# data[].attributes.body
If you want to learn something, you go to someone who has expertise on that subject. That is what the LTR program does. It connects the knowledge with the experience. Not only will we be educated at U of L, but at the same time learn from coaches who have succeeded as teachers in high needs schools. LTR gives us the necessary resources we need to prepare and succeed as educators. The mission of the program is to provide 35 teachers who are going to make a positive impact at JCPS. It is unlike any other program because of the investment that JCPS is making through money and their resources. With the students passion and the expertise the program will provide, this is just the beginning of what great things are yet to come in the future.

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From reading this article and personal experience, effective teachers understand the importance of building relationships with students. Before you can build a positive environment in the classroom, teachers must learn about their students and gain their trust. Once they break down that wall and they see that a teacher truly is there to give them the best opportunities possible, then an effective classroom is attainable. Taking efforts to ask kids “how was your day?” and “how is your family?” really go a long way in a child’s life. Teachers can learn about their challenges they go through and address them together. Through encouragement and teamwork teachers can make the difference in a student’s experience and guide them to a better future.

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I think that the LTR program will provide me the skills, education and resources that will help me to be an effective teacher working with high needs schools. I have witnessed new teachers quit within the 1st 2 weeks of school because they have never worked in high needs area. In her resignation letter she stated "I am not equip to work with thus population". The great part about LTR you will train with the population you will be working with.

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A teacher’s job requires that they insure each students is given the best educational opportunity possible. Highly effective teachers have clear communication, high expectations, and solid morals. Teachers who aren’t effective usually struggle with classroom management, organization, and relationship building skills.

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I feel like the LTR program will equip me with the knowledge, tools, and skills that I will need for these high-needs schools. We will not walk into these high-needs school blind sided, or be overwhelmed and burned out. The plus side of the program we will have mentors that will help us to succeed.

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Some of the most important qualities that makes a highly effective teacher are classroom management, passion, leadership, and content knowledge. Teachers would need to have a strong relationship with their students. Students will feel safe and be respectful when they know their teacher cares. Teachers need to have superior listening skills and approachability with their students.

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The Louisville Teacher Residency Program will prepare me understand the needs in the high-needs schools in our area. The LTRP will give me the knowledge to go into the high-needs school and to be able to work with students who need to see a role model who is willing to lead and direct them on to the right path to succeed.  The LTRP has worked hard to make this program a success and are willing to work with the individuals selected for this program. There will be individuals working with the students in the LTRP to help them to be successful as a teacher in the high-needs schools. As a teacher we will gain the knowledge and tools to be successful in the Louisville Teacher Residency Program.

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A highly effective teacher has a willingness to not give up on his or her students. They are very compassionate and are always willing to go that extra mile for their students. A highly effective teacher is willing to observe and understand the needs of their students. And to be an effective listener.  Setting expectations that you as the teacher and the students are willing to accomplish together. To be a highly effective teacher you have to show your students you will not give up on them, you will be there for them every step of the way.

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I believe the LTR program has done research and preparation to understand what attributes teachers need to have and need to learn to be successful for working in a high-needs school.  The research they have gathered can help us understand the struggles past and current teachers face in high-needs school so we can try to avoid making the same mistakes and avoid the teacher “burn-out”.  I look forward to the techniques, strategies and advice we will learn from our professors and mentors along the LTR journey.

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I believe the hands-on experience this program provides will prepare us well to work in a high-needs school. We will not walk into these situations blind, which will keep the environment from being overwhelming. We have also been given a structure that sets us up for success. The coaches in this program, as well as the teachers we will meet when we do our classroom training, will provide us with mentorship that will help us succeed in the long run.

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High effective teachers build strong relationships with their students. They gain their students respect by being respectful to them and by being consistent in their expectations.  They make their students feel cared for, heard, and understood.  These factors can lead to a student feeling safe in their learning environment and open the door for a deeper educational experience.

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Highly effective teachers develop cultivate a high level of respect in their classrooms. As the article pointed out, as well as from personal experience, students tend to perform better and don't see learning as a chore if there is reciprocal respect between teacher and pupil. It's important to build relationships that extend beyond the classroom. If students know their teacher is there for them no matter what, they are more likely to perform better in the classroom, and yet again, learning will not seem like as much as a chore.

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The program that has been set for us will hopefully give us insight into behaviors and tips on how to remain calm and use strategies to curtail outbursts or behavior that can distract from other students learning. The program will have us in real life scenarios with our mentors. The school room will be the ultimate teacher. Our professors will have statistics and psychology reports but I am truly looking forward to seeing our mentors in action and getting the real life take on being in a high needs school with students.

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Highly effective teachers build relationships with their students. It's not just the standard greeting in the morning and saying goodbye at the end of the day. It's going the extra mile. Checking in on them at lunch. Seeing them at their game or school function and making a point of acknowledging them at these events. It's also about taking an interest in their hobbies and using those interests or hobbies on lessons that we teach throughout the year. A highly effective teacher doesn't shame a student but redirects and then tries to discuss why a student acted out in a particular way. They try to keep their cool and teach their students from day one expectations and how there are consequences for not following those expectations. Effective teachers are well rounded and adjust with their students. Reinforcing the relationships that they build with their student interactions each day of throughout the school year.

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This program will prepare us to work in high-needs schools by helping us develop the sense of resisting professional teaching challenges, focus on the objective and continue despite difficulties. We need a high sense of resilience to withstand the stress and pressure in high-need schools. As we know, there is more effectiveness learning the battle in the battlefield than in the book. being a field-based program, LTRP will teach us to fight under the umbrella of highly qualified and experienced mentors.

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Highly effective teachers always go beyond the call of duty. They always reach the level of listening to the unexpressed great demand of innocent kid lives in need of growth and development. They are not stopped by kids’ unconscious bad behavior but always search and find ways to contain, manage and control this behavior in the ultimate goal of turning this innocent kid into a responsible somebody that the society can count on. Being a highly effective teacher does not depend only on what we do, but also on who we are. We must allow the teaching experience to alter our being and make us those people who can sacrifice joyfully our lives for the great need of kids’ growth. A highly effective teacher became another person all together.

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I believe the LTR Program will provide me with teaching techniques that can better my self and my future students. I will be guided and corrected as I navigate through schooling and progress as a teacher. Between the college courses and the hands on experience I will be prepared for challenges that may come my way. The program will also provide a foundation that will allow me to survive the first 5 years of my career. I'm confident that once the program is complete I will be able to lead new coming LTR applicants in the future.

