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"You cannot teach someone you do not believe in" (Edmin, p. 207).

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"You cannot teach someone you do not believe in" (Edmin, p. 207).

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I cannot agree with this quote from Edmin any more. I have seen it time and time again with students and kids where they can pick up on a 'fake' person: one who does not truly believe in or have a true care for the student. This hinders the relationship, because the kid will see that intentions are not true, and trust is lost. This quote also means to me that one cannot truly put forth their best teaching practices when they do not believe in a student. Why would a person go through a lot of effort when they don't even believe in someone? I don't like the label of 'trouble kids,' but this photo has good meaning, too. Teachers must believe in each student, as they may be the only one who does. These 'trouble' kids always have a reason behind their misbehavior, in my opinion. Therefore, if teachers do not truly believe in them and their power, then the student will lose all hope in themselves.

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"By this I mean that the virtual conversations on Twitter take on the structure of a black barbershop conversation in relation to the overlapping exchanges, quick responses, and general emotional tone" (Edmin, p. 197).

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"By this I mean that the virtual conversations on Twitter take on the structure of a black barbershop conversation in relation to the overlapping exchanges, quick responses, and general emotional tone" (Edmin, p. 197).

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I loved this idea with the implementation of social media in the classroom, especially when students do not have access to the Internet and the actual social media sites. Students still need to learn the basics of communication through social media as a new life skill for their generation. Therefore, I found this picture of a cool 'ticket-out-the-door' style. The teacher could have the students fill out their own social media account in class, with their own username and profile picture, and send a tweet to get out of the class. Like Edmin said, having students create their own presence lets them bring in their own style and culture into the classroom, where it is embraced by this exercise. Then, the tweet promote feedback, communication, and development of social media skills and etiquette. It goes back to the quote I listed, in which social media embraces the different types of conversations and collaboration in conversation and sharing one's own personal story.

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"Without explicitly saying it, I was telling students that I didn't believe their issue with my yelling was a genuine one" (Edmin, p.186).

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"Without explicitly saying it, I was telling students that I didn't believe their issue with my yelling was a genuine one" (Edmin, p.186).

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As I begin my teaching career, I make it a point to constantly self reflect on my practice. I know I can improve in so many ways and not being open to criticism and student attitudes would be slamming the door on my success as a teacher. Every day, I find 'mistakes' I make with students or behavior management. However, I don't like to call these mistakes as I am constantly growing from them. For example, the other day I had a student clip down for constantly being distracted by his shirt and surroundings during whole group instruction, after multiple reminders. He began to cry and get upset, but after a chat with him he seemed to still be aware of the lesson and insisted he was still listening to instruction. It made me see that I just possibly doubted his learning and engagement to his face, and how this upset him. It made me feel awful afterward, but now I must self reflect on how I can improve myself and work with students like in this regard. If a teacher cannot self reflect, then they are at a standstill in their practice. If they do not try to strive for better, especially as research and times change, then their practice will potentially hold students back in both personal and academic needs.

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"The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student" (Edmin, p. 207).

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"The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student" (Edmin, p. 207).

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This quote relates back to Maslow's hierarchy of needs. Students must first feel safe and belonged to in order to achieve higher levels of esteem and reach self-actualization. It is the teacher's job to help students reach this level in each student, as students may not get these needs met outside of school. What the teacher thinks of the student has the power to transform them and unlock their fullest potential. Teachers who think of their students in the highest regards can help students reach Maslow's different levels in order to be successful after school. Teachers should think of the student in these high regards AND show it, so students feel a sense of belonging and love in the classroom community. Therefore, their self esteem can heighten and transform them to a successful adult.

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"About three weeks after the laptops arrived at the school, and after badgering the school administrator to give me access to them, I was given the keys to a storage room in the basement where the laptops had been stored" (Edmin, p. 189).

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"About three weeks after the laptops arrived at the school, and after badgering the school administrator to give me access to them, I was given the keys to a storage room in the basement where the laptops had been stored" (Edmin, p. 189).

