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"Teachers are cognizant of themselves as political beings (p.128).

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"Teachers are cognizant of themselves as political beings (p.128).

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In this quote politics is not conceived as "democrat" or "republican", but rather as acting as someone who can influence the outcome of someone else's future. As educators, most of us try to be apolitical when it comes to the classroom, but it is important that we recognize that all of our actions have consequences that can move students forward or potentially cause them to disengage. We cannot afford to ignore the power

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The language is disturbing (repeated denigration; social outcasts, etc.). Each tenet speaks to authenticity in the form of relevant literacy learning for their students. Respect is shown as they communicate the expectations and work to change the students' attitudes toward intellectual engagement, particularly the African-American boys' attitudes, "cool" "def". The teachers are part of the struggle alongside their students exclaiming they must join together.

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Page 134 - "Instructional scaffolding." - .."build upon their own experiences...,"..rather than chastise them, for what they do not know."  The common theme that appears in many of the success stories, in the book, seem to be rooted in a quality educator, who communicates value of people and of learning; who inspires and encourages all students, tending to special needs, to facilitate individual learning, as they see fit.  Like a coach of a basketball team, instituting a new play.  An understanding of the desired result (of the play) is reached, by all.  Step-by-step the movements are learned and rehearsed until the goal is achieved.

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Page 134 - "Instructional scaffolding." - .."build upon their own experiences...,"..rather than chastise them, for what they do not know."  The common theme that appears in many of the success stories, in the book, seem to be rooted in a quality educator, who communicates value of people and of learning; who inspires and encourages all students, tending to special needs, to facilitate individual learning, as they see fit.  Like a coach of a basketball team, instituting a new play.  An understanding of the desired result (of the play) is reached, by all.  Step-by-step the movements are learned and rehearsed until the goal is achieved.

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"When students are treated as competent they are likely to demonstrate competence.  Culturally relevant teaching methods do not suggest to students that they are incapable of learning.  These teachers provide intellectual challenges by teaching to the highest standards and not to the lowest common denominator" (p. 134).  Although Lewis and Devereaux employed different methods (whole-language vs. scripted basal-based) for teaching literacy, they both expected students to perform competently.  

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"When students are treated as competent they are likely to demonstrate competence.  Culturally relevant teaching methods do not suggest to students that they are incapable of learning.  These teachers provide intellectual challenges by teaching to the highest standards and not to the lowest common denominator" (p. 134).  Although Lewis and Devereaux employed different methods (whole-language vs. scripted basal-based) for teaching literacy, they both expected students to perform competently.  

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Chapter 6 was filled with many thoughts regarding teaching the "whole child." This includes knowing their students. The student's background is so important to help teachers understand how a student learns. On page 136, "Effective teaching involves in-depth knowledge of both the students and the subject matter" speaks to teaching the whole child. A teacher may have a tremendous knowledge of the content, but if they do not understand or know their students then a lot of talking may happen like with Mr. Walsh. We have to remember we are teaching students, not just talking about the curriculum.

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Sometimes we have to step outside of our comfort zone to reach our students. I never taught ELA, however I feel this subject lends itself easily to bringing in other cultures, allowing students to connect to what they are learning. When culturally relevant teaching is discussed, teachers do not have to immerse themselves in another culture, they only need to talk to their students, learn about them, in order to connect.

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pp. 122-123
In this chapter Devereaux had a dedicated for reading instruction daily.
Students knew it was a sacred time and important. This stuck with me as a comment that Dr. Fran Burke has made for low-performing school and the need for students to recognize that reading is important to them and to the teacher.

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Ch 6 was a timely read for our C&I Team meeting this week. Specially, pages 116 and 120 came to mind over and again as we spoke about HPS student achievement in ELA. The ethnic breakdown of HPS proficiency on a recent grade level check in assessment was as follows White 73.4% | Black: 21.6%  |  Hispanic: 34%  |  Multi: 47.6%
Lewis shares that because she was not “bombarding her kids with worksheets others thought she wasn’t teaching”. However, what was most important to her was that her students learn how to- and that they could - think.  (p. 116) Finally, the outcome our author reports as the “hallmark” of Lewis’ class: Intellectual leadership demonstrated by the African American boys.
I also note how Lewis brings student’s culture into her classroom in the examples given through a Vietnamese student (p.119) Students bringing their culture into the classroom to share is the #1 item that AdvancED tells us they do not see internationally.

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Chapter 6 - Culturally Relevant Teaching

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Chapter 6 - Culturally Relevant Teaching

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pg 118 - "A third boy began to read. When he finished, Lewis said, "Close your eyes. Let's put on your video." She then re-read a section of the book describing the mother in the story. "How can you relate this to your life?" This simple question could be a big hook for our students. This bring relevance into their lives and if they can see a relationship in what they are learning and what they are doing, we may be able to spark the desire to learn more.

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Ferdman points out that "being literate has always referred to having mastery over the processes by means of which culturally SIGNIFICANT information is coded." Literacy ceases to be a characteristic inherent solely in the individual. It becomes an interactive process that is constantly redefined and renegotiated, as the individual transacts with the socioculturally fluid surroundings." (p. 112)  This point brings light to the importance of understanding our children, embracing their cultural literacy, and who and what they are. By mere definition of literacy, we are reminded that we cannot ignore the significance of how language is processed and coded and that literacy is a fluid concept negotiated by one's surroundings.  Ensuring CRT strategies that build upon prior knowledge and experience, while intentionally crafting a communal experience are all musts in the steps of enhancing literacy rates for our students.