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Highly effective teachers are prepared to meet challenges and change lives according to the article, How Teachers Thrive in High-needs Schools. Specifically when working in high-needs schools teachers build strong relationships with students by maintaining routines, establishing rules, and communicating with the proper tone. Through these techniques teachers are able to gain trust from students which allows them to let the teacher guide them as an active learner. Effective teachers also enjoy the process of helping children with challenges and giving them another chance day to day. Overall an effective teacher is passionate about their job and is not defeated by challenges that may occur. Their overall goal is the success of the child.

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< As a teacher you are the leader of the class. In this article ‘See me for who I am”, the teacher should have corrected the other student and not ignore the situation. The schools today needs to practice cultural competence. It would be great to have an extensive training. Educators need the ability to understand, communicate with and effectively interact with people across cultures. Positive attitudes needs to be brought back in the schools.

? How will JCPS implement cultural competency?

! As a child growing up with a military background; I was always around a diverse cultural environment. It was when my father retired from the military I had to attend a civilian school and it was a predominant school that had more Caucasian students than African American students. So this was life changing for me. Without me realizing it I was code switching to fit in with my surroundings.

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Shena Allen-Thompson
I think the level of field experience we will receive in this program, should greatly increase our success rates as new teachers. Also, having an experienced teacher as a mentor through this program will be a lifesaver at times. LTRP has clear goals and strategies, I’m excited to have the opportunity to be apart of this program.

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Highly effective teachers are fully vested in their students and schools. They understand how to build relationships and create an environment filled with respect and love. These teachers understand that student engagement is critical.

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I think the evidence-based approach of this program is instrumental in it's sucess. This program has clear goals and objectives for us to reach along with experienced staff to coach us. The hands on field experience and mentor are the most effective parts of the program in my opnion. In the article we see several examples of inexperienced teachers being burnt out or stressed. I think the in classroom experience will help eleviate these problems and help us build classroom management skills.

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Highly effective teachers take time to build relationships with their students. They recognize the importance of respect in the classroom and the reciprocity of it. Shared respect helps a teacher enforce boundaries and manage their classroom. I think it's
important to note the example of classroom management being a class where learning can happen and not necessarily a quiet, still room.

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I really related to Barnwell's quote, "I wasn't ready for the stress, the culture shock, or the pressure to increase student reading scores." I often felt this way as a new substitute teacher, overall I just felt unprepared. I came into the position with the right perspective, but without these tools I was worried I would loose this outlook. That is what drew me to the LTRP, I know I will be prepared for all proponents of teaching in JCPS high-needs schools. This program will give me evidence-based tools to best build relationships and respect with students, which can then be followed by proper classroom management techniques such as clear communication and setting standards in the classroom.

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A major take away for me in this article was the perspective highly effective teachers have - they believe in their students and they always hold high expectations for each student and help them achieve this goal. Highly effective teachers have a perspective that "everyone deserves an opportunity" rather than that some students are a "lost cause," which many less effective teachers believe. This allows them to build trust and relationships with students which affects communication, respect, and the classroom as a whole. The largest thing that was repeated throughout the article is that highly effective teachers are great relationship builders, they collaborate with their students. This allows them to use other tools such as structure, classroom management, positive motivation, and communication with students and student's families. Less effective teachers often give more negative comments and less positive praise. They may lose their calm and  communicate poorly especially by yelling. They also may not respect students and follow the "two way street of respect" model.

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What I found most appealing about this program was that I would get to learn and practice classroom management in real time, with an experienced educator there to guide me. I think going into my own classroom with a classroom management skillset will be the difference between my success and failure in a high needs school. I also think having a year to experience the needs of students at a high needs school will end up being key component to my success as a teacher in a high needs school.

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Highly effective teachers build relationships. I think that is key. They make expectations known, and they make sure respect is a two-way street. Students cannot learn from a teacher who does not have an innate respect for them as a human being and as a learner. Highly effective teachers keep their cool - depersonalize bad behavior, address it, and move on. They allow for students to make mistakes one day and start over with the possibility of success the next. The teachers in the article talked about it being a calling, and I think that is very important. You can put up with almost anything, if you see a purpose in the journey.

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2. This program is clear in it's mission and it's purpose. The interview process introduced some of the common issues that a new teacher might expect in a high-needs school environment with great clarity and the types of resources that will help. The program is also well defined as it relates to the cultural specifics (racially and educationally related), educator performance and feedback (via teacher and administrator input), and expectations. I believe all of these contribute to a blue-print that I will be able to follow and refer to in my path to become a highly effective teacher.

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1. Highly effective teachers are integral to the culture and learning environment of every classroom and school. The demonstration of respect, responsibility and reciprocity affects the experiences of students and teachers alike. Highly effective teachers always put the needs of students first, including those concerns that are not limited by the grading system, because the calling to teach acknowledges that there is an inherent collective responsibility within the community to propel individuals/culture/society forward. Highly effective teachers know that no two students are the same but all students are deserving of a high-quality education. As a result, there is no room for partiality in the classroom.

# data[].attributes.body
As an African American reading this article and watching the video was like reliving my own childhood and school experience. I grew up with having only (2) teachers of color (African American) for my 12 years of school (Elementary-Middle & High). I can remember also being the only Black face in my AP courses in high school and feeling like I had to be the voice of the Black community in those surroundings.

?- How to be that extra support for students of color who dont get that self-assurance and self love for ones culture/community at home. How to make your classroom a celebration of ones differences and to go against the social norms that one has about certain communities.

<- Reading this article and watching this video just reminds me how much more stuff that we as African Americans have to carry and deal with on and a regular basis. We cant even really walk through this society, being our own genuine self without having to worry about making others uncomfortable. We shouldn't be held responsible for others uncertainties and pre-judgement(s) that they have about people they have never met before.

!- Code switching, its something that I've had to do for most of my life and I don't even realize it until I sit down and have to think about it. Its just something natural that I had to learn to do and incorporate into my life as an African American woman.

# data[].attributes.body
Reading comprehension still poses as a work in progress for me, so reviewing the policy was a small feat. Nonetheless, I was curious about the section "Policy Directives 1b" and how that inclusion of such curriculum would be implemented. Also, the time frames for accountability reporting was questionable to me.

