# data[].attributes.body
Looking back at my school experience, I strongly commend my elementary years for helping mold me into the person I am today. Going to a small private school from the time I was in daycare through fifth grade, my family and I felt like we were a part of a community. I was with the same peers every year (there were only about five to ten of us in my class, depending on the year, which got smaller as we aged up), and the teachers and faculty were always the same, pouring into all of the students with the same amount of love and care. Some of my teachers used to babysit me! The only time I truly ever felt disconnected in elementary school was going into fourth grade and throughout that year, as for some reason, I struggled with academics. Going into middle school, I had to transition from my small community and navigate a large public school. Adjusting to larger class sizes and having multiple teachers at once was a big change; however, I really liked it after getting used to it and felt engaged and connected. Throughout middle and high school, I was engaged with my learning and even joined various clubs. At the end of high school, I started feeling "senioritis" and hated attending school. I was ready for my next steps, dreaded going to school every day, and was unengaged with my classes. In March, the pandemic hit, and though it was a tough change at first, it was a change I needed to get engaged with my classes and finish senior year strong. Post high school, I am more engaged than ever with my classes and even found myself joining activities to mentor students in their first year of classes. Looking back, my education journey has been unique. Still, it has all come together to mold me into who I am today - even on the track to continue supporting others on their educational journey.

# data[].attributes.body
When I think back on my school years, my experience at the "table of learning" have not always been consistent. With having a hard time comprehending, I needed extra assistance when it came certain assignments. In my early years, I did feel welcomed and supported from my teachers who encouraged me to explore and I enjoyed being engaged in learning. In 3rd and 5th grade, I started to feel less seen and connected. That feeling of being"not at the table" continued through parts of middle school, especially in 6th and 7th grade, when finding my voice was difficult and I often felt restricted.

By the 8th grade, though, I began to feel more like myself again and started to re-engage. In high school, there were moments of belonging and empowerment, especially during my freshman, sophomore and senior years, but my junior year stood out as a time when I felt silenced and weighed down by pressure. College at Howard was very different in those four years, I consistently felt at the table. I was respected, challenged, and supported in ways that helped me grow not only as a student but also as a leader. Now, in graduate school, I continue to feel at the table of my learning, seen both as a learner and as a professional.

The purpose of this activity is to help us reflect on our different experiences with school and see how they connect to the broader contexts of education. Revisiting the past can bring up a lot of emotions, some joyful, some painful but doing this work helps me see how my experiences have shaped who I am and who I want to be as an educator. Adding our charts to the Padlet allows us to create a collective gallery of our learning journeys, showing both the differences and the connections in our stories. For me, this reflection reinforces why it’s so important to make sure every student feels welcomed, respected, and valued that they always have a seat at the table of learning.

# data[].attributes.attachment_link.title
Charting Our Lived Experiences in School_Template

# data[].attributes.body
Throughout my schooling years, my experience has differed in terms of feeling a sense of belonging in the classroom. For me, I spent K-6 in a wealthy, suburban school in Pennsylvania. My family had always been economically disadvantaged, so I often felt disconnected from my peers. I had issues of not fitting in with my peers, which was ignored by teachers when I discussed this with them. the only exception for me was 4th grade, where I had a teacher who truly supported me and ensured that her classroom was a safe space for me. When I reached middle school, my family moved to Pittsburgh, where I felt more connected in the classroom. The students and teachers surrounding me never judged me for my lack of name brand clothing or my need to grab free school lunch - they simply embraced me as another student in this learning community.

However, things definitely changed at the start of high school. My mom had lost her job and my sister and I both had to work to assist her in affording living expenses. At this point in my life, I no longer felt like a student. I felt a general disconnect from the classroom.

When I went to college, I certainly felt this disconnect widen. I was surrounded by peers who were a constant reminder of the class divide experienced at college. While I was working three jobs and attending university full-time, they had access to a parental spending fund where they could spend freely. As much as I would've loved college to have been my place of "belonging", I felt disconnected from my peers who received such financial and parental support.

