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Communities both within and out of a school setting are crucial for student development and their participation within the world. There should not be a set way a community is viewed as, but a way in which a community is developed by each individual.

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There is this ideology that all of our community helpers such as firefighters, policemen and even healthcare workers are these magnificent people who will always abide by what's right. Essentially portrayed as heroes and perfect, however as stated in the chapter “ In other words, not all community helpers come to their important work in the same way, nor do all community helpers offer care and equitably. These truths are messy and may be uncomfortable, but your students may be well aware of them…” (Swalwell, n.d.) Students need to know that even those who are in our community to help, do not always play their part, although their part is very significant.

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Rules are seen as essential in order to help students create better habits, and decisions, it is seen as a tool to help foster a better environment. However, just because they are deemed as important does not mean they are fair for all, and even so okay. It is important to recognize them as a tool to encourage a better environment and not a consequence to harm  and inflict any negativity upon a person.

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Educators play a major role in which student perspective is built on towards communities. They hold the task of not only bringing forth positivity and sharing the good but also the bad. It is important they ensure an open and honest dialogue about the community they are in the ones around.

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Educators exist to bring knowledge forth to many generations and create better conditions in which they can thrive and be better for generations after. However It is not possible until the reality of the disparities within communities, such as inequality, and oppressive occurrences are taught and truly made a priority. “The societies in which we live are rampant with oppressive forces and structures. Yet communities are taught to young learners as if the challenges and inequities that surround us don't exist. (Swalwell, n.d.) There are so many topics regarding communities that are very much sugar coated, even yet blinded away from youth. In the end it can just become an extensive and prolonged issue rather than creating  better communities where those generations and those to come do the same instead of speaking of it in past tense rather than present.

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The second connection I made was also when Dina stated "...Equity requires courage and discomfort.... it is through discomfort that we grow, it is through discomfort that we  try to do better and be better" (Simmons 2021). This right here is what made Chapter 4 come full circle. The idea of having educators be open about the communities within their schools but outside as well is crucial. It was mentioned in the chapter that many topics surrounding communities can be outside of the good they want to bring forth for students, but if the negative aspects of communities are not shine light on, nothing will progress. That is why it is essential for discomfort of these negative aspects within the environment is gone through. There will be no better, there will be no developments if hardships like discomfort aren't experienced. Everything  in this world can not  always be easily spoken about and changed.

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As I watched Building a Culture of Equity Through Social-Emotional Learning by Dena Simmons, there was two things that truly stuck to me. They made me look back at chapter four in a different way, a way in which their ideas fell into one another and made things more clear for me. In the video Dena mentions a saying of 'Good intentions do not mean good outcomes'. When she spoke about this saying, I automatically thought of community helpers and how they are perceived, which I briefly spoke about in key points. They are set to be people who must have good intentions because they are in a position of high power because of what they can do for communities. However, just because someone or something is set to be a certain way, specifically positive, does not mean it will be carried our that way. This is what she means when she goes on to explain, "...how often people came to me and said oh Dina you're so articulate and  that was the intention was good but the way I received it was as if they didn't believe that I could be" (Simmons 2021).  No matter what position one is in or what is being said, is carried our in a positive matter, this does not ensure that what is being done or received is good. There is much more than just believing that good = good and everything will be fine, when on the contrary there is so much that is not  as easily proportionate as it is said to be or done.

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Although equity and speaking about the reality of communities is important, what if students take offense or even feel bad about having the discussion, what can be done to better that situation or essentially comfort the student?

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I remember having to ask my parents for permission to have discussions in class or watch videos regarding sensitive topics, can speaking about the reality of communities fall under a sensitive topic?

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I know it is important to be serious on such important topics, however it is also important to keep up with students attention span, what are some activities that can be done to keep the students engaged, regarding this topic?

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As spoken about previously, creating an environment in which students are comfortable to bring up questions or topics that may seem a bit out of the 'normal' is crucial to having a great classroom. Being a future educator I strive to have this exact environment to create bonds with my students to feel safe and open. The importance of having open dialogue helps students further their knowledge and curiosity. I will have activities or yet class openers that show my students that they can confide in me and that I care about what they have to say. If I start from the very beginning, it will set them up for the rest of the year and build that comfort as time goes on.

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Being that chapter 4 greatly emphasized the fact of having students be informed and aware of their community, It really made me think how I can emphasize this without overwhelming students and have them be encouraged to participate and attentive to it. The way in which I would incorporate and emphasize this is to have weekly announcements on what events are going on within or near the community or an issue we can focus on for the month. For instance, when I was in elementary we did a project on making our community/environment cleaner. We would encourage recycling and go around and pick up trash as a class or just when we saw litter. Although informing them and doing  projects Like the one I did seem very small, it can still make a difference. Them being aware of how their own community is and what we can do for it, can open their eyes and want to potentially make a change and know more.

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Although this might be spoken of already in every school, having set rules within my classroom is essential. Starting from the beginning of the year all the way to the end I will have set rules along with procedures that help one another. It is important to have a layout in which students know how they can follow the rules and why they exist. I will always treat my students with respect and let them know as to why I do things a certain way and why I expect certain things form them. They are people just as I am, and I will not expect them to do things just because I said so. I will like them to have a part in why the rules exists and how they themselves abide by them. Not only this but making sure that I stick to my rules and consequences throughout each and every student. There should not be a slight change for one student compared to others. I will foster the idea of equality within my rules , that way it is known that we are all equals and will maintain the same order in my classroom for all.