# data[].attributes.headline
How Teachers Thrive in Hig-needs Schools

# data[].attributes.subject
How Teachers Thrive in Hig-needs Schools

# data[].attributes.body
Hello My name is Laura Motley
I graduated from the University of Louisville, I'm a former basketball player and I have 12 siblings

# data[].attributes.body
As a teacher I would uphold the racial equity policy by making sure that my classroom is one that all kids from racial to economic backgrounds feel welcome. I would love to have a classroom that makes learning appeal to those students who do feel left behind.
Include lessons that appeal to all and that come from diverse perspectives and not the same rhetoric that has been taught. Encourage positive thinking and expand their outlooks for their future. Work on ways to include parents in the classroom and building those relationships to help students succeed.

# data[].attributes.body
As a teacher I would uphold the racial equity policy by making sure that my classroom is one that all kids from racial to economic backgrounds feel welcome. I would love to have a classroom that makes learning appeal to those students who do feel left behind.

# data[].attributes.body
I would uphold the Racial Equity Policy by:

By staying involved.

Being a voice for our youth.

Helping to engage parents to want to help with their children.
I would uphold the Racial Equity Policy by:

By staying involved.

Being a voice for our youth.

Helping to engage parents to want to help with their children.

# data[].attributes.headline
Lakisha Wilson- See Me for who I am & Discover the powerful CPU code.

# data[].attributes.subject
Lakisha Wilson- See Me for who I am & Discover the powerful CPU code.

# data[].attributes.body
?- As an African American I can relate to the video and the article. During my school years and now as an adult.  Students continue to experience these issues today. I have observed teachers not finding
the "See me" article not an issue and some may feel that is an opinion so How do make teachers recognize that it an an issue?
<- The example of Barack Obama was a clear example of code switching.
!- My life experience, undergraduate education and various training has equipped me with the knowledge to be aware of issues such as the "See me" article as well as the issues in the video.

# data[].attributes.body
Hi everyone, I'm Angela on of the LTR coaches. Two truths about me is I eat ice cream every night, I have three children, all boys, and I've been married for almost twenty years.

# data[].attributes.body
Hello! I'm Erica, one of the LTR coaches. Here are 3 things about me. I am a graduate of a teacher residency program. I have been married almost 18 years and we have 4 kids - 2 boys and 2 girls. I have taught 7 different grades in 2 different states.  Hmm, most of what I said is true. You determine what's a lie.

# data[].attributes.body
Hey soon to be new work family,
I love owls.
I'm originally from Philly.
I have no children.
Can you find the lie?

# data[].attributes.body
Hi, I'm Terrie, one of the LTR coaches.
Here are a few things about me. I've been married for over 30 years. I have 2 kids - both girls. I've worked at more than 5 JCPS schools. Two truths and one lie...

# data[].attributes.body
As a JCPS teacher, I would uphold the RacialEqPolicy by:
1. Staying updated on any possible policy changes
2. Questioning anything that may contradict the policy
3. Seeking avenues to ensure I reach all students with this policy as a guidance tool.

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Hello everyone! I am Danays, one of the Louisville Teacher Residents. I can't wait to start working with you soon!
Here you have three things about me:
I am from Cuba. I have been married for more than 14 years and, I have two boys, one is 32 years old and the other is 1 years old.
I think you should easily will find the lie!

# data[].attributes.body
Hello everyone! I'm looking forward to working and studying with all of you soon. I have a son that is a Broadway star, Michael Jordan picked me to be his dance partner once, and I'm really tall. Can you guess which is false?

# data[].attributes.body
As a JCPS teacher, I would be a cheerleader for this initiative. That means changing negative comments in the teacher's lounge to positive conversation; it means telling a student it is cool to take AP classes and to be a leader; it means saying hello to every single person in my building. It also means I will be the keeper of the policies - the person volunteer to make sure my school is doing what we say we're going to do!

# data[].attributes.body
As a JCPS teacher, I would uphold the Racial Equity Policy by:
1.- Setting class norms that promote inclusion and openness. This mean be explicit about the way your class will be respectful to each other; and share ideas, opinions and values.
2.- Through the Culturally Relevant Teaching. This pedagogy provides a framework for exposing students to diverse cultures in deep, meaningful ways and prioritizes academic excellence for all students.
3.- Purposeful Planning. Sometimes conversations about diversity and equity can be uncomfortable for students and teachers, for that reason planning a lesson is just as important as the execution of the lesson; especially if your class will discuss sensitive topics or ideas.
4.- Promotion of the Community Involvement; it means inviting parents and family members into your classroom as community experts. Allow them to read a book about a particular issue that relates to their culture or that they are passionate about. Show students various representations of their culture and other cultures. Inviting people from the community to your class as guest speakers to talk about a topic your class is learning about. Invite persons with physical or learning disabilities to talk about their experience as a students. Creating respectful ways for students to have diverse experiences adds value to the learning experience for everyone. In my opinion the more exposure students get to diverse people, experiences and identities the more prepared they will be for life outside of the classroom.

# data[].attributes.body
As a JCPS teacher, I will uphold the Racial Equity Policy by practicing culturally responsive teaching, speak out when I notice discrimination in the classroom and workplace, and continually participate in professional development to enhance my cultural proficiency and teaching skills.

# data[].attributes.body
Hello! I'm Erica and excited to be here!
1. I have a 1 year old son named Thomas.
2. I spend my free time hanging out with my cat.
3. I'm a vegetarian.

# data[].attributes.body
Hello everyone! I am excited for this new chapter in my life and sharing the experience with you!

1. I am a mother of six children (4 girls and 2 boys).
2. I am a grandmother.
3. I was born in Germany.

Now guess the lie. 🧐

# data[].attributes.body
As a JCPS teacher for my future classroom is to help all students become respectful of the multitudes of cultures and people that they’ll interact with once they depart from the educational setting. I want to provide students with ample evidence that people that don’t look like them are people just like them. There’s an extensive range of classroom activities that can aid students to recognize the essential humanity and value of different types of people.

# data[].attributes.body
My name is Jamaia Daugherty and I am a recent graduate of the University of Louisville with my B.A in Mathematics!
Two truths and a lie:
1. I love working out.
2. My favorite color is pink.
3. I have traveled on a cruise ship.

# data[].attributes.body
Hello everyone. I'm so excited for this opportunity. I can't wait to meet everyone in person.
1. I have a 7-year-old daughter.
2. I was a journalist in my former life.
3. I am a huge University of Louisville fan.
I don't have a ton of photos of myself. This one is from Wrestlemania a couple of years ago. I'm on the left.

