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What I found very interesting is how all the groups relate to one another. We talked about anti-racism in a lot of the conversation and how to address it. However, we also talked about White Mainstream English and how it affects writer's nowadays because they are being forced to conform to a new language. How does this affect them? Do they still talk in their language back home? I feel it is very hard to switch back and force. For students to succeed, they have to learn Mainstream English to be able to perform on state tests, even though state tests do not actually take into consideration how smart students are.

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Writers Block seems to have two approaches. Those who follow a strict outline often avoid writer's block because what they need to say is written already. But often it is writing the outline and formatting it is where they get stuck. Those who wing it are able to start quicker but often get writer's block when they don't know where to go next.

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In Delpit's article she discusses the importance of Standard American English and how Black students should cease the code-swicthing and write fluently in SAE. The predicament with this however, is that by disregarding a specific groups linguistic potential, we are being linguistically racist and emphasizing to Black students that in order to be succesful they must speak and write like the white norm, which is not true at all. Baker Bell disputes this claim countlessly by explaining the direct correlation between linguistics and personal identity.

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The shift in focus of how to write from middle/high school to college is interesting to me. In primary and secondary school, teachers depend on the 5-paragraph paper and tell you to write formally because that is what they expect in college. In reality, once you reach college, they want to hear your voice come through the paper and an accurate argument. As a result, this does not follow the 5-paragraph structure as there is so much more to analyze and explain in papers.

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- Code-switching is shown to do more harm that good. Yet it sounds like many of us experienced it or saw peers experience is in our schooling experience.
- The people in power are the ones who establish what is "formal" or "correct."
- How do we help our students if they want to do well on some standardized test? Do we teach a separate course/lesson on these tests and make it clear who these tests serve and what they uphold? And that the language they use and want is not the "best," "smartest" language?

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What is an English Language Arts teacher? - Dustin Rieber

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What is an English Language Arts teacher? - Dustin Rieber

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In one of our discussions today we were on the subject of what kind of English do we teach? WME. AAVE. Spanglish. My thought is that it is not up to us as teachers to teach our students English, most of them will already have that ability. It is up to us to help them find their voice and aid them in anyway we can to find exactly what they want to say and how they want to say it. Our job is to sharpen the tools they already use.

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I think that it's really interesting how unique the English subject is to teach. Not only are there many different concepts and approaches to how to teaching writing, but the curriculum is very interpretable. With subjectiveness in quality / quantity of responses, it's really hard to grade assessments.

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In all three of the discussions, we talked a lot about the teaching of writing standards. Rubrics, the five paragraph essay, and standardized testing are some of the things that came up multiple times. Writing is often taught as a very formulaic thing, which stifles creativity and identity, and we need to move away from that, but how do you teach in a way that encourages every student, with all their different backgrounds, to express themselves honestly while also keeping in mind the system that sets them up for failure?

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In discussion today we had some great conversations about writing process and style. Specifically, we discussed how implementing a strict writing structure can be both limiting or helpful depending on the student. It was really interesting to hear how some of my peers viewed structure as wholly necessary and helpful, while others in the group deemed structure as unecessary and creatively limiting. 

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In discussion today we had some great conversations about writing process and style. Specifically, we discussed how implementing a strict writing structure can be both limiting or helpful depending on the student. It was really interesting to hear how some of my peers viewed structure as wholly necessary and helpful, while others in the group deemed structure as unecessary and creatively limiting. 

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Something that we talked about a lot was that students are being silenced in favor of what is deemed, "professional." Society holds students to a set of standards that not everybody is able to relate to/meet. How do we go about fixing these standards? Who defines what is "professional" and who says that what is standard for Bob from California is standard for me? Not everybody fits into the same box and it is unfair to impose that box onto today's students.

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How does one create lessons that balance inclusivity, meets curriculum, prepares students for standardized test in your class and others, & helps grow a students talents, skills, & learning.

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I think that the questions that we've been asking and the scholarship that we have been reading needs to be adopted by the general education system as a whole because this information is just as important to older teachers as it is to us pre-service teachers. I think that it is more than just being anti-racist teachers, but promoting an anti-racist education system. In one of my other classes, my TA who is a former high school teacher was talking about how her administrators would always refer to Black students as "those students." Even if the teachers of her school were the most anti-racist teachers, their anti-racism and promotion of anti-racism cannot end racist administration/school culture.

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The groups discussions were pretty nice. It let me gain insight and perspective on my fellow preservice teachers thoughts and opinions on different policies and teachings. Nothing really surprised me but the thing that disturbed me was finding out how many people will actually teach students how to code switch!

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What do you do if white students start using Black English or other nonstandardized english?
How do you prepare students to enter a racist and oppressive school system and society, while also being anti-racist?
How do you push students in their writing if you aren't following a standard essay format?

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Baker-Bell's voice makes her ideas so much easier to digest and understand than so many other textbooks/ journals that I've had to read. This says a lot about how personal voice in academic writing benefits the writing. Why do we teach *SAE writing when Baker-Bell's voice is so effective in getting her point across?

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The world of English is really all about expression, so why do we put limits/standards on how/what our students write? Who decides and how can we as individual teachers work against this for the benefit of our students?