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This section of the book was incredibly frustrating to hear. It reminded me of the story about the teacher who did not allow students to use the advanced science materials because she was afraid they would break them. This is like a cycle. Teachers are afraid of misbehavior, so they do not let students have access to more engaging activities, therefore students are frustrated and express it through various ways. Then, teachers see this as straight up misbehavior and lack of care for their education. It's unfortunate and I think we have all witnessed this throughout our educational careers. What are teachers goals and hope in students if they don't even trust them to be engaged with material? I believe teachers should reflect on themselves if their students misbehave in this manner, as there is usually an underlying cause. In this time, students NEED access to the Internet and other technologies in order to survive in the real world. Cutting off students from this crucial material is shutting down their hope of a successful future beyond primary school.

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"When students can physically see and examine these artifacts in the classroom and are also able to interact with them once they leave the school, the divides between the school world and their real lives are bridged" (Edmin, p. 144)

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"When students can physically see and examine these artifacts in the classroom and are also able to interact with them once they leave the school, the divides between the school world and their real lives are bridged" (Edmin, p. 144)

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This picture relates back to the quotation, because it is graffiti art of science content. I know many students during my school career have been extremely artistic or interested in their own culture, but teachers would not let them express it. I love Edmin's statement on this. Letting students bring in their culture is important. However, it is also important that the teacher embraces it and brings it in themselves, too. Material that directly relates back to their personal lives, whether it is something they see on the street or a concept close to them, has the power to engage them in a whole new respect. Just like how students are more interested in topics that relate to their future career or interests. They will be more motivated when they see that school and outside of school ARE connected to each other. Therefore, letting students make graffiti art or do rap battles about something they have learned can make a huge impact on their learning and their sense of self and community in the school's eyes. Otherwise, students will feel that their world is not included or respected in the school's view.

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"To raise the level of rigor in the exercise, students should always be encouraged to ask questions not only that they wanted, but also that can stump the teacher" (Edmin, p. 149).

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"To raise the level of rigor in the exercise, students should always be encouraged to ask questions not only that they wanted, but also that can stump the teacher" (Edmin, p. 149).

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I truly feel that this piece of the book is spot on when it comes to education. If students do not feel they are able to speak up and ask questions in the classroom, then all hope is lost for powerful learning. I have felt this way throughout school, as a shyer individual. Therefore, I really liked Edmin's idea of having a bulletin board or designated area in the classroom for questions, no matter how high of a level it is, as long as it is related to content. It is equally empowering that Edmin offered extra credit to those students who try answer the questions. I saw this bulletin board and thought it had a similar idea. Students can post questions or interests related to content, even if the teacher can't answer it, and students can share their ideas to the class. Not only is that one individual getting to pose questions, but the classroom community is getting interested by helping out and being intrinsically motivated to answer those tough questions to the class. It is also important that the student express to student's that they won't always have the answers, and students are the teachers here, too.

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"Finally, the sneakers were a password that let her into a new dimension of students' lives that allowed her to understand the power of their style, art, and general aesthetics" (Edmin, p. 167)

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"Finally, the sneakers were a password that let her into a new dimension of students' lives that allowed her to understand the power of their style, art, and general aesthetics" (Edmin, p. 167)

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This piece on the clothing and aesthetics of the neoindigenous is something almost all of us recognize in our day to day lives. Edmin gave me a new perspective of why certain cultures express themselves with clothing in such lavish ways. I find it important to dress well and look my best, but not to the extent of other cultures. Therefore, I may have a bias like the teacher did who could not understand why her students dressed so well, but did not have money for other necessities. The overall symbolism of the sneakers, to me, is about finding those important pieces of student culture that embrace who they are. Then, a teacher must show that they recognize it and embrace it in the classroom, so students can trust and be comfortable in the classroom. This goes along with other pieces of the book, like the graffiti artwork. All of it means allowing for neoindigenous culture to flow and exist within and beyond the classroom in order to give students what they need to flourish in a natural state.

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"Finally, it restores a sense of pride in self and community that may have been lost in the course of engaging with institutions that look at neoindigeneity or hip-hop culture as a deficit rather than an asset" (Edmin, p. 154-155).

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"Finally, it restores a sense of pride in self and community that may have been lost in the course of engaging with institutions that look at neoindigeneity or hip-hop culture as a deficit rather than an asset" (Edmin, p. 154-155).