# data[].attributes.body
As a JCPS teacher I would uphoild the Racial Equity Policy by meeting any inequities I see head on. I would do my best to bring inequities to light both in within the JCPS system and in the community. We have to keep beating the drum for these students until they receive the same opportunities as non-minority students.

# data[].attributes.body
Hello, my name is Immanuel and I am one of the LTR residents. 2 truths + 1 lie.

1. I've seen the Northern Lights
2. I've been in a movie
3. I'm a competitive poker player

# data[].attributes.body
As A JCPS teacher I will develop culturally responsible and responsive curricula while maintaining an inclusive classroom that acknowledges the climate of my school and the district.

# data[].attributes.body
1) I'm the oldest of 10 children
2) One of my favorite foods is Sushi
3) I love roller coasters

# data[].attributes.body
I would use the policies that are listed to ensure a balanced classroom curriculum. The goal is to have every student judged on as much of an equal footing as possible. I am eager to take PD classes and read up on strategies that can help boost the racial equity in the classroom I am in. It will be nice to see over the course of the school year how the policies are going to be implemented and use the data that is collected to further achieve a better balance with students of color compared to those students that are white.

# data[].attributes.body
Hello everyone, I am looking forward to meeting and working with everyone. I am a graduate of Kentucky State University and have been working for JCPS for little over a year now.

Two truths and a lie:
1. I coach baseball.
2. Originally for San Diego.
3. Favorite Color is green.

# data[].attributes.body
I am from France, I am married to my one wife for 22 years and I have three children. I will not wait to meet all my colleagues and coaches and start with this exciting program.

# data[].attributes.body
As a JCPS teacher I will uphold the Racial Equity Policy in many ways. However, the main three effective ways I plan to continue to uphold the policy are eliminating prejudice, cultural exposure, and maintaining a acceptable climate/culture in my classroom.

# data[].attributes.body
Hello everyone!  I am so excited to be on this journey with each of you.
1) I have flown into the Grand Canyon by helicopter and had dinner.
2) I love to bake.
3) I have two boys that are 10 years apart in age.

# data[].attributes.body
As a JCPS teacher I will uphold the Racial Equity Policy by creating an environment of inclusion in my classroom and throughout the building.  I will be a leader in my building for the students, teachers and staff by the way I lead through this policy and challenge situations that do not uphold it.   I will support all initiatives that promote this policy and I will pursue professional development that will allow be to become a better supporter and leader of it.

# data[].attributes.body
Hello everyone! My name is Clarissa Bryant. I am an LTR candidate. I have been subbing with JCPS since January after some major career changes, and I am so excited for this opportunity. I cannot wait to get to know you all and start working and learning with everyone!

What's my lie....
- I create custom board games
- I have buzzed all my hair off
- I am a Scorpio

# data[].attributes.body
As a JCPS teacher one way I would uphold the racial equity policy is simply by following the guidelines presented. I would also use strategies to monitor disparities and achievement gaps between Students of Color and white students in my classroom, while using this policy as a guide to implement change. I am committed and passionate about racial equity, and I believe keeping these values and an open mind are assets I can bring to the table. I would use these assets to help create a comfortable and inclusive environment in my classroom. I will also stay up to date on policy so that I can be the best advocate of Racial Equity I can be.

# data[].attributes.body
Hello everyone! My name is Preesha Edison and I am excited to meet you all. I Cant wait to see which statement you choose as my lie.

1. I hate peanut butter
2. My favorite color is yellow.
3. I collect mugs.

# data[].attributes.body
As a JCPS teacher I will uphold the Racial Equity Policy by staying trained and utilizing support systems put in place to better us as teachers. I will contribute to reflecting to the demographic of the student population by supporting diversity in the classroom. I understand the disadvantages children face and will work to build effective teaching strategies that gives them opportunities offered to their counterparts. I will also hold myself accountable by addressing racism and other issues children of color may face. The racial equity policy is put in place to protect students and give all children a better chance at a successful education process and outcome. That is my goal with in the Racial Equity policy.

# data[].attributes.body
Hello guys! I'm excited  to meet everyone.
1. Married for over 15 years
2. Mother of twin boys
3. A bubble bath is my happy place

# data[].attributes.body
Shena Allen-Thompson
As a JCPS teacher, I would uphold the policy by:
1. Staying current with all policy updates
2. Creating a safe space for inclusion and diversity
3. Promoting a community mindset

# data[].attributes.body
As a JCPS teacher, I will strive to ensure that all my students, regardless of their background and circumstances, will feel supported in their education.

# data[].attributes.body
Hey everyone! I graduated from U of L with a BA in English, and spent several months substitute teaching in order to get a feel of different schools before I started working towards being a full-time teacher. Looking forward to working together!

Two Truths and a Lie:
1. Was born in New Jersey.
2. I love traveling!
3. Likes watching documentaries.

# data[].attributes.body
As a JCPS teacher, I want to ensure that my students feel included and are treated similarly regardless of background. I want to have a curriculum that highlights different backgrounds and experiences as part of the regular curriculum, not just briefly. I want to support my students in what ways I can, and work with this policy to see it through.

# data[].attributes.body
As a JCPS teacher, I will uphold it by creating a culture of inclusion in the classroom, bring in relevant speakers, and create the content of my class so that the assignments and readings are culturally relevant.

# data[].attributes.body
Hi everyone! Mine are
1. I taught at IUS and JCTC
2. I work on robots in my spare time
3. My middle name is Thomas

# data[].attributes.headline
Hello everyone, my name is Bryana K. Dulin! I’m so excited for this opportunity! I’m ready to hit the ground running.  Well, here are my statements: My name is pronounced BRE-ONA. I have 4 sisters and 2 brothers. My favorite candy is Starburst Jellybeans. GO! 

# data[].attributes.subject
Hello everyone, my name is Bryana K. Dulin! I’m so excited for this opportunity! I’m ready to hit the ground running.  Well, here are my statements: My name is pronounced BRE-ONA. I have 4 sisters and 2 brothers. My favorite candy is Starburst Jellybeans. GO! 

# data[].attributes.body
Hello everyone?
1. I love to play golf.
2. I love watching and attending  U of L basketball games.
3. I love to travel.
Can you figure out which is a lie?

