headline
Responding to Jordan- I like how you talk about the need for teachers to avoid the deficit mindset because it can be so detrimental in the growth of students when teachers do not have high expectations. Creating material towards a students culture can have a huge positive impact on there academic growth!

# data[].attributes.subject
Responding to Jordan- I like how you talk about the need for teachers to avoid the deficit mindset because it can be so detrimental in the growth of students when teachers do not have high expectations. Creating material towards a students culture can have a huge positive impact on there academic growth!

# data[].attributes.body
Kyle

# data[].attributes.body
Gorski would agree with the statement made here. Teachers often are forced to teach to the test as opposed to teaching to the betterment of their students. They might make the argument that even if all teachers taught to the test, those in more affluent areas would be able to afford better tech, curriculum, etc to challenge learners.

# data[].attributes.headline
Responding to Sarah- I really like how you talked about relating race to any subject. Like we have discussed in class this is possible and it does not always need to be direct. I believe we discussed ways how we could relate it to science last week in a small group. -Kelsie 

# data[].attributes.subject
Responding to Sarah- I really like how you talked about relating race to any subject. Like we have discussed in class this is possible and it does not always need to be direct. I believe we discussed ways how we could relate it to science last week in a small group. -Kelsie 

# data[].attributes.body
I think that this goes along with what Gorski says about teachers who hold the deficit ideology. Ideologies that so many have held for so long can be very harmful, whether we realize or not. Gorski states that the deficit ideology is harmful for students and in the same way, so is the extreme focus on test scores. Teachers and others have a lot of work to do to unlearn these ways of thinking and practices.

# data[].attributes.body
I think Gorski would agree with the fact there is a gap between students who are and are not experiencing poverty. Often lawmakers are not in the position where they are seeing what is going on inside a classroom, therefore they are not really doing anything to solve the problem.

# data[].attributes.body
my main takeaway from Dr. Milner was to make sure you are talking in class about what the students are talking about in the hallways. I especially loved the examples he used in the math classroom that would work for talking to the students about the robbery. Also, I liked that he talked about how we as teachers should not view students through a deficit lens.

# data[].attributes.headline
I enjoyed listening to Dr. Millner and his discussion on the importance of teachers. Creating positive relationships, having high expectations, and developing engaging material are all beneficial in helping students.

# data[].attributes.subject
I enjoyed listening to Dr. Millner and his discussion on the importance of teachers. Creating positive relationships, having high expectations, and developing engaging material are all beneficial in helping students.

# data[].attributes.body
kyle

# data[].attributes.body
I really liked how he addressed teachers who felt "uncomfortable" teaching topics about race. He was easily able to relate race back to any topic. I especially like the example in the math classroom- You can relate rate of speed to issues of crime and poverty.

# data[].attributes.headline
This echoed a few items previously discussed:

# data[].attributes.subject
This echoed a few items previously discussed:

# data[].attributes.body
1. Educators need to be aware of differences in order to choose instructional practices that work for their students.
2. Change needs to start with the system, not necessarily the students.  It should not be the students job to frame their own education at a young age.
3. Students must not only be viewed through a deficit lens, but also as assets.
Lane Johnson

# data[].attributes.headline
It reminded me of when we discussed how standardized tests are looked at, and when students pass, lawmakers take that as there not being a gap. It also really helped me to think about how just because students are achieving the same levels, there are still gaps and we still need t address them. It was frustrating because so many people have the mindset of "they passed the tests, grade, etc, that's good enough" when it is not. 

# data[].attributes.subject
It reminded me of when we discussed how standardized tests are looked at, and when students pass, lawmakers take that as there not being a gap. It also really helped me to think about how just because students are achieving the same levels, there are still gaps and we still need t address them. It was frustrating because so many people have the mindset of "they passed the tests, grade, etc, that's good enough" when it is not. 

# data[].attributes.body
Kelsie

# data[].attributes.headline
From this I learned that...1. Resources shape experiences 2. meritocracy is a myth and is a very harmful ideology 3.  teachers need to avoid the deficit mindset 

# data[].attributes.subject
From this I learned that...1. Resources shape experiences 2. meritocracy is a myth and is a very harmful ideology 3.  teachers need to avoid the deficit mindset 

# data[].attributes.body
Teachers should focus on what their students bring to the table and all that they can achieve!

Jordan S.