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One of things that stood out to me during the workshop was approaching teaching with love. The professor made me think about how I show up for my students. I want to make all of my students feel seen and cared for because that's when true learning can happen. If students are in an environment where they feel that the teacher does not care for them, I can imagine that not much true learning happens in an environment such as that. It reminds me of a a popular TEDTalk video out there where the presenter spoke about a teacher who felt that her only job there was to teach and quipped that students don't like to learn from teachers that they don't like. Indeed, teachers are another set of guardians to the students. They spend so much time under the care and supervision of teachers that it is important to build that space where students can feel empowered to be their best selves.

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I really resonated with Dr. Sealey-Ruiz's emphasis that politics and humanity are not the same thing. As a profession, teaching is inherently political. Policy decisions, curriculum changes, and other choices made in the field impact students and have long-lasting consequences. I think that students are often forgotten in discussions of advancement in the field. Centering around honoring the humanity of young people is crucial to teaching, and I think it's an excellent guiding North Star for educators. How can we honor our students' humanity through our pedagogy? How can we show up for them, hold space for them, lead them with love?

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I’m always wrestling with whether a truly respectful person is someone well-versed in the art of offense, only choosing consciously to refrain from crossing certain boundaries. Likewise, is it true that only when someone is acquainted with all the discriminatory language, can they avoid its use altogether? Is this a paradox? The workshop has revealed that ignorance is not purity but cruelty. While the toddler in the video clip may be excused for not originating the harmful idea, the parent’s laughter, signifying connivance, indicates a lack of awareness of the harm caused. As educators, we must acknowledge the influence and responsibility we hold. Taking responsibility begins with equipping ourselves with racial literacy and examining oppression from multiple layers through structures such as the four I's. The ethos teachers establish in the classroom significantly impacts racial literacy’s manifestation in everyday life. Specific actions, such as responding to a toddler’s harmful words with bursting laughter or serious correction, matter greatly. I cannot describe the shock it brought me when Dr. Sealey-Ruiz mentioned “a lifetime” as the duration of self-archaeology. Everyone, as an educator/guardian/ancestor, has the power to make a difference.

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This workshop moved me deeply. Each word Dr. Sealey-Ruiz spoke seemed to evoke an essential aspect of education. Establishing education as a combination of “possibility, hope, and joy,” Dr. Sealey-Ruiz  affirmed my own belief in teaching and pursuit of this path. While this feeling characterized the workshop as a whole, I was specifically inspired by the questions Dr. Sealey-Ruiz asked throughout her explanation of racial literacy development and the imperative of critical love. As she invited us to reflect on “what are you willing to release today?” and then later “what type of ancestor will you be?”, I began to think about how important it is to carry such intimate wonderings into classroom spaces. Her use of the language of “therapy” also made me reflect on the different types of therapy in my life, and the importance in committing fully to each of them both for myself and for my students. Centering reflection, Dr. Sealey-Ruiz beautifully articulated how teaching involves such fierce love, and as such necessitates a commitment to examining one’s own roots and learning the roots of others. As I leave this workshop, I am holding onto the importance of the hard work that must inform passion, critical questionings, and care—all in constant movement and necessitating deliberate attention.

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What most stood out to me within this workshop was the approach to teaching with love and compassion and building those traits within out students when we can, but this has to start within yourself (beginning with the archeology of self). We read about this in a few of my other classes and I thought I understood it, but it was an entirely different experience having it explained to you by the person who created it herself. It is true that no learning can be done in an environment where the child is not comfortable. Creating an open and loving environment is just the first but possibly most crucial step in having a classroom that not only respects all students but provides them with the best opportunities to. flourish with their own individualized gifts. I think also the acknowledgment that all students are gifted in their own way plays into this in a crucial way. When you as the teacher acknowledge this true sentiment and extend this knowledge to your students, you are providing them with the confidence and tools they need to succeed and you never know, you may also be the only one to be putting any faith in this child who feels so alone.

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I absolutely loved this workshop! It started off really strong with the meditation, which grounded me and reminded me that self care is not as time consuming as I sometimes think. Just 3 minutes of rest positively impacted my presence for the rest of the meeting. I strongly believe that, in order for teachers to teach their students, they must improve themselves by working on their own mental health and biases first. Self care and self reflection benefits the group. This workshop was really nice in that it reminded me to take the time to work on myself. I also enjoyed learning about racial literacy and found the video with the four I's to be really helpful in understanding the various interconnected forms of oppression. It is something I not only want to use as a tool to self-reflect, but could also see being helpful for students.