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In chapter 6 the teaching styles of Ann Lewis and Julia Devereaux are described by Ladson-Billings.  What stood out to me was that even though Lewis was an Italian American white woman in her mid-forties and Devereaux was African American, they were able to accomplish the same end goal.  They were both able to improve the lives of the children they taught academically and socially.  They both expected every child in their classes to learn at a high level and they did whatever it took to get them to learn at a high level.  Devereaux said, “I have children in here who other teachers told me could not read. Heck, they told me they couldn’t read. But I look them squarely in the eye in the beginning of the school year and tell them, you will read, and you will read soon.  I tell my entire class we all have to know how to read and it’s everybody’s responsibility to make sure that everyone learns to read well” (p.124).  In chapter 6, Ladson-Billings emphasized the importance of incorporating the real-life experiences of our students into classroom lessons.  She also emphasized that, “Both teachers treat their students as if they already know something…Even though both of these teachers select literature for their students, they depend heavily on the experiences of their students to make the literature come alive” (p.127).  Both teachers clearly valued each student’s background, culture, and interests.  Devereaux and Lewis also used multiple teaching strategies in order to ensure that every student learned.  Finally, Rossi’s questioning techniques and focus on problem-solving stood out to me.  There was a high level of active participation because the students were constantly talking about problems, working out problems on paper, and explaining their reasoning.  I also think that it made a huge difference that Rossi or her students were the ones posing the questions/problems.  In summary, every student needs to be seen as competent and needs to be valued.  Devereaux, Lewis, and Rossi all had high expectations for every student, a repertoire of teaching strategies, excellent knowledge of their content and students, the ability to weave their students’ real-life experiences into lessons, and laser-like focus on teaching and learning.

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6. Teachers are cognizant of themselves as political beings. (p. 128)

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6. Teachers are cognizant of themselves as political beings. (p. 128)

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When I thought about the sixth tenet of CRT, I pictured in my mind a group of teachers who consistently question, reflect, push, and challenge the overarching system and everyone around them to be more excellent. While this type of personality has its challenges, the greatest reward is in the success of their students. This type of teacher has a determination to broaden thinking, not deposit disconnected facts.

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"Reading, writing, and speaking were community activities that Lewis believe all students could participate in-and they did." (p. 121)  We have to remember that all kids are intelligent in their own way and we must help them learn.  It is important for each teacher to find out what works best in their classroom from year to year and adapt.

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Dream Keepers, Chapter 6, Culturally Relevant Teaching

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Dream Keepers, Chapter 6, Culturally Relevant Teaching

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I really identified with Ms. Lewis’s style of teaching. In the example, although she appeared to have a lesson plan, her teaching methods remained flexible, and therefore, not only was she culturally relevant, she was able to be responsive when opportunities arose.  On page 118, she captured a moment when one of her students identified with a character by immediately creating and incorporating a Vinn Diagram into her lesson, allowing the class to see the similarities and differences between the student and the character. This example supports Statement 3 on Page 127, "Students’ real-life experiences are legitimized as they become part of the “official” curriculum." By instilling a sense of family into her classroom, Lewis created a safe place for her students to learn.  In our school system, if we help teachers find ways to incorporate students’ real-life experiences into their lessons, I believe it will help get students’ “buy-in”. It is imperative to find ways for students to personally relate to what is being taught now and how it will help them in the future.  And if we can create a "safe" learning space and a sense of family, student learning will be greatly supported.

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Pg. 136 “5. Effective teaching involves in-depth knowledge of both the students and the subject matter.” This really spoke to me because without having really knowing the student and understanding the subject matter, you cannot be effective in teaching it. Being able to “move” around the subject matter to make it fit with the students will help it be more effective.

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Pg. 136 “5. Effective teaching involves in-depth knowledge of both the students and the subject matter.” This really spoke to me because without having really knowing the student and understanding the subject matter, you cannot be effective in teaching it. Being able to “move” around the subject matter to make it fit with the students will help it be more effective.

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“3.  Students’ real-life experiences are legitimized as they become part of the ‘official’ curriculum.” (p. 127)  I really think this characteristic of teaching is critical.  When a student or even an adult can connecting their reality with what they are learning then they truly learn it and not just memorize it.  So much school material can seem so abstract and removed that students see no need for it.  When they make that connection, that’s when they see the need.

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“3.  Students’ real-life experiences are legitimized as they become part of the ‘official’ curriculum.” (p. 127)  I really think this characteristic of teaching is critical.  When a student or even an adult can connecting their reality with what they are learning then they truly learn it and not just memorize it.  So much school material can seem so abstract and removed that students see no need for it.  When they make that connection, that’s when they see the need.

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"When students are treated as competent they are likely to demonstrate competence." (p. 134) This sentence resonated most with me because it goes back to expectations and students perform to the level that THEY think WE expect them to perform. We do a horrible disservice to students when we "bless their hearts" because of their circumstances (race, socioeconomic status, sex, etc) and do not hold the bar high for them. As the chapter further indicated, scaffolding is necessary to bridge the gap from what they know to what they need to know, but it all begins with what we expect the student to do.