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I looked into Edmin's Genius BATTLES before reading this section of the book, so I was excited to read what his thought process was on it. Traditional institutions have a tendency to put their own culture on students or impose cultural 'norms' on students. Therefore, students feel put down and not included in the typical norms of the world. Their ideas of expression, learning, and assessment vary from what is forced on them every day. The battles of this project let students have a voice in their preferred learning style. Now, students feel pride not only in their learning, but their culture as well. This video shows a perfect example of how students can show their learning in nontraditional formats when it is fully embraced by institutions and the community. I think institutions are scared or apprehensive of letting students take the control on their own learning, because of biases and stereotypes of the neoindigenous culture. However, it clearly pays off when you watch this video and all the other Genius BATTLES that are posted online.

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Science Genius 2015 Winners : DNA Music Video

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"The more I observed these practices and saw how students responded in different contexts, the more I referenced them in the classroom and allowed them to become a part of classroom practice" (Edmin, p. 140).

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"The more I observed these practices and saw how students responded in different contexts, the more I referenced them in the classroom and allowed them to become a part of classroom practice" (Edmin, p. 140).

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I really enjoyed reading about Edmin's experience in this part of the book. It was a genius idea of him to go out and be a part of the community, just by playing basketball, with those students. Not only did he get to see the students out of the school context, but the students got to see him out of the school context, as well. It is hard for students, and teachers, to remember that we are people outside of the classroom...with our own stories, struggles, and contexts. In addition, it gave Edmin the necessary tools to incorporate engaging material. It also gave him an idea of how the students work together outside of the classroom, both in verbal and nonverbal cues. This goes back to his idea on special handshakes with students, where he saw the significance of the neoindigenous culture. Every teacher should aspire to what Edmin has done in creating such a culturally response classroom. He was able to find the things that are significant to them and bring it into the school, in order to fully engage and empower them.

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"I agrue that additionally, the optimal way for youth language and experience to be used as a teaching tool involves having the youth themselves do the teaching" (Emdin, p. 84).

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"I agrue that additionally, the optimal way for youth language and experience to be used as a teaching tool involves having the youth themselves do the teaching" (Emdin, p. 84).

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This video is another example of giving students more power. I wanted examples of small ways to do this with elementary students, like 1st and 2nd graders, who may not be able to create a whole lesson. Kayla Delzer gives students apps and other technologies for them to explore, and see how they can use it in the classroom. Then, they teach it to their peers and the teachers. I loved this idea. She also recommended giving students allocated time to study THEIR passions, without any restrictions. Having students do their own teaching, whether it is in cogens like Emdin's ideas or student centered technology like Kayla Delzer, is important to me as it can provide me with ideas to teach them. Seeing how a student wants to use a technology or teaches and talks to their peers about it gives me the "inside scoop" into how they communicate, something Emdin finds very crucial to his reality pedagogy.

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Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer | TEDxFargo

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"I argue that an educator who has created a special handshake to share with students when they get an answer right can generate positive emotions because of the significance of the handshake in neoindigenous culture" (Emdin, p. 127)

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"I argue that an educator who has created a special handshake to share with students when they get an answer right can generate positive emotions because of the significance of the handshake in neoindigenous culture" (Emdin, p. 127)

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I instantly thought of this video I had seen a while ago when I read this section. I think it is truly important to communicate positivity and warmth through appropriate touch and individualization. As it says on page 127, "Researchers have identified that touch is a significant form of communication that can be associated with positive relational and educational outcomes." I try to implement this during my field experience, embracing hugs, touching shoulders, and reaching out during conversation. Here I think handshakes are a great idea as well. The teacher in the video does this at the door, memorizing each handshake to demonstrate his care and invite a fun environment. This could be modified to Emdin's idea of a handshake, where it is used to congratulate a correct answer or accomplishment.

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Teacher Has Personalized Handshakes With Every Single One of His Students

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"The teacher's task is to let students know how important they are and how essential their jobs and roles are to the functioning of the classroom" (Emdin, p. 106).

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"The teacher's task is to let students know how important they are and how essential their jobs and roles are to the functioning of the classroom" (Emdin, p. 106).

