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"The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student. If the teacher does not value the student, there is no motivation to take risks to engage with the student. It is easier and safer to remain in the traditional model- even though that model has failed students." 

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"The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student. If the teacher does not value the student, there is no motivation to take risks to engage with the student. It is easier and safer to remain in the traditional model- even though that model has failed students." 

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I chose this quote because in order to effectively teach students you have to know them and value them. If you do not value the students that you teach you will have no motivation to see them succeed. You won't try new things to teach them if they need it.

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Planning for your lesson is valuable, but being willing to let go of that plan is even more so. It is only on the path away from where you started that you can get to where you want to go." 

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Planning for your lesson is valuable, but being willing to let go of that plan is even more so. It is only on the path away from where you started that you can get to where you want to go." 

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I chose this quote, because I believe that it is important to be flexible as a teacher. It is important to plan as a teacher, but sometimes what you plan does not work. It is at this point that you have to be flexible, and make the changes your students need. There will be times when your students spark meaningful conversations or teachable moments. I think you should take these opportunities, when they are engaged, to have meaningful discussions, even if it strays from your plans. This is when teaching becomes organic.

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"How successful the teacher is in the classroom is directly related to how successful the teacher thinks the students can be. Teachers limit themselves and their students when they put caps on what their students can achieve." 

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"How successful the teacher is in the classroom is directly related to how successful the teacher thinks the students can be. Teachers limit themselves and their students when they put caps on what their students can achieve." 

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Students will do as well as you think they can. When you put limitations on your students' success, you are putting limits on your ability to teach. If you are saying to yourself, "They will never understand this.", you are stopping yourself and limiting your creativity to do everything that you can so that they do understand.

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"The longer teachers teach, the better they are at their practice. That practice may serve to empower students or it may break the students' spirit. That decision belongs to the teacher." (

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"The longer teachers teach, the better they are at their practice. That practice may serve to empower students or it may break the students' spirit. That decision belongs to the teacher." (

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I chose this picture to go with this quote, because it shows how teachers have the power to empower students. I think it is easy to get bogged down the longer you do something and get stuck in your ways, but you have to remember that as a teacher, you have the power to enrich kid's lives. You have to make the conscious decision every single day to do good. Otherwise, you are not going to.

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When code switching, one reads the codes in a particular social setting and adopts them to connect to people. Christopher Emdin believes that teachers have the responsibility to teach neoindigenous students to code switch. He believes that this is an important skill to be successful across social situations. I chose this image because it shows an example of code switching. When with a friend you speak one way, and when you are I a school setting you speak in a completely different way. When teaching to code switch, a distinction must be made between code switching and being unnaturally like others to be accepted.

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I selected this image, because the author talks about the importance of self expression, aesthetics, and art to neoindigenous students. Often times, their self expression is oppressed. Their clothes look "hood" and their graffiti is a sign of a "decaying city". However, these are symbols of art and culture, where they do not have the freedom to express themselves. The author writes about students thriving in classrooms that have art that resonates with them. He writes about how a teacher buying a new pair of sneakers, and it opening up dialogue with her students and forming a connection.
"The incorporation of neoindigenous fashion along with the teacher's own style serves as a powerful jumping-off point for rich dialogue with youth that opens up the space for powerful teaching moments." P.168

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The author writes about the importance of hip-hop battles to the culture of his students. They are a competitive and creative way to overcome problems in the community. They are done to build a sense of  community. He described how he used hip-hop battles in the classroom. He combined something from the students' community that they can relate to and education.

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I included this image, because the author shared an experience he had when he decided to play basketball with his students. He engaged with his students outside of the classroom. He got to know them personally. He got to know their lives. By playing basketball with his students, he created a community inside and outside of school. By playing basketball with his students, he became a better teacher. He became someone that his students trusted and respected. He became someone they wanted to learn from. I think this is something that we can learn from. As teachers, it is our responsibility to our students to be someone relatable, respectful, and trustworthy.
"When students have developed a disdain for school because they feel that to be successful they must repress their authentic selves, making them see that the content being delivered respects and values their culture makes them feel like the classroom is not at all like the rest of the school." P.144

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In chapter seven, the author writes about social capital. Social capital is when you share similar backgrounds and experiences with other people. Often times kids come into a classroom and they do not know each other, but they may be from the same area. Even though they do not know each other they have similar backgrounds and experiences, giving them social capital. This can be a positive or negative. If the teacher uses this to get to know his/her student, he/she can build a community with the students.

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I selected this image because it shows the president and First Lady fist bumping. The president has been known to use gestures that resonate with African American people, including fist bumps, dusting of the shoulder, and bro handshakes. It is a powerful thing to see someone in a position of power that you can relate to; someone that looks like you and acts like you. It makes them more relatable.

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In order to foster cosmopolitanism in the classroom, class jobs are assigned. This gives everyone a role within the class and fosters community. Each student in the classroom is important and has something vital to offer. These roles are vital in order for the classroom to function well. This creates a class community.

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Differentiated Instruction: Assigning jobs in the classroom

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Vicki Gibson explains how to delegate classroom jobs to students, suggests several classroom jobs that can be delegated, and talks about using student job charts. http://www.mhpdonline.com/gibsonhasbrouck/ - Your partner in educational professional development for differentiated instruction.