# data[].attributes.body
Hello everyone, I am excited about meeting and working with everyone of you!!! I have been with JCPS for 7yrs working with Special Needs. I am a mother of 4 daughters over the age of 23. I love cats and I have two grandchildren.

# data[].attributes.body
As a JCPS teacher, I would first adhere to the Racial Equality Policy. Next I would make sure all my students knew first that I care about their well being in order to establish trust. I would make sure that whatever background or disability I would create a culture of inclusion.

# data[].attributes.body
Hello everyone, I’m Kayla.
I’m excited for this journey, and I can’t wait to work with everyone.
My two truths & a lie:
1) I’m a crisis mental health counselor.
2) I hate cats.
3) I’m an only child.

# data[].attributes.body
HI EVERYONE!
I am so excited about this new journey!
My 2 truths and a lie:
1. I just celebrated 15 years of Marriage.
2. I have 3 children
3. I was born and raised in Louisville

# data[].attributes.headline
LaKisha Wilson LTR Resident-Racial Equity Policy

# data[].attributes.subject
LaKisha Wilson LTR Resident-Racial Equity Policy

# data[].attributes.body
I would adhere to the Racial Equity Policy in my classroom.
Diversity will be embraced so that  each student will feel a sense of inclusion.
In my classroom all students will be empowered and supported.

# data[].attributes.body
As a JCPS teacher, I would uphold the Racial Equity Policy by creating a diverse curriculum and a culture of inclusion in my media materials. I would also be diligent in continuously taking cultural competence training.

# data[].attributes.body
Hey everyone! I'm looking forward to meeting you!
Here are my 2 truths and 1 lie.
1. I have a french bulldog named Benz.
2. I rode a camel around the Pyramids of Giza this year.
3. I climbed the Mayan ruins in Belize last Summer.

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I am a life-long resident of Louisville. I am currently working on finishing my 1st Masters degree as we embark on this program! I am married with 2 children and 3 grandchildren. I have traveled to several countries and even slide down the pyramid water slide at Atlantis in the Bahamas.

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Overall, I think this policy is many things: ambitious, overdue, and just the tip of the iceberg. I do worry the Council will be comprised of the same people who are always called to the table - potentially limiting some insight. Young people and community/family individuals with valuable contributions may need to be hand-held and encouraged to speak. On the other hand, changing policy is so important. We can not hold anyone to new standards without clear, written policy in place.

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? - How often and what format does JCPS require cultural awareness training? How does JCPS as a school district support cultural awareness during the entire year?

<- There are some great takeaways from the video and article.  I am glad that the LTR program is going to use this as an opportunity to develop more culturally aware teachers and help us be better for our students.  I don’t want to be a teacher that doesn’t make my students feel celebrated, accepted, loved, or valued for who they are.

! – My aha moment was a moment of self-reflection.  Prior to reading the article and watching the video, I thought I did a good job of celebrating and respecting all cultures, but honestly, I know I could do way better.  I don’t want to have a blanket answer for helping my students respond in situations of oppression or for my voice in advocating for cultural awareness.  I want to know and understand the importance of physical, emotional, or celebratory representations of my students’ cultures.  I want to be equipped with knowledge and make personal connections with their cultures so I can have a better understanding and be a better role model.

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When applying to the LTR, the equity initiative I was aware of in the district was to hire teachers who better reflect the diversity of JCPS students.  I worried when applying that I could not help in this initiative and thus should not have a place in this program.  When I was reflecting on the application, however, I realized that while representation is vital, it is not enough.  I intend to be extremely intentional about addressing the other commitments of the Racial Equity Policy to maximize my contribution.  I am passionate about school culture and hope to be able to positively impact the climate at all schools I serve.  One of the major things I want to get better at through this program is how to effectively talk to other white teachers about biases without it becoming combative.  I constantly reflect on my personal biases and am eager for critique.  I also intend to leverage diverse curriculum resources to reach and help represent all students.  I especially love children’s books.

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Two Truths and a Lie:  Working at McDonalds was my first job. I loved it and worked there two more times.  I have lived in seven different places in Atlanta.  I have a three-year-old son named Levi.

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See Me for Who I Am/Discover the powerful CPU of code-switching

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See Me for Who I Am/Discover the powerful CPU of code-switching

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On the first day of 1st grade, I walked into class to discover that mine was the only black face in the room. We began the day by introducing ourselves and showing off the self-portraits that we'd made over the summer.

I rose cautiously to present my Crayola-colored masterpiece, but before I could even say my name, a boy in my class asked me why my portrait was brown, saying that brown was ugly. I froze. My face grew red, and tears began to fill my eyes.

However, what was most painfully disappointing at that moment was not what was said, but what wasn't. My teacher stood there just as silently as me, then beckoned me to continue. She never addressed the boy or his awful words.

Unfortunately, my experience was not unique. Experiences like these characterize the education careers of so many students of color. The prevalence of these encounters exposes a lack of cultural competence in schools.

Many organizations, such as the National Education Association (NEA, n.d.), have written policy briefs explaining the need for cultural competence within a diverse cultural climate. But cultural competence is not the norm.

In the field of health care, cultural incompetence has long been recognized as an issue (Graves, Like, Kelly, & Hohensee, 2007), and legislation is being written to intervene. We need to do the same with education.

To best serve students, we must urge districts to require that all faculty engage in extensive cultural competency training. No student deserves to endure a teacher who remains silent in the face of oppression.
SYSTEMIC INEQUALITY
According to a recent study that analyzed the changes in our education landscape over the past 65 years, schools have become more segregated at the expense of public education (Orfield, Frankenberg, Ee, & Ayscue, 2019). Schools often closely resemble the neighborhoods in which they are located, so, due to redlining, black and Latinx students are more likely than their white counterparts to attend impoverished schools that serve majority students of color.

These schools often do not have the resources to adequately equip students to escape cyclical poverty. Their children end up going to the school where they will likely have the same exact experience - the cycle continues. This type of pattern takes place all over the country and reinforces racial and socioeconomic inequalities (Chang, 2018).

The flip side of this pattern is a phenomenon referred to as "isolation" (Reardon & Owens, 2014). Isolation is a way to measure school segregation by looking at students who attend schools with a low proportion of a given racial group. Because the majority of white students attend schools that are at least 75% white, it is far more common for a student of color to be one of the only students of his or her race than it is for a white student (McFarland et al., 2017).

