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"The curricular and classroom silence around oppression and inequity is what we want to really draw attention to in this chapter. Communities are not perfect but are often taught as if they were and are" (pg.69).
This was important because it shows that people are still not ready to be open about how the world really works and how communities around us are still struggling.

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Two popular approaches that convey messages about community through how they remediate students' behavior and self-control are positive behavior interventions and support social emotional learning:
What are these two solutions?
First is realization, which educators focus on real, lives experiences that include success AND struggles.
Second, is to co-construct which essentially is asking you how might we co-construct ideals that allow for greater imagination and self-determination in our communities?
I believe these two approaches are important to the main point of the chapter because we want to create a better community around us and that means really thinking about how we want to create that change.

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Quote #1- "Rules are not created and enforced equitably." (pg. 71).
Quote #2-"..educators who hold dominant identities often have greater implicit bias against students with marginalized identities- and the way they treat and teach children with marginalized identities does not mirror the care and attention given to children of the dominant group" (pg.71).
I picked two quotes because I believe they are connected. I think a big part of this chapter talked about rules and implicit bias on the part of the educator and how based off of these biases they lead to rules and expectations based off of who the teacher thinks will break them. Typically, if a certain group of students is causing trouble and the teachers reaction to that is to send them away immediately, the student loses their opportunities to learn and then the teachers rules is no long meeting ALL student needs.

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"SEL aims to teach students emotional regulation and develop empathy, and consists of five competency areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision making." (pg.72)."
SEL is a big part of professional development because it is expected to be implemented by not only teachers, but staff and admin as well. Something similar to this would be the PBIS system however that one focuses on desired behavior more. SEL is designed to be something happening throughout the entire school day and students should have opportunities to communicate needs and concerns. This is where students take control and use their voices to create ideas on how to solve their problems or concerns. It is not about controlling students but letting them become leaders of their own future and as the text states, "If PBIS and SEL are used for the purpose of controlling youth, then they become tools of oppression- not liberation- even if applied under the guise of equity" (pg.74).

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The huge takeaway from this chapter is that students are being taught only the "good things" about our communities but they are being shown a reality that doesn't exist. Students who come from poor communities are not seeing themselves in the curriculum and they feel like they have no opportunity to do better and be better in their own community because they are not being taught how to. As educators we have to work with our students to see the world the way it truly works and to understand that they can be the change they wish to see in the world. As educators, our goal is to allow our students to dream about a community where we can make a difference and where we can live in a community that is full of justice and good but we have to realize that the that conversation will start with us and how we choose to incorporate equity and justice in our own classrooms.

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Notes/Discussion of Video: "Building a Culture of equity through Social-Emotional Learning" 

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Notes/Discussion of Video: "Building a Culture of equity through Social-Emotional Learning" 

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Notes

-When you think of the future, it's hard not to think of the past

-How can we practice and implement SEL to ensure that it doesn't cause harm?

-What is our "why?"

Why is going to change depending on student

SEL is about remediation in poor communities/ college readiness in others

How are we complicit in injustice?

"Spirit murdering"

Important things to know

Good intentions does not good outcomes

Anything can be used as weapon

Achieving equity requires courage and discomfort through this, we grow and try to be better

Apply an equity lens

an anti-racist lens

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Building a Culture of Equity Through Social-Emotional Learning - Dena Simmons

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The connection between the two that I found was that in the video it talks a lot about injustice and how educators can be complicit in injustice and racial bias. The video talks a lot of our role and how we are complicit to these injustices and we have to find a way to achieve equity in our own classroom. There's a quote in the text that explains this perfectly and that is "Educators can't proclaim to stand for equity if they don't address inequity, and this philosophy must be reflected in and outside of the classroom..." (pg. 86). We have to be aware of the things going on around us in our communities whether that be where we work or where we live. We have to realize that to achieve equity in the classroom we have to be ready to face discomfort and we have to be brave enough to start that conversation so that we can be better for ourselves and we can create a better world for our students.

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A lot of the unjustices happening are hard topics to teach so one of my questions is how do we teach students about hard injustices happening while also keeping parents happy about what they are learning?

What happens if there are parents who don't want their child to learn about difficult topics?

How do we bring up this conversation if we work at a school where there are teachers who still believe in zero-tolerance policies and feel like they are being attacked when we ask about different alternatives?

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1. Based off the chapter, I would like to do a community walk in the community of the school I work at. My internship is not my same community where I live so I don't know the area very well however I would take this from the chapter and try to make it a reality. I think it's a good way to learn about your community and create relationships with the same community that you will be teaching in. I definitely think this would help with understanding where the students come from and what areas are available to them.
2. I would also like to partner up with community organizations that would be interested in some civic engagement for our students. Places that range from art organizations to museums, etc. It allows students to tap into civic engagement but they also see examples of culture and languages and they learn about histories that can impact them so I think this is something I can try to do in the classroom.
3. I would also use texts and books that relate to how students are able to change their communities and the world around them. There are so many influential people that can really teach students that they can make a difference in the world. Examples such as Malala Yousafzai, Greta Thungberg, Sophie Cruz and so many more kids who are out there making a difference. We can read about them or watch videos about them so that students are able to feel inspired. Students can understand that they will go through hardships but they can still make a difference and we need to work together to make students aware that they can speak up and be responsible if they want to create a better world.