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I loved this chapter of the book, because it resonates with my developing philosophy on teaching. I wholeheartedly believe all students need to feel valued in the classroom through extra little things, like roles in the classroom. This video focuses on how it helps the teacher. However, I like to see how it helps the students. Each student feels important and has a responsibility to their classroom family. The video does show how roles can be more meaningful than just "Hey can so and so walk this to the office for me." It's less about getting errands done for the teacher and more about giving the student's the assurance they are needed to the classroom's survival. Some of these roles including a time-keeper and a classroom counselor, which is important to every student. In my field class, one student in particular has the job of locking the door and turning out the lights. He used to have severe behavior issues, but the coordinating teacher and I truly believe he has improved because he feels valued and has his own, distinct job.

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Differentiated Instruction: Assigning Jobs in the Classroom

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In each instance, I would see people from diverse backgrounds, with different levels of skill and different personality types, create a space that allowed each participant to fully engage in, and gain something from, the fellowship with peers" (Emdin, p. 63-64).

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In each instance, I would see people from diverse backgrounds, with different levels of skill and different personality types, create a space that allowed each participant to fully engage in, and gain something from, the fellowship with peers" (Emdin, p. 63-64).

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In this video, Emdin displays an example of a cypher and how it may look in a classroom. It perfectly exhibits what he lays out in his book, pertaining to Chapter Four on cogens and cyphers. Here you can easily see that all members are fully engaged, physically and mentally. Their bodies are moving, they are looking down in concentration or at each other, and you can hear the "oohs" and "ahhs" of the audience. It has the power to bring everyone together, listening closely to the MC and supporting each other, which is something I care about in my teaching. This is a perfect way for student's to show full support while being engaged in the material presented.

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"Furthermore, it requires a redistribution of power in the classroom that returns to the essence of teaching -- privileging the voice of the student" (Emdin, p. 87).

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"Furthermore, it requires a redistribution of power in the classroom that returns to the essence of teaching -- privileging the voice of the student" (Emdin, p. 87).

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This quote really speaks to me, especially focusing on privileging the student's voice. In this particular section, the book speaks about privileging these voices in coteaching strategies, where students make lesson plans and give the teacher advice. I wanted to apply this to my classroom, but I wanted more examples of valuing student's opinions beyond their academic success. This video shows an example of picking special students to have them know they are important to the school, while learning from them. They are not chosen to teach a class or advise teachers on their craft, but they are chosen to assist administration and staff with technology resources. I thought this was really cool and connected to Emdin's idea of the student's being the teachers.

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Emdin, C. (2016). For white folks who teach in the hood ... and the rest
of y'all too: Reality pedagogy and urban education. Beacon Press.
Harro, Bobbie. (198) Cycle of socialization. (6)New York, NY:
Routledge.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack.
Independent School. Retrieved from
https://www.csusm.edu/sjs/documents/UnpackingTheKnapsack.pdf.

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"She worried [the science materials] might be used as weapons" (Emdin, p. 38).

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"She worried [the science materials] might be used as weapons" (Emdin, p. 38).

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It is hard to believe that the science teacher Edmin came in contact with denied her students a more engaging, educational experience in her classroom because she was afraid of a stereotype against urban youth. She would rather hinder their education based on a stereotype that was not backed up, than give them engaging materials. Typically, students will be frustrated and 'act out' because they are not engaged (p. 29). In fact, those science materials may have help changed the classroom atmosphere and allowed for a connection to science. I connected this passage to the fact that schools are now putting metal detectors and security forces at the school entrances. Not only does this scare students, but it instantly puts them in a place of feeling like criminals needing to be checked. If one cannot trust a young child walking into the school, then should one be in education?

Search and seizure [digital image]. Retrieved from https://www.berniesez.com/search-and-seizure-in-schools/.

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"The best classroom teachers develop ways to make the classroom feel like a family that has its own distinct rules, ways of speaking, and power dynamics" (Emdin, p. 60).

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"The best classroom teachers develop ways to make the classroom feel like a family that has its own distinct rules, ways of speaking, and power dynamics" (Emdin, p. 60).