At the same time, teachers of color are overwhelmingly outnumbered by their white colleagues, accounting for only 20% of educators in public K-12 education (Geiger, 2018). This means that most white students will be taught by teachers who look like them for their entire education careers whereas students of color (and especially male students of color) will be lucky if they get a handful of teachers who look like them.

The white dominance of education in our ever-diversifying society often means that educators are not trained in cultural competence - and for kids with stories like mine, that can mean suppressing pieces of our cultural identities just to fit in at school (Griffin & Howell, 2019).

Up until the 9th grade, I attended schools that were predominantly white and employed predominantly white faculty. As a black girl, that meant being stared at mercilessly by students and teachers alike as we discussed subjects like slavery, being petted like an animal anytime I came to school with a new hairstyle, and constantly getting in trouble for being "too sassy." My behavior cards seemed to change from green to yellow on a near-daily basis.

My battles, however, were minor compared with those of the few black boys in my class, whose cards seemed to be permanently set on red. As with many black boys around the country (GAO, 2018), minor infractions often led to yelling and frequent visits to the principal rather than genuine attempts to understand the alleged issue and its roots. I quickly internalized the trauma of watching them be so rampantly criminalized and began to self-police.

I was determined to be the nonthreatening black girl. No poofy hairstyles, no hands on my hips, no talking back - nothing that would make my teachers treat me the way they treated my black male peers. I began to code-switch without even recognizing it, leaving my blackness at the door whenever I stepped onto my school's campus and replacing it with "whiter" things such as straight A's and "proper" diction.

I was rewarded for these acts of assimilation with things like honor roll and selection for class activities. I had achieved my goal of being nonthreatening. But that should never be the goal of a student in the classroom.
CULTURALLY COMPETENT CLASSROOMS
Students of color should not be tasked with mitigating the underlying biases of their teachers. For teachers to do their job effectively, these biases must be eradicated before they even enter the classroom.

Here are my four recommendations to educators for creating culturally competent, identity-supporting, and inclusive classrooms.

Recognizing that our biases exist is the first step in eradicating them. Implicit biases are ubiquitous and often result from cultural conditioning, media portrayals, and personal upbringing. But it's not enough to know they exist. We have to learn where our biases lay and actively work to unlearn them by replacing false narratives with truth.

Whether it is private conversation among colleagues or classroom chatter, it is important to question behavior that demeans, disrespects, or threatens students of color to preserve the integrity and safety of education spaces. As my 11th-grade advisor frequently said, "What you allow, you encourage." When you witness the propagation of discrimination and miseducation, it is important to intervene.

Through open conversation about bias, you can encourage new perspectives and enrich discourse by researching the roots of those biases.

Hold space for students to express themselves and their identities to create a classroom culture where students and teachers learn as a community. While "diverse" students should not be exploited for their unique experiences (i.e. always expecting them to share when topics related to their identities arise), creating opportunities for students to voluntarily offer anecdotes and insight or even simply be themselves in the classroom can dismantle implicit bias by creating empathy and communal understanding.

Hire faculty with diverse identities.

The low percentage of teachers of color in schools today is unacceptable, especially considering that, as society progresses, we are becoming more and more diverse. Not only must education administration consider ethnic diversity in its hiring patterns, but also diversity in terms of age, religion, sexual identity, socioeconomic status, ability, and gender identity.

When educators reflect the variety of the world that we live in, they can better equip students to thrive by fostering creativity, promoting empathy, reducing prejudice, and improving student achievement.

As I reflect on my 1st-grade experience, I believe that, had each of these suggestions been implemented adequately at my school and throughout the system, my teacher would have had the confidence to rise up against my classmate's misinformed and microaggressive comments and create a culturally competent learning environment where I felt seen as a student - and, more importantly, as a person.

Watch Endiya Griffin, at right, and Tatiana Howell discuss the value of code-switching, the practice of alternating between two or more languages or varieties of language in conversation.

References

Chang, A. (2018, April 4). Living in a poor neighborhood changes everything about your life. Available at www.vox.com/2016/6/6/11852640/cartoon-poor-neighborhoods.

GAO. (2018). K-12 education: Discipline disparities for black students, boys, and students with disabilities. Available at www.gao.gov/products/GAO-18-258.

Geiger, A.W. (2018, August 27). America's public school teachers are far less racially and ethnically diverse than their students. Available at www.pewresearch.org/fact-tank/2018/08/27/americas-public-school-teachers-are-far-less-racially-and-ethnically-diverse-than-their-students.

Graves, D.L., Like, R.C., Kelly, N., & Hohensee, A. (2007). Legislation as intervention: A survey of cultural competence policy in health care. Journal of Health Care Law and Policy, 10(2), 339-361.

Griffin, E. & Howell, T. (2019). Discover the powerful CPU of code-switching. Available at www.youtube.com/watch?v=JtINpW1j-m4.

McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., ... & Hinz, S. (2017). The condition of education 2017 (NCES 2017-144). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

NEA. (n.d.). Promoting educators' cultural competence to better serve culturally diverse students (Policy Brief). Washington, DC: Author.

Orfield, G., Frankenberg, E., Ee, J., & Ayscue, J.B. (2019, May 10). Harming our common future: America's segregated schools 65 years after Brown. Los Angeles, CA: The Civil Rights Project.

Reardon, S.F. & Owens, A. (2014). 60 years after Brown: Trends and consequences of school segregation. Annual Review of Sociology, 40, 199-218.

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On the first day of 1st grade, I walked into class to discover that mine was the only black face in the room. We began the day by introducing ourselves and showing off the self-portraits that we'd made over the summer.

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Where has JCPS fallen short in the outcomes listed in the related Racial Educational Equity Plan 2018-2020? Will an external evaluator be reviewing the outcomes to maintain accountability for Racial Equity Policy & Equity Plan with the public?

How have teachers upheld this policy with NTI?

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Question? Why are female students of color told that they are “too sassy”? Or male students are too aggressive? Does it come from not understanding their direct tone sometimes? What is the proper way to correct someone who’s conversations and comments seem to be bias? Can code switching perceive someone as being “fake” or “wishy washy” if they are caught? What is too much code switching?

Comment< “No student deserves to endure a teacher who remains silent in the face of oppression”. Growing up playing baseball, I have been in situations were I felt my coaches didn’t have my back. I was often joked on or called names because I was the only African American kid on my teams.My coaches would either laugh or say nothing, leaving me to have to stand up for myself. I think too much code switching can damage someone identity because it lead to them to believe that they are something they are not. I have used code switching since a young age. I had white friends my whole life and sometimes catch myself talking or acting like them. Not saying that its a bad thing, but then you get told that “you are acting white”, which is one thing I hate to hear.