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Cosmopolitanism in schools is about having a classroom community. Everyone has a role and is invested in the class community. They form relationships with each other. And heal divides between each other based on ethnicity, gender, and perceived academic ability.

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Carnegie Council for Ethics in International Affairs

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Thought Leader Kwame Anthony Appiah on Cosmopolitanism

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"We do have responsibilities to everybody. The boundary of your state is not the boundary of your moral concern. That's the universal side of cosmopolitanism." For full transcript and the Point B Podcast, please go to http://www.carnegiecouncil.org/studio/multimedia/20120710/index.html.

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"When coteaching is enacted, students develop the agency and power to act in ways that challenge the oppression they are often conditioned to be silenced about. .... They reveal their core identities or true selves; which for neoindigenous involves being free from any structures that inhibit them from being fully actualized." (92)

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"When coteaching is enacted, students develop the agency and power to act in ways that challenge the oppression they are often conditioned to be silenced about. .... They reveal their core identities or true selves; which for neoindigenous involves being free from any structures that inhibit them from being fully actualized." (92)

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I chose this video to support this quote because it is an example of students recognizing oppression. It is our responsibility as teachers to teach and courage students to recognize oppression from an early age. Christopher Emdin writes that giving students the responsibility of teaching instills this ability because it allows students to recognize when they are not being taught in a way that benefits them and gives them the power to say something about it.

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The Tunnel of Oppression at LeMoyne College

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Coteaching is when a student is given the responsibility off the teacher. The student takes on the role and responsibilities of the teacher. The teacher acts as the student, and observes how the student teaches their peers. This is a way for the teacher to learn from the student how to teach neoindigenous students.

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This video is about Student-Led Classroom, Fall 2015

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I chose this video because Christopher Emdin writes about how he struggled to unite the kids in his classroom with very different personalities until he witnessed them engaging in a rap cypher. The students in his class had completely different personalities, but rap cyphers were something that was a part of their culture and community that they could all relate to. Rap cyphers are already something that these kids were familiar with so they new how to execute the activity while at the same time it validates their culture.

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"Somehow, the stories about angry and violent urban youth who did not want to be in school and did not want to learn stripped them of their humanity, erasing the reality that they were just children on the first day of school."

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"Somehow, the stories about angry and violent urban youth who did not want to be in school and did not want to learn stripped them of their humanity, erasing the reality that they were just children on the first day of school."

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I chose this quote because it shows how our stereotypes and biases shape our perceptions of others. Christopher Emdin describes how the stereotype surrounding urban children had him sorting children into teachable or unteachable. This perception gave the "unteachable" students an unfair disadvantage. The stereotypes surrounding these students changed who they truly are in the mind of the teacher.

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"If we are truly interested in transforming schools and meeting the needs of urban youth of color who are the most disenfranchised within them, educators must create safe and trusting environments that are respectful of students' culture."

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"If we are truly interested in transforming schools and meeting the needs of urban youth of color who are the most disenfranchised within them, educators must create safe and trusting environments that are respectful of students' culture."

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I chose this quote because it shows how creating "safe and trusting environments" while also being mindful of the culture of the students, we can transform schools to most benefit the needs of urban youth. People from different cultural backgrounds will understand things differently. So when teaching or giving instruction, the cultural background and experiences of students should be taken into consideration. I chose the photo to accompany this quote because it shows that teachers have the power to make change.

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"The students' symptoms of fear, anger, and powerlessness led to what Dr. Wells calls postracial tension stress disorder, which derives from youth seeing themselves as powerless in a world that conveys to them the message that race doesn't matter, at the same time it subjects them to physical and symbolic violence (at the hands of police and schools) because of their race."

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"The students' symptoms of fear, anger, and powerlessness led to what Dr. Wells calls postracial tension stress disorder, which derives from youth seeing themselves as powerless in a world that conveys to them the message that race doesn't matter, at the same time it subjects them to physical and symbolic violence (at the hands of police and schools) because of their race."

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I chose this quote because it points out that the message of society and the actions of society do not match. Society likes to say that race does not matter. However, the mass incarceration of urban youth of color, as well as the violence against people of color suggests that that statement is untrue. This gives urban youth of color feelings of powerlessness.

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"The gunshot that rang past an apartment window (the experience) and the fear and anxiety that resulted from it (the emotion) creates a reality that is almost impossible for an outsider to fully comprehend."

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"The gunshot that rang past an apartment window (the experience) and the fear and anxiety that resulted from it (the emotion) creates a reality that is almost impossible for an outsider to fully comprehend."

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This quote is shared from the experiences of the author. He describes how the night before he heard a gunshot noise outside of his apartment, and got in trouble with his mother for freezing. The next day, he heard a similar noise at school coming from the hall, so he ducked under his desk. His classmates laughed, and he realized that it was not actually a gunshot noise. He laughed it off as a joke, and was sent to the office for being the "class clown". Because the teacher did not share the same experiences  as him, she could not understand his reaction.

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"When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing."

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"When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing."

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I chose this quote because it emphasizes the importance of a person of authority and a role model understanding their students. If they feel as though you do not understand them, they can feel invisible. I chose to use the photo that accompanies this quote because it shows a faceless woman. This represents what it feels like to walk through life and not be seen.