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In the aftermath of this workshop, I keep coming back Dr. Sealey-Ruiz's words about leading with love in all of our work with students. I am really fond of most my students and genuinely enjoy getting to see them each day at work. There are definitely some students who are harder to love than others, but one of the things I love about teaching is that you come to know that even the students who may initially seem disrespectful or disengaged have a lot more to them than meets the eye and you can find things to love. I'm not sure how to make the critical love piece present in my work as a substitute teacher, however. I sub on Fridays, and when I'm in a classroom with students I've never met before (and may never see again) and one of them is being rude, it's very hard for me to "love" that student. Has anyone had any experiences finding this compassion and love for students while subbing? I think what I'm realizing is that, while critical love should be our automatic approach whenever we interact with children (or anyone, for that matter), it's more realistic to say that we develop critical love through ongoing relationships with our students in which we build knowledge of them over time.

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I loved this workshop, and am thrilled to be in Dr. YSR's seminar this semester. Among the many things I appreciate is the acknowledgement that teaching presents the invitation and opportunity to grow spiritually --- and accepting that invitation and following through on that opportunity not only makes you a better teacher, but also gives you a prism or lens through which to interpret and process the difficult things you will see and do, and maybe to avoid cynicisim, despair, and burnout.

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After our Zoom Meeting had ended, I was still thinking about Dr. Sealey-Ruiz's question about "what type of ancestor will you be?" At first, I thought about how motherhood (much less being an ancestor) seems like a far distant journey. I pictured my descendants sharing stories about me-hopefully about me being kind or funny and not a cranky old lady. My thoughts then turned to my ancestors and their everyday problems. This little thought exercise quickly became one of gratitude and mapping my goals. It wasn't until much later, that I considered how teaching might affect my role as an ancestor. I might not have children of my own anytime soon, but I hope to start my teaching career next year. Dr. Sealey-Ruiz's question has me thinking about what kind of presence I want to be in the classroom, school building, and community. Thinking about the impact we wish to make on our students will allow us to direct our focus in curriculum and everyday interactions with students. Adopting Dr. Sealey-Ruiz's practices of grounding oneself and love will be the first step in becoming the ancestor I wish to be - for students and direct descendants.

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This workshop heavily focused on how we as individual participants and future educators will help shape the next generation's understanding of identity and socio-political comments. Many conversations from the workshop revolved around the impact of teaching on one's role as an ancestor. The exploration begins with reflections on the question, "What type of ancestor will you be?" and delves into considerations about motherhood, gratitude, and goal-setting. The discussions then shifted to how teaching influences this ancestral role, emphasizing the importance of being mindful of one's presence in the classroom and community.

Another key aspect discussed during the workshop is the significance of teaching with love and compassion, starting with self-reflection or the "archeology of self." Creating an open and loving environment within the classroom is highlighted as a crucial step in providing all students with the opportunity to comfortably learn and flourish. The acknowledgment of each student's unique gifts and abilities is seen as vital in instilling confidence and providing the necessary tools for success.

In essence, last week's workshop emphasized that the way one teaches can contribute to shaping a positive and empowering legacy for future generations, not only within the classroom but also within the broader community. Adopting practices of self-grounding and love in teaching is identified as a fundamental step in becoming the kind of ancestor one aspires to be for students and direct descendants. All discussions, both in the 1-1 breakout rooms and group sessions came from a place of love, which heavily helped create an environment of peace and understanding in case there were some form of disagreement.

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I really appreciated Dr. Sealey-Ruiz during this workshop, both for creating a safe space for us to dig deeper into the self, and for reminding us about our roles as educators to a very diverse set of students. I've been really nervous starting at my second placement school, not because I don't think I can do it, but because I'm worried that I won't be able to make my students feel seen. I'm a rural Colorado kid, and while I loved growing up there I definitely wasn't exposed to the multitude of cultures, races, and peoples that make up this awesome city. I worried that since I couldn't relate to some of my students, I wouldn't be able to give them the proper respect (through understanding) that they totally deserve.

It's been a while since I've done exercises in the excavation of self (last spring with Marcel), and sitting with y'all and Dr. Sealey-Ruiz reminded me of the importance of being a teacher-learner. As a new teacher, I've adopted the classic teacher societal stereotype that I need to project the vibe that I need to "know everything" so that my students can trust in my ability to teach them. Silly, I know, but it gets to me sometimes. When it comes to culture or life experience (especially in a new city), its impossible to know practically anything about their experience. I was reminded during our lesson that I should be opening myself up to my students as a student, and give them the proper respect (through listening) that they TOTALLY DESERVE!

I feel like I knew this deep down, but I really needed a reminder of all of this after the pressure filled first week of student teaching. Very grateful to have had this workshop and to have revisited the excavation of self.