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I really like this quotation, because I see it in my coordinating teacher's classroom at my placement school. She always tells her students how we and the school are a family unit. It gives the students a since of comfort with her. It is not an urban school, but it does have an impact. One student is a foster child who has moved to 7 different families since kindergarten, so we want to give him family when the student may feel alone at home. Also, family means students are able to speak their ideas freely and with comfort, which I find to be very important to include in my own classroom someday.

School family photo wall [digital image]. Retrieved from https://www.pinterest.com/pin/170362798378429990/

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"He mentioned that he put his head on the desk in an attempt to control the anger....that came from not being validated and not being well taught. He knew...he would be perceived as 'mad for no reason' and probably 'kicked out of the class or suspended like they usually do when you say something'" (Emdin, p. 29).

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"He mentioned that he put his head on the desk in an attempt to control the anger....that came from not being validated and not being well taught. He knew...he would be perceived as 'mad for no reason' and probably 'kicked out of the class or suspended like they usually do when you say something'" (Emdin, p. 29).

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The school to prison pipeline concept instantly came into my mind when I read this quotation. Schools tend to focus on a zero-tolerance policy where students comply to their norms of behavior, or else they may be punished and even expelled. When they are punished, students are taken from the classroom and their education, which perpetuates the pipeline. Students fail in classes because they are always in trouble, and soon they may drop out or go to juvenile prison. It's disappointing and saddening how this is so prevalent that students are now wary to getting in trouble because they see where it leads. Instead, a student like the one mentioned in the book has to stop defending themselves to avoid further punishment.

Dignity in schools. [digital image]. Retrieved from http://www.usprisonculture.com/blog/2014/10/03/noschoolpushout-defining-the-school-to-prison-pipeline/.

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"The idea that one individual or school can give students 'a life' emanates from a problematic savior complex that results in making their students, their varied experiences, their emotions, and the good in their communities invisible" (Emdin, p. 20).

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"The idea that one individual or school can give students 'a life' emanates from a problematic savior complex that results in making their students, their varied experiences, their emotions, and the good in their communities invisible" (Emdin, p. 20).

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This quote about urban education reminds me of this same savior complex when people go on missionary trips and post photos or feel as if they are saving the poor, when, most of the time, they are leaving children or poor individual with nothing but an empty building or something of that nature. This is why I chose the photo below. Of course, missionary trips can be great and worthwhile, but often times a savior complex can get in the way.  Edmin makes a great point in how we devalue one's personal story if we go into a classroom trying to 'save' them from their life (p. 20, 36). Instead, I believe we should use what is going on in their personal life to bring out the best in every individual. Their story and/or personal struggle is what made them who they are today, so we must not deny who they are.

Hadyniak, Bartosz. (Photographer). (2016, November). Faim enfants africains demandant de la nourriture, Afrique [digital image]. Retrieved from
http://www.gettyimages.fr/detail/photo/hungry-african-children-asking-for-food-africa-image-libre-de-droits/619643870.

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"Without teachers recognizing the biases they hold and how these biases impact the ways they see and teach students, there is no starting point to changing the dismal statistics related to the academic underperformance of urban youth" (Emdin, p.43).

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"Without teachers recognizing the biases they hold and how these biases impact the ways they see and teach students, there is no starting point to changing the dismal statistics related to the academic underperformance of urban youth" (Emdin, p.43).

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From studying Peggy's McIntosh's essay White Privilege: Unpacking the Invisible Knapsack and Bobbie Harro's Cycle of Socialization, I could not agree more with this quotation. McIntosh's work opens ones eyes to all the ways we have privilege that we do not see due to our 'invisible knapsack' (McIntosh, p.1). It clouds our judgement and we only view others as seeing what we see. Therefore, we believe our 'norm' is everyone's norm unless we break from the knapsack. We would not be able to see student's personal stories and struggles without recognizing our biases and what we can do to fix, or at least work against, them. Harro's cycle shows how we continue a cycle of bias and ignorance, until we break from it, which all teachers should strive to do (Harro, 1982). It is the first step in creating a classroom that is fair, not equal.

Blind [digital image]. Retrieved from https://brettfish.wordpress.com/2014/05/09/i-will-not-apologise-for-my-white-privilege/