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Key Point 1: Classroom rules/disciplines

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Key Point 1: Classroom rules/disciplines

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Creating rules in a classroom shows how students are expected to be every day in the classroom environment. “Rules govern the spaces and places where students are allowed, the behaviors that are deemed appropriate and inappropriate in them, and the interactions with peers and adults”(Rodriguez & Swalwell, 2022). However, some rules in a classroom can be unequal and prevent them from learning. Children who are a minority, or students who are a part of the LGBTQ+ seem to be “disciplined” more because of their actions than a student who isn’t a part of that group of students. As teachers, we have to make sure we aren’t putting our own perspective or experiences on how a good student should behave (2022).

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Teachers can create rule solutions by having their students write down on a paper what they would expect inside a classroom such as “no running in the halls” This shows what the most important rules mean to a student and how they can create a manageable classroom as a community. Not only does this create solutions for classroom rules but allows students to do critical thinking with their peers and teachers in ways on how students can address the problem.

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During early childhood everyone would think of community helpers as the “perfect” person who would come and save us from dangerous situations that would keep us safe daily. These community helpers are firefighters, police, and more are often idealized because of what everyone seeks them to be. However, “Students are expected to trust their authority without question and rarely do lessons of injustice and disproportionate on communities of color of police involved shootings”(Rodriguez & Swalwell, 2022). As educators, its important to present both sides and how injustice and inequities make headlines from our community helpers. “We have to prepare our students for the world we want”(Rodriguez & Swalwell, 2022).

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Key Point 4: Teaching Injustice and Oppression

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Key Point 4: Teaching Injustice and Oppression

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Creating a co instruction helps creating something better and different that supports students understanding of the ecosystem and imaging the world we want. “Co instruction is about recognizing injustice and oppression and actively working in solidarity against these many evils manifest in society”(Rodriguez & Swalwell, 2022). Teaching injustice and oppression also teaches students why injustice occurs and what we could do to fix problem as well as being able to tak action as a community.

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In a classroom environment, we have to teach students what's fair vs what is unfair. Promoting fairness in the classroom allows students to learn and feel equally valued by their peers, and in the classroom. Students will understand the basics of being fair and being unfair and relate this to real-world problems and how we can be equal to others.

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When reading the article “Classroom Mangagement as a Curriculum of Care” by Carla Shalby it relates to chapter 4 by creating a equal manageable classroom that shows working together and forming a equal community. The article also discusses how students need to learn injustice and the world around them to solve problems. “When they figure out, with our support, how to make things right after harm has occurred, they slowly change our world into one in which relationships are more important than rules”(Shalaby,2020).

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How can we talk about social and world problems without a student feeling uncomfortable at school or feeling like they are forced to listen to the topic?

What would the next step be if we continue to see inequality in the classroom environment but always enforce equality?

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The first thing I would apply to my future would be creating rules in my classroom As chapter four stated “creating rules with students shows what is important to them and will provide a manageable classroom”(Rodriguez & Swalwell, 2022). It allows students to understand what is appropriate and what is inappropriate. It also reflects to real-world situations such as if there were no rules, people could do whatever they like and would end up causing world chaos. Secondly, I want to teach my students about injustice and oppression. This subject shouldn’t be ignored especially when it comes to community helpers like in chapter four where they are known to be idolized, especially when children are in the younger grades and don’t understand that there is inequality and injustice from our community helpers. Teaching world problems will teach students how we can become equal as a community. Lastly, I would like to incorporate fairness in the classroom, especially by teaching younger students early it will allow them to develop empathy, and feel equally valued.

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Rodriguez, N., Swalwell, K. (2022). Social Studies for a Better World. Published by Norton & Company, Inc.d.

Shalaby, C. (2020, November 1). Classroom management as a curriculum of care. ASCD. https://www.ascd.org/el/articles/classroom-management-as-a-curriculum-of-care