# data[].attributes.body
When I look back at my time in school, I remember the fond memories. Making friends, learning, self discovery, and making connections with my teachers. However, when I reflect on my time in each grade, I realize that my home life was a big indicator to what I felt in school. An unstable home life heavily contributed to feelings of isolation. I went to school in a largely urban city; but even amongst so much diversity I didn't find my own community till high school.

# data[].attributes.attachment_link.title
Charting Our Lived Experiences in School_Template

# data[].attributes.body
Growing up, my dad was a biology professor at Elizabethtown College so education, both in and out of the classroom, was heavily emphasized in our household. We started with full day preschool and kindergarten which sparked my love of learning and reading and prepared us for elementary education. In fourth grade I had issues with other students and withdrew from a lot of my friends. Early in my highschool career my mom passed away from breast cancer so through grief and navigating new family dynamics I continued to attempt to balance school and home life but was definitely away from the table. Junior and senior year I got involved with science clubs and fell back in love with learning and committed to Pitt for undergrad. Unfortunately early in my college career Covid hit which forced education to be based online. While dealing with the pandemic my dad passed away from cancer as well which almost completely removed me from the table. If it wasn't for a professor in the chemistry department I don't think I would have finished college let alone be pursuing this degree. He reignited my love for education and showed me how caring for students as a whole person both inside and outside the classroom can reinvite students to the table.

# data[].attributes.body
My experience in school and my engagement through the years has varied greatly. I think it came down largely to the teacher and where I was mentally. My greatest variation came post high school. I transferred schools twice and had varying degrees of interest in the area I was studying. I struggled choosing the area that I wanted to be for my career and it took some guess and check to get it right.

# data[].attributes.attachment_link.title
Charting Our Lived Experiences in School_Template

# data[].attributes.headline
Raymond Holloway's Experiences in School

# data[].attributes.subject
Raymond Holloway's Experiences in School

# data[].attributes.body
When I was in preschool through 1st grade, I cannot recall much regarding my experiences. I was neither at the table/not at the table, but I remember having good experiences in my classrooms at an early age that helped prepare me for the later years of elementary school. During second grade all the way up through eighth grade, I definitely felt like I was at the table mainly because I interacted with the same peers every single year and got to know most of my classmates quite well as a result. More specifically, I felt respected and seen by my peers in each of these classrooms as time went on. Also, all of my teachers during this time were welcoming and made me feel seen and engaged in the learning process. When I went to high school during grades 9 through 12, things changed dramatically for me. My high school contained kids from three different middle schools, and I began to have classes with mainly students I never had met before. This caused me to not really engage in the learning process in high school and not care about my education. I felt like the teachers I had in high school were great at their job and were doing what they were supposed to be doing; however, I just was not able to be seen in the classroom, and my issues became unnoticed. However, I did have a math teacher in my senior year of high school who inspired me and pushed me to eventually get my grades up so I could go to college at Slippery Rock University to become a math teacher myself. As a result, I definitely felt like I was at the table after high school concluded and going into my studies at the university level.