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I absolutely loved Dr. Sealey-Ruiz’s workshop and was so moved by not only the content of what she was saying, but her approach to teaching. Her presence was so affirming of the impact of teaching by leading with love, even in a one time workshop. It struck me that although Dr. Sealy-Ruiz didn’t know most of us, she radiated a sense of familiarity and safety. Because of this, I felt that the powerful and serious nature of her workshop was so beautifully balanced by a lightness of encouragement. Embarking on things as significant as a sincere reflection on and questioning of one’s biases, a lifelong archeology of self journey, and developing our personal pedagogies to best support and affirm our students experiences and needs can all seem incredibly daunting, and yet, somehow Dr. Staley-Ruiz made these journeys seem so much more approachable.

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This workshop is a soothing and rewarding one. With Dr. Sealey-Ruiz’s guidance, I not only refreshed and reflected on myself but learned how to care for my students in the future.

I really like the idea that everyone should keep arts in your life that give you comfort and inspiration. I think it doesn’t have to be arts, just any small habits of your own that can make you relaxed and refresh yourself. I remember a teacher in my middle school once told us, if you get stuck while writing or doing math, stand up and walk around instead of just sitting there thinking, you will get some inspiration. I will definitely encourage all of my students to find a way of relaxing for themselves in the future.

And the 4 I’s of oppression and the differences among equality, equity and justice also inspired me a lot. It can be a good lesson to teach for our students to not only get success in schools but also be a person who can make contributions to his/her own community as well as the society.

In the end, what I will keep in mind is Dr. Sealey-Ruiz’s words that education is about possibility, hope and joy. This is really a valuable lesson to learn.

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I was moved by the video of the toddler echoing stereotypes. I like this example because it speaks volumes about how critical consciousness of ideology is so important in any culture. It is in the water. On a more positive note, I also appreciated the meditative introduction to the workshop. I think I want to try to adopt that kind of approach in some lessons and see how it goes in my contexts. I think it could be a good practice, especially when dealing with difficult material, but also in general.

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It’s always a privilege to learn from someone like Dr. Sealey-Ruiz. Her understanding of education is one that is not only intersectional, but based in love. I get the chance to work around people who have a deep compassion for students that expands beyond their role in the classroom as real people. I spent time during this workshop thinking that while I may know that, it is my job to translate that care to the students. As an educator, it is not always easy to cater to students who may have vastly different experiences than me. More importantly from the student’s standpoint, it can be difficult for them to find trust in me. In my role though, I don’t always necessarily have to understand - I just have to care. I think about my own experience as an adolescent; one where I was always concerned with how people perceived me, and always trying to get people to “like” me. The last thing I would have wanted was for some adult to have resentment towards the kind of person I was. I translate this into my practice by treating every student with love. There are so many more frustrating things in my life that are out of my control, and to focus energy on having some sort of anger held towards a student is wasteful. The impact I want to have is much deeper.

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As we talked about the approach toward not only teaching, but also thinking, with love, I also thought about the level of care that went into presentation. The allowance of time to meditate blindsided me, but also got me thinking about something that I hadn't done in a long time at home: my posture. Sure, I think about it while I'm outside and doing work, but if it's something I don't worry about when I'm alone, what does that say about my thoughts on it? At the same time, Dr. Sealey-Ruiz told us to "drink water" -- another unexpected but quick aside, with an unspoken importance that many of us are likely forgetting. Though I'm double-dipping into my survey a bit, I would still like to make the comment to everyone here: if there was a one-answer solution to teaching, it wouldn't be so important to have great teachers. I asked a question to Dr. Sealey-Ruiz, and she gave much thought while not providing a hard answer for what to do. "There is no substitute for time," she said. You have to learn the students, and learn yourself. That was a fantastic statement-- it manifested promise, not pressure, to do better.

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I so enjoyed Dr. Sealey-Ruiz’s workshop. I was so struck by her genuine presence and desire to be there, and speak to us. Her inclusion of meditation made me consider how little I give my students time to pause and look inward, and really made me reflect on the importance of meditation (in various forms) in the classroom. The questions she posed to us were critical without being harsh, and I could definitely see myself asking my own students similar questions. As teachers, it’s so important to always engage in a consistent practice of self-reflection, and I appreciated her making that process more concrete. I work at a school that unfortunately does not prioritize SEL (+ has no non-academic time in the day), and her reminder that students cannot learn until they feel loved and cared for felt so poignant. As educators, it’s so essential that we give all our students the dedication + care they deserve.

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Dr. Sealey-Ruiz's practice was evident during every moment of this workshop. She welcomed us into her intersection of pedagogy and self-archaeology. Though I am aware of an inherent love in all of my teaching, to mindfully claim that love as a center of pedagogy feels hugely meaningful. Framing accountability and equity through love is one thing; understanding that love must incorporate and encapsulate those things is another. Love is accountability, equity, racial literacy, self-acknowledgement, and active transformation. I am reinvigorated to imbue all of my relationships with my students with this active work - to not love passively, but with constant reflection, excavation, and learning.