Aha! “When educators reflect the variety of the world that we live in, they can better equip students to thrive by fostering creativity, promoting empathy, reducing prejudice, and improving student achievement”.  If a student is taught by someone who is boxed minded and bias throughout grade school, then they will reflect that teaching. Code switching works for all races and ethnicities.

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After reading the policy I believe it leaves too much room for interpretation and seems more like a policy that was written more for fulfilling an obligation rather than for action.  There should be more defined actions and timelines for accountability purposes.  I think with the current NTI situation, we should have a lot of takeaways about the disparities among our students and this policy should be looked at through a lens of this situation.

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Preesha Edison

? Does anyone find it challenging at times to exclude their own personal bias from your own teaching methods? As educators we find ourselves as caregivers in the classroom as well and unintentionally enforce a bias from how we where raised. Has anyone ever found themselves code switching throughout their life experiences?
< Code switching is so common that it trickles over into adult habits. The same code switching techniques that are used to survive in school are the same techniques used by minorities in the work place.
! No student deserves to endure a teacher who remains silent in the face of oppression. This comment was very powerful. It was an "aha" moment and a good way to bring awareness to educators. This single comment expresses one of the most important responsibilities we have as LTR residents: to speak up and face oppression so that it can be eliminated over all.

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Shena Allen-Thompson

Shena Allen-Thompson

? Does this type of story keep you up at night ?
< I can remember many times in my life when I didn't understand how to code-switch. It was skill that took me years to develop and I'm still adjusting to this day. Looking back, I understand how I would suppress my identity to fit in. Many times I would be  silent and failed to speak up for others or myself. I had feelings of not being good enough, so I simply remain silent.
! I've always know that code-switching was an important skill to have, but adding CPU with it, takes it to another level.I always used the C and P, but would normally leave out the U. Many times I would lose myself trying to appear as something or someone else.

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Danays Costa Alonso

Danays Costa Alonso

? - Have you ever think how many time you have used code-switching in your life to try to fit in a group or to be accepted for others?
< - After reading the article and watching the video, I feel identified with Endiya and Tatiana because I felt some of the same feelings they experienced. In my case it was very sad the so many times I had to deal with this problem at the beginning of arriving to this country, because when you are a child sometimes you do not understand some things that happen around you, but when you are an adult and the people surround you look at you badly and disparage you for the simple fact of being an immigrant and not speaking their language it was something very depressing to me.

And one good thing I learned from my parents was not to give up, and without knowing that I was doing it, I started using the code - switching
allowing me to exist in this country and interact with a variety of people.
<- Unfortunately there are a lot of students like Endiya and Tatiana in the world that have experienced difficult moments, we just need as teachers to realize that we live in a world where cultural diversity increases every day, and we must be prepared to face this type of problem and under no circumstances should we allow any student or person to make another feel bad, because we are all special in one way or another, and no one, for any reason, has the right to make us feel sad or belittled for being different.

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Immanuel Shuford

Immanuel Shuford

!
The most interesting thing is that the learning environment, not the material, can play an influential and far reaching effect on an individual's educational experience. The ramifications of which stay with students long after they have matriculated.

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Nicole Golston

Nicole Golston

?- What is the proper way to handle the situation with the self-portrait?
How does one eradicate their biases?

< Fortunately and unfortunately, I've been in classrooms where I was the only student of color. It is important that the teacher be an ally. There are a million things children stress and worry about coming into new environments and their identity should not be one of them. I particularly like the recommendation of self-expression support and it's acknowledgement of not exploiting diversity of students.

!- My aha! moment was realizing how much I actually use the skill of code switching and how it can be confused. When I was preparing my video for this program I went back and forth over what to do with my natural hair. At the time it was an afro. I wondered if I'd be seen as unprofessional. Then I decided it was better to be authentic and that my speech and resume` would prove my professionalism.

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Adrienne Abrams

Adrienne Abrams

< I find that I too code switch daily and I was taught this practice by my parents and it was reinforced by my education in JCPS and even college. With so  many diverse people in the world and opportunities to meet and socialize, code switching can be very effective in building work or personal relationships. It comes down to awareness. Are we as a society challenging ourselves to really get to know another culture and ask questions. Not in a  condescending way but in a way o truly learn and be that advocate for someone when it is needed.
? Is code switching a necessary evil? Is it even evil?
No aha moments but a hmmm... when it was stated that biases should be "eradicated before entering a classroom" I hope this a topic we discuss more as we move through this semester and the next.

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Brunson, Erica - Coach

Brunson, Erica - Coach

<-
"What you allow, you encourage." It's not enough to not be a racist. It's important to be an anti-racist. This reminds me of the MLK quote, "In the end, we will remember not the words of our enemies, but the silence of our friends." Kids will remember the teacher who was not vocal about the racism they experienced from others. That hurt runs deep and is lasting. May we never be that educator!

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Lucy Ricketts, Candidate

Lucy Ricketts, Candidate

I watched the video, "Discover the Powerful CPU of Code-Switching", in awe of these young ladies. I had a few ! moments:
1. I code-switch all the time without realizing it, and have coached my children and others to do the same.
2. I found it sort of ironic that the presenters used largely professional dress, presentation skills, and attire to talk about this issue.
? Would have been more effective if they presented themselves more authentically - the way they stated they want to be in a classroom?
? Can we be successful without learning to code-switch? Will the world ever get to a place where the bi-racial woman (like me) will get hired based on merit only? Sometimes I'm "too white" and sometimes I'm "too black" depending on who's judging my voice, hair, clothes, etc.  This was a great video to use to start conversation.

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Lucy Ricketts

Lucy Ricketts

The article by Endiya Griffin offers a number of points with which I fully agree. One topic she briefly mentions, however, is cultural competency in health care. While it is true there is legislation to provide access to care, it was not until cultural competency standards were mandated into accreditation and quality standards that most providers, hospitals, and health plans complied.  I think it's reasonable, then to  anticipate a similar, long journey of introducing cultural competency into schools. From my experience, Ms. Griffin is right on target when she states that all of us must acknowledge our biases. I would advocate for a step before that: Explain that we are all diverse, because we are in multiple ways.  This helps minimize the "us against them" mentality that can cause some people to shut down to any ideas of cultural competence. The author reference this is step 4 when recommends hiring faculty with diverse identities. Diverse is not a label limited to people with brown skin. When we create a sense of common purpose and common experience, we create empathy. If her teacher had understood this, she would have been more likely to have been her advocate on that first day of school.