# data[].attributes.body
I don't think too much about my time in elementary school. In fact, I don't have many detailed memories from that time, much to my mother's chagrin. So when I had to think back on that time and determine whether or not I was "at the table", I decided that if I remembered the teacher fondly, then I must have been included at the table. I remembered very quickly just how lovely these people were. 1st - 4th grade all brought a smile to my face. Mr. Vidak beaming at me during my first real open house. Mrs. Catone, whose parents were my neighbors. Mrs. Jack who made sure my parents knew about every 100% on every spelling test. Mrs. Marks who encouraged my writing and made me laugh. 5th grade saw my favorite teacher, Mr. Carr leave a month into school due to illness. This was also the same year as 9/11. I'm assuming I wasn't the only student (or person) in America feeling uninvolved in their own decision making that year. 6th grade brought Mrs. Gable, someone I still keep in touch with to this day, a terrific teacher and even better person. My junior high only had 7th and 8th grade, this presented a Freshman-Senior experience that was mirrored by curriculum and privileges. I then realized how much my school experience matched my home experience. While in high school, my dad was diagnosed with cancer and I spent all 4 years completely out of control, being pushed along by teachers and administrators, with no true voice in any of the decisions being made for me. Senior year was the only time in high school I had a say in anything, only to dig myself out of the hole the previous 3 years had created. My undergrad experience was an odd mix but mostly had me seated at the table. After flunking out of Pitt right out of high school, I spent the next several years couch and job hopping until I made my way to Duquesne at age 26. I wasn't just at the table, I was building it. Doing this exercise taught me something I probably already knew but couldn't put into words. The individual teachers were so important to whether or not I felt included in my own learning. I grew up during No Child Left Behind. I know how little flexibility these teachers had. Yet their kindness and enthusiasm is what made me feel like I had a seat at the table.

# data[].attributes.body
Overall, I loved school and I loved learning. My experience with feeling seen and connected to my learning had a lot to do with how comfortable I felt in the setting, the relationships I had with my educators/peers, and if I felt adequately challenged in class. I moved around quite a bit throughout my K-8 experience and had a lot of back-and-forth of feeling like I was “at the table” and “not at the table”. The times I felt the least connected to my education were when I felt I wasn’t being challenged. Ironically, this is the point at which I felt most inspired to become an educator. If you had asked me in 8th grade what I wanted to be, I would have answered confidently that I wanted to be a math teacher!

# data[].attributes.body
I can remember bits and pieces of pre-k and kindergarten, but not enough to confidently say whether I was at the table or not. However, starting in first grade, I can remember really enjoying school and the teachers that I had. I had relatively good experiences with my education through middle school. Looking back, there were some middle school teachers that I didn't have for class but that I met through friends who really made me feel like I belonged at school. Moving into high school, I did not find teachers who promoted my sense of belonging. In the tenth grade, I remember making a lot of new friends and being in the first class that really took my interest, biology. But in my final two years, I was not as focused on my academics as I should have been, and I did not feel extremely connected to my education. Post highschool, the same unnattached educational mindset was present until I got a kick in the butt from my parents. Since then, I have grown to highly value my education.

# data[].attributes.attachment_link.title
Charting Our Lived Experiences in School_Template

# data[].attributes.body
Thinking back to my school days I mostly have a neutral feeling or felt as though I was included and "at the table". For preK I went to a mothers day out style program and do not really recall many experiences from it, but for kindergarten I remember my teacher promoting us to learn through play. I also recall how kind and inclusive she was. I don't have many memories about the rest of my early elementary days, but I do not recall any bad memories at that time which is why I consider it a neutral time in my learning. Once I hit the upper elementary grades I remember feeling included in choices, switching classes, gaining responsibility, and enjoying learning. I also remember starting my love of books and my teaching encouraging me to read series such as Magic Tree House and Series of Unfortunate Events. When I reached Middle School I did struggle a little bit which is why I did not feel included in my learning. Looking back I wasn't sure how to form good study habits and I did not have many teachers who aided me in my struggles. I began to get the hang of middle school just as I was finishing that part of my academic career and remember feeling neutral going into high school. I think that I felt this way because I was unsure of what career path I wanted to take. Once I spoke with some of my most trusted teachers, coaches, and guidance counselor I knew I wanted to pursue education as my career path. After I made that decision, I felt very involved, included, and supported in my academic choices and learning opportunities. This continues into my opportunities as a teacher with professional development and now into graduate school.

# data[].attributes.attachment_link.title
Blackburn Charting Our Lived Experiences in School_Template

# data[].attributes.body
Overall I feel as though I have had very positive experiences with my education, schools, and educators.

