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The continual pushing of his students to try to see the people who are being left out of a picture of history but who diverse a spot in the story highlights the way the my teacher tried to build a curriculum. that was diverse and representative. personally I loved this question and the way that it would often start conversations in which even I learned new facts about american history. the way that my teacher used the opportunity of the comments of his students regarding Afghanistan   to help them to question their preconceived ideas about ISIS. For me this showed a connection to Teresa McCarty's article Evaluation Images of Groups In Your Curriculum.

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I really apprecieted my teachers creatation of a curriculum that was inclusive. I saw this everyday as we talked about who was missing from the picture being presente nearly everyday in an effort to get the studnets to realize that while what they were learning was important their were holes in the story. I saw this particularly when we had a section of the class to talk about the bomb dropped on Afghanistan. the students where making comment that implied that Afghani people were all a part of ISIS and my teacher did a great job of helping his students to see that this kind of approach was missing the story of people who did not support ISIS.

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The actions of my teacher in allowing his person life to be seen and experienced by the students in his classroom helped them to trust him and to trust the method of his teaching. To me this connected with the reading by Heather Pleasants titled Show Students Who You Are.  The time that my teacher spent showing his students who he was might be seen as time wasted by some educators but what I saw was that this was time well spent because it dramatically increased his ability to get his students to engage with the material later on.

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I loved the way the my teach was very open with his students about who he was as a person beyond his job. he would often talk with his students about his plans and what he had done over the weekend with his wife and kids. he also let the students see his personality by engaging in practical joke with the students. one of the his and the students favorites but also one that he did not do very often was one involving a rubber life sized rat that he has attached to a string. he would as the students who were on time came in he would hide the rat in a spot and then for whoever was late he would pull on the string to suddenly reveal the rat.

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I saw this as directly related to John Baugh's article on Valuing Nonstandard English. his point in the article was that Teachers need to accept the use of other forms of English in their classroom. This will allow students to be more comfortable and to more fully engage with their learning. I really want to be able to model this to my students as well. I can see from my teachers example that students are often more comfortable engaging in a nonstandard form of English and that to deny them this outlet is to risk their engagement to disappear.

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I really appreciated the way the teacher who I was working with accepted and not just tolerated the use of non standard English in his classroom. The way that I saw this most clearly was in the discussions that he had with his students when they would use nonstandard English to provide a new and more relevant example to their lived experience he would not try to correct the example to be more academic but would trying to encourage that sort of connection by validating it when appropriate.

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To me this created a experience for students that was challenging and rewarding. being in a school like North that really sets the expectations high for its students has helped me to realized the importance of school culture inside of an individual classroom.

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One of the coolest time that I had outside of the classroom at North was getting the opportunity to attend a assembly to recognize honor roll students. As I sat through the ceremony it was heartening to realize the success of this school by seeing the number of students that achieved at a honors level. Roughly one half of the students reached either the A or B honor roll. to me this is indicative of the expectations that North breeds in its students. Outside of the main entrance there is a poster that says North High School, where excellence is standard. This attitude is apparent when talking with the teachers at north and the high expectations that they have for their students. The school in technically two academies under one roof with a branch of devoted to arts and another given to STEM. students in both schools are continually challenged to succeed. this connects directly to the ideas put forward by Maria Ong in her article Challenging Cultural Stereotypes of "Scientific Ability". the school does a great job of allowing its students to pursue the path that most interests them.

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In case you missed it I completed my service learning at North High school. North has a predominately African America student Body with a mixture of African American and White teachers with a few minorities represented. I was able to be at North Monday's-Thursday's the entire semester for a sixth hour American History Class. this class was full of primarily juniors. I really appreciated the stability of my schedule that allowed me such stead contact with this group of students many of whom I had worked with last semester as well.

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Going into this semester I was expecting another hard but rewarding semester at North. last year had been a wonderful experience but had been hard because of the difference in abilities in the classroom. I was expecting to get to work with the same kids that I had the previous semester and I was shocked to find out that about half of the class was different this time around. initially I was a little disappointed by this but I soon realized that I was selling this group of students short