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I really appreciated Dr. Sealey-Ruiz's reminder to lead with love in our teaching - Sometimes it's hard to imagine all of the theory we work on in actual practice, but I felt reassured at how personal Dr. Sealey-Ruiz was able to make the bigger theories feel by tying them back to our human connection with our students. I think going forward, I'm going to try and pay more careful attention to the minutiae of my days and the potential for expansion in those moments. I want to try and get better at working from the small to the big rather than feeling like I'm somehow artificially imposing the big ideas on the small

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Dr. Sealey-Ruiz's emphasis on love and humanity really resonated with me. I appreciated that she spoke to us not just as educators, but as members of the TC community who have a commitment to understanding and addressing the issues that plague our schools. Teaching is a labor of love, and we do our students a disservice when we forget that. We need love in order to build trust and equity within our classrooms and communities as it allows us to truly understand ourselves and our students. Though this might sound simple, it’s much more difficult in practice. That said, I hope to always be committed to love as I continue my teaching career so that I can give my best to my students.

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I found this workshop enlightening even as I finish up my third year teaching as it reminded me of why I teach. The discussions of power brokers within a school and how to adjust to the ideologies and culture of a school even when it doesn’t blend with your own personal philosophies really helped contextualize that this is just a part of the line of work. Sometimes things will be perfect for you and others will push you to grow as a professional and as a resource to your students. Leading with kindness and empathy are the best way to teach and finding the nerdy aspects that make you passionate about the content are then accessible to the kids because your passion makes the content interesting.

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This workshop was extremely inspiring and eye-opening as an educator. I left this workshop feeling empowered and fueled with overall great vibes. I appreciate Dr. Sealey-Ruiz's approach to teaching. The archaeology of the self is a concept that I want to explore further as I progress throughout my teaching career. Surely, this is a concept that is ever-changing and will continue to develop. When engaging in self-reflective practices, I believe teaching becomes more effective as teachers are pushed to become a better version of themselves for their students. Overall, I considered the important aspect of teaching with love and understanding as this ultimately promotes practices of empathy (which is crucial for the teaching of English). All in all, I hope to translate these concepts of effective teaching into my own practices to ensure that the impact I aim to have on my students is effectively communicated.

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This was a workshop with an emphasis on healing, both oneself as a teacher and others as an educator. Dr. Sealey-Ruiz did well to try and center us, as well as make us aware of how we want to teach. I've always been about making sure that my students have a comfortable environment, but I always put that idea in the frame of "as comfortable as they can be in a school environment." But in order for them to truly learn, they need to be able to do it with all of the tools available to them, and to ensure that I as their teacher, break down whatever barrier are needed for them truly succeed and value what Iteach them. The Doctor did well to ask us how we fit in to the often oppressive system, and I for one will look at ways in which I can do better; starting by helping them find ways that they can reflect on their lives and find the love for craft, as well as themselves.

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This workshop warmed my heart. As teachers we often make sure everyone else is okay before we check in on ourselves. But I know how it feels to be depleted for too long, and it comes back to bite you in the long run. Making sacrifices to nurture others can be admirable but, not when it borders on self-abnegation. I really appreciate how Dr. Sealey-Ruiz emphasized self-love and self-reflection as a part of her teaching practice as opposed to something that happens outside of work/the classroom. I think it's helpful to reframe activities that nourish the self as part of the work.

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Firstly, Dr. Sealey-Ruiz had such presence, so palpable through the screen of my computer. That's no small feat and speaks to the effectiveness and power of her methodology. Her encouragement towards therapy has been the push I needed to recommit to the practice. For Dr. Sealey-Ruiz, mental wellness isn't a buzzy phrase, but something that we can work towards through clear, regular strategies. This is true for her use of the word "love." Since beginning at TC, I've eavesdropped on teachers around my neighborhood who seem to lack the necessity of love. Though love comes fairly naturally, the concept of "radical self-love" is a new one, and one that I could work on practicing both pedagogically and personally.

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I liked how Dr. Sealey-Ruiz started with a meditation and set the tone for her workshop. It felt like I was doing more than just sitting back and listening. Her ideas about critical self love have inspired me to take time to reflect on what happened in the classroom each day and to take a break for myself. I want to translate her ideas to my students by providing more opportunities to share parts of themselves in the classroom while setting a tone of respect for everyone to follow. I love seeing students' personalities come out once they feel more comfortable with me as their teacher and I believe this happens once they know I want to get to know them and love them for who they are.