Throughout elementary school I have nothing but positive memories. I grew up in a very small town where everyone knows everyone. My teachers knew me and my family. I always felt like they had my best interest at heart. They were generally warm and kind.

There were times where I was not always "at the table." Much of this happened in my teen and adult years. When I began 7th grade I started a school that was grades 7-12. It was overwhelming. I was very shy. Though my teachers still knew me and my family, I was in a shell. I would rather be in the background. This did vary year to year. I would generally get more comfortable as time went on.

In 10th grade I moved and started a new school. I did not know others. My teachers did not now me or my family. Again, I reverted back into a shell. My teachers were kind and helpful, but I was not at a comfort level to be connected with my educators and educational setting. This happened again when I went to college. I feel as though the older I got, the more I completed education because I felt like I "had to just get through." A lot of my disempowerment and disconnection has been a result of my own quiet personality and being overwhelmed by class size and/or unfamiliarity.

# data[].attributes.body
Reflecting on my schooling, I can see how my sense of connection shifted over time. In my early elementary years, I felt very engaged, curious, and supported in my learning. During middle school and much of high school, I felt less academically connected because I was still enjoying myself with friends and games, which gave me a sense of belonging outside the classroom. After high school, I felt “at the table” again, because life became more real and I needed to take responsibility for my future. In university and now in graduate school, I see myself as someone who must step into adulthood, take ownership, and carry forward my goals, which makes learning meaningful and connected to my path.

# data[].attributes.attachment_link.title
Week 01 - Charting Our Lived Experiences in School_Template_Taychapat

# data[].attributes.body
My early school days were very inclusive and engaging. I had fun with my classmates and did okay in school. This was from K-5. Upon entering the 6th grade; which was a transfer from the public school system to the private, parochial school; I had a huge learning curve to overcome the differences of expectations, academic rigors and social pressures. This persisted through the 8th grade. I was able to graduate and move on to high school. It was here where my educational experience took a turn for the worse. It seemed that the teachers tolerated me (and those that looked like me) and did not really invest the same effort they did with other students. I felt alone and marginalized from an educational experience standpoint. From there, I went on to a city university for a year and transferred to a larger university down state thereafter. My experience in high school did not prepare me adequately enough for college so I made the decision to join the military. It wasn't until I returned home from the military and restarted my education that I felt I had more control over my experience and felt at least a little included. This held true through my attaining an advanced degree.

# data[].attributes.body
It seems that I had a pretty standard school experience. I do not remember any stand out positive or negative experiences from my first few years but I do know I have been told that I loved school from an early age. Beginning in second grade, I had a string of homeroom teachers that made me love being at school. I recall feeling encouraged and very much wanted at school. Middle school was classically a different story. It was during this time that I first experienced multiple deaths in my family. When you compound that with middle school changes and hormones, it was a recipe for disaster. I recall feeling so isolated in my 8th grade algebra class. I was the only 8th grader in a class of accelerated 7th graders. I hadn't done anything wrong, but I allowed myself to feel so angry because from my point of view, I was learning with kids younger than me. Obviously, I now see that anger as silly but those feelings were somewhat valid in the moment. In high school, I slowly returned to my achieving self. I pushed myself to take the honors courses, when offered. To me, that felt like I had a seat at the table. Teachers taught differently in honors courses. A piece of me holds on to this because I want to be the teacher that breaks that mold. Teachers shouldn't only give their best to honors courses. Now, I want my students to feel empowered at any learning level.

# data[].attributes.body
This exercise made me realize how flattened my elementary school experience was. I remember having to follow a lot of rules and practice memorization. I don't recall a lot of encouragement for exploration, fantasy, or critical thought. I would venture to guess this is tied up in pressure on teachers to "teach to the test," as U.S. K-12 education revolves around standardization and student "achievement" statistics. I felt less of this pressure and more encouragement to take ownership of my learning process as I got older (this makes perfect sense since the bulk of the constant testing -excluding SATs - is done by high school, at least in Florida, where I grew up).