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Clarissa Bryant

Clarissa Bryant

I absolutely loved the article and TedXYouth talk by Endiya Griffin and Tatiana Howell. I got so much out of this, especially as a white female who grew up ignorant to these issues, and now can be educated on the proper ways to support People of Color and minorities in the classroom.

! - One of my favorite quotes from the lecture was regarding change and Howell said "if not now, when?". Griffin also said "You should never feel you have to give up who you are to exist in a society" and I fully agree with this statement and it is one of the biggest motivations for me as a teacher. This was a major "yessssss!!!!" moment for me!

< - Regarding the article, I feel there are many things I related to such as not having a male Black instructor until I was post-bacc in college, and many disparities in punishment and reward I have seen as a substitute teacher.

? - I would love to hear an example of how the teacher in Howell's example could have best approached the situation of the young boy referring to her drawing being brown as "ugly".

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See Me for Who I Am/Discover the powerful CPU of code-switching

See Me for Who I Am/Discover the powerful CPU of code-switching

See me for who I am - Learning Forward

On the first day of 1st grade, I walked into class to discover that mine was the only black face in the room. We began the day by introducing ourselves and showing off the self-portraits that we'd made over the summer.

learning forward

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I really enjoyed reading this policy and the commitment to closing the achievement gaps between Students of Color and white students. These disparities have been a long standing issue within schools within the U.S. and I believe JCPS is making great strides to help mend these inequities. I believe this policy creates an actionable plan, and I am excited to see how this is implemented. I thought the combination of teachers, administration and community members is a great way to ensure many voices are heard and I do hope this helps to alleviate the disparities.

I also was curious about many questions others had - sitting in on meetings to see these plans are  formulated and how action is taken, how this policy will look in light of NTIS.

Was this policy formulated from scratch or was this based on a Racial Equity Policy from another district? Is JCPS a front-runner in implementing a Racial Equity policy?

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? - Question - As a white teacher stepping into a classroom that will be filled with mainly minority students what steps can I take to make sure I am sensitive to their needs? How can I prove that I am sympathetic to the biases that minorities face on a daily basis without having faced these biases myself?

< - Comment - As someone who grew up in the south end of Louisville I've been around minorities my whole life and to this day maintain a very diverse group of friends. I always thought how I treated people was enough. In the early days of this program I have realized that was not enough. I should have been more outspoken and taken steps to help people understand that we all deserve to be treated equal. Me treating people of all races with respect is great, but doesn't really do a whole lot for the big picture if I'm not more outspoken.

! - Aha! moment - This came very early on for me. While reading the article "See Me for Who I Am" I realized the biases many minority students face as early as first grade. Just because I may not have the biases does not mean they are not prevalent at all levels of education.

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? Does anyone find it challenging at times to exclude their own personal bias from your own teaching methods? As educators we find ourselves as caregivers in the classroom as well and unintentionally enforce a bias from how we where raised. Has anyone ever found themselves code switching throughout their life experiences?
< Code switching is so common that it trickles over into adult habits. The same code switching techniques that are used to survive in school are the same techniques used by minorities in the work place.
! No student deserves to endure a teacher who remains silent in the face of oppression. This comment was very powerful. It was an "aha" moment and a good way to bring awareness to educators. This single comment expresses one of the most important responsibilities we have as LTR residents: to speak up and face oppression so that it can be eliminated over all.

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After reading the JCPS Racial Equity Policy my curiosity grew. I would like to know specific strategies created by the advisory council that supports the system wide plan. What strategies have been successful in promoting equity and what strategies have had to be removed from the system wide plan in the past? I like that Racial Equity is being reviewed and renewed every three years to keep all schools and divisions up to date and successful. This growing system is a great way to support children facing adversities and hardships the effect learning opportunities and experiences.

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< -The article and the video were both a great reminder for me and a validator of my own experiences in school. As a Black person who went to predominantly white schools here in JCPS, I had the experience of being the only Black person in a history class being looked at when slavery was being talked about, or being punished for being perceived as "sassy" or more aggressive.

? - As schools seek to focus also on student mental health, do these same disparities keep students of color from being referred to that as a resource as well? How are their needs misinterpreted?

? - Could the appropriation of AAVE terms, phrases, and cultural points by non-black individuals (either by interaction with Black friends/family/neighbors or absorbing through social media and pop culture) come into this discussion?

! - My aha! moment was in thinking about bias alongside the CPU of code-switching. I think even as a Black person or other person of color, it's important to check your own biases in other areas of identity or values when dealing with other people of color, especially students. Having a teacher who looks like you is great for representation, but if that teacher hasn't done the work to understand a lack of shared experience of your socioeconomic status, sexuality, or gender for instance, you may end up with a different kind of disconnect.

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I think the policy is a much-needed initiative to help create a better environment and opportunities for students of color. Like others said, this NTI situation amongst other issues brings to light disparities that need immediate addressing. It's a great place to directly continue the conversation of what needs to be done and really stick to implementing it. I especially love the push to incorporate more diverse histories and perspectives into teaching content, though I wonder who will be putting those content suggestions together, who will approve it, etc.

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? - Have you ever think how many time you have used code-switching in your life to try to fit in a group or to be accepted for others?
< - After reading the article and watching the video, I feel identified with Endiya and Tatiana because I felt some of the same feelings they experienced. In my case it was very sad the so many times I had to deal with this problem at the beginning of arriving to this country, because when you are a child sometimes you do not understand some things that happen around you, but when you are an adult and the people surround you look at you badly and disparage you for the simple fact of being an immigrant and not speaking their language it was something very depressing to me.

And one good thing I learned from my parents was not to give up, and without knowing that I was doing it, I started using the code - switching
allowing me to exist in this country and interact with a variety of people.
<- Unfortunately there are a lot of students like Endiya and Tatiana in the world that have experienced difficult moments, we just need as teachers to realize that we live in a world where cultural diversity increases every day, and we must be prepared to face this type of problem and under no circumstances should we allow any student or person to make another feel bad, because we are all special in one way or another, and no one, for any reason, has the right to make us feel sad or belittled for being different.