# data[].attributes.attachment_link.title
Charting Our Lived Experiences in School_HolmesB

# data[].attributes.body
All my education prior to college was in Botswana, but it was modeled after the UK education system for all 12 years. I took both elementary and high school Cambridge exams. I don’t remember much from Pre-K and K, so it all felt very “neutral.” In 2nd through 5th grade, I started building friendships and connecting with teachers who were kind and understanding toward me. Those years felt like I was “at the table.” I felt supported, understood, and happy with life.

By 5th grade, there was a sharp drop in self-esteem as puberty hit and everything felt uncertain. That season felt like I was “not at the table.” I was lost, annoyed, and confused. Things started stabilizing around 7th and 8th grade, and by 9th/10th through 12th, my parents were pushing for excellence, which I excelled in.

Leaving Botswana was my first leap, stepping away from my parents’ shadow to find my own voice. College was a rollercoaster, but I graduated, built my career, pursued grad school, and now I’m back for another master’s, another time I have felt most “at the table.”

# data[].attributes.attachment_link.title
Abena BA- Charting Our Lived Experiences in School

# data[].attributes.body
I've always felt at home in the classroom. I was raised to value learning and to hold education in high regard, so even in the years I can't strongly recall (especially PreK–1st), school was generally a positive experience for me. But there were some exceptions, as you can see in my chart.

Reading Zora's story nudged me toward the understanding that my most positive school experiences happened when I had teachers who understood my perception of myself and reflected it back to me in a positive way. I saw myself as intellectual and creative, and when I wasn't able to express that or didn't feel those traits were appreciated, I felt disconnected. Having to re-establish that identity in seventh grade when my family moved to a new state was a struggle, and it took a while to feel comfortable expressing myself in the classroom around a new group of people.

As an adult, I now realize how critical teachers are in modeling how students can show up as their authentic selves at the table of their learning.

# data[].attributes.body
I had a pretty good experience as a student, and I have always enjoyed learning. However, as you can see there were times where I struggled. Starting 5th grade made me feel like I wasn't as smart in this big school as I was in my elementary school. I noticed with this new influx of students, the teachers just payed less attention to each student, and this discouraged me. Then in middle school, I found my love of learning again and had great teachers. My first two years of high school, however, dimmed my love of learning again. Long story short, it was boring. The teachers didn't seem to care about individual students at all. This flipped again in my last two years of schooling, where the class sizes were smaller and I got to take more of the subjects that I wanted. College is where I thrived, with engaging professors and classes tailored to something I loved. Overall, I think when people care about your education, you will be a better student.

# data[].attributes.body
I noticed while completing this chart that I felt most "at the table" when I loved my teacher or the class itself. I had bad experiences and relationships with my 1st and 5th grade teachers, and I did not feel welcome in their classroom and the majority of my memories from those years are negative. I loved my teacher in 2nd grade, the 4th grade student teacher, 5th grade long-term substitute, and my teachers from 11th and 12th grade the most. They made me feel like I mattered, I felt like they cared about me and how I was doing, and they kept pushing me to learn, grow, and do better every day. Those experiences of being "at the table" is what pushed me to pursue a career in education.

# data[].attributes.attachment_link.title
Pilcher _ Charting Our Lived Experiences in School

# data[].attributes.body
I went to school in Sri Lanka and was in the same school for 12 years - we didn't have separate elementary, middle and high schools. Overall, my K-12 school experience was mostly about staying quiet and following rules. In fact, there was a sign on the wall that said "Speech is Silver; Silence is Golden." I learned how to be a good test taker and regurgitate information, but it wasn't until about 9th grade that I actually found something I loved to learn about. Over the years, I've had to unlearn some problematic notions of what it means to be a student/teacher, and embrace a new way of living in the questions as my scholarly pursuit.

# data[].attributes.attachment_link.title
Bea's Chart_Lived Experience in School_Jan 2022