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I learned that as a teacher it is my responsibility to work for my students and make their learning the top priority, not reaching a certain chapter before the exam. In doing this I must take the time to get to know them so I can properly teach them and ensure that they will be represented in what I teach them.

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My key takeaway from this assignment is that there is a lot of bias and stereotyping in the school system that make students of different backgrounds feel unseen. It is my responsibility as a teacher to ensure that the material I teach is not biased. I have to apply different teaching methods that allow for all students and all cultures to be represented in the classroom so I do not create a bias in my students.

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It is incredibly important to represent and celebrate all people and cultures in the classroom. The story of the Native American teacher's perspective on thanksgiving opened my eyes to the fact that we only learn that from a white perspective. We need to open the curriculum to represent all students.

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My most important "take away" from this article is that, as an educator, it is important to get to know the students in your class, and to know the education habits that they have that suits them the best, and the ones that hurt them the most. By understanding this background, as well as the culture of the students and setting I am teaching in, I can further foster a welcoming, positive environment for my classroom while also combating negative stereotypes and biases that may exist around me. If I am able to better understand my surroundings and the way in which the students and community "operate" I can be a better ally overall, and more understanding of how us as a school community can overcome these stereotypes.

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I learned how important it is to make yourself aware of the home situations of students. The example of the young boy struck me because he was certainly intelligent enough to understand the concept, just not in the way it was being presented.

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There is a lack of multicultural education in schools. Curriculum nowadays can be fairly "whitewashed," leading to misrepresentation of other cultures, or a complete absence of representation. It is important for educators to teach their students the different perspectives and beliefs, and also understand them themselves.

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One fact that I learned about child-defecit assumptions is that teachers have to go searching for the true potential that each of their students holds. For many, it is easy to assume that students are just inherently "good" or "bad", but having an educator go out of their way to find the potential in tach of their students is an important tool for their classroom overall and each individual student to thrive.

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Teachers can sometimes neglect cultural differences in their community. They may view something that is typical for a family to do as very out-of-the-ordinary and in turn, penalize the student in some way.

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One fact that I learned about invisibility was that it can hurt the students in the minority group. Before this, I had never really considered the fact that Native American students in school's felt like Thanksgiving was a frustrating time. I know the history surrounding it and understand why the ignorance surrounding a student would hurt them, but up until this point I never considered how learning about the positives of the holiday in schools every year would make them feel. It just furthers the point that colorblindness is a negative in schools.

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Students with different cultural backgrounds have stereotypes attached to them that can lead to educators giving more or less attention to them.

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I never knew that Asian American students were given less attention and instruction in the classroom all because of a stereotype. This is completely unfair as all students should be acknowledged and assisted based on actual need not ethnicity.

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One thing I found particularly interesting about the stereotyping section is that Asian students are sometimes overlooked due to the fact that educators assume that they are "perfect" students and do not require one-on-one attention, which can hurt the student in the end.

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I found it concerning that differences in home culture and school culture can lead to student's abilities being misjudged. This made me think of how ELLs might be considered 'less intelligent' but this is absolutely untrue, it is simply a language barrier.

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One thing that I learned about the cultural clash between students and schools was that student success can sometimes come as a result of the way in which the teacher runs the classroom in a physical way. By this, African American children thrive more in an active classroom, while a stationary classroom would just harm their education. This could be seen as a clash because the culture that African American students were raised to be a part of is more active than the typical classroom.

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My biggest take away from this reading is how important it is to understand the background of your students. This can be done in many ways and if it is not a trait a teacher has then it often leads to missed opportunities for minority students.

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Often times cultures are overlooked by the rest of the population by not thinking about the culture from their perspective.

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One thing that stuck out to me in this section was the quote "teachers cannot hope to begin to understand who sits before them unless they can connect with the families and communities from which their students come." Often times teachers do not take this into account and group poor and culturally diverse students into a section that is not as challenged as other middle class white students.

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One thing I learned about ignorance of community norms is that teachers often look past the surface behaviors of the students and the meaning behind the parents intentions. Not being familiar with other people often leads to people making assumptions about them which are often times not true or can be misleading to who the person truly is.

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one thing I learned about child deficit assumptions that lead to teaching less instead of more is that knowing the background of your students is very important in a classroom environment. The example that stuck with me was the 7 year old boy who was the family caretaker. The teachers thought the boys had to be placed in special needs classrooms but he was not being taken care of properly at home which lead to his school struggle. Without this information, the teachers would not have known better.

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One thing I could use is to not make students feel invisible. In the music classroom, it is easy to recognize other cultures by using their music. This will make the student feel recognized and represented within the music classroom. Using mostly Eurocentric music can be daunting for people of different cultural backgrounds.

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One thing I learned is that sometimes University teachers are not prepared to teach in the culturally diverse 21st century. This can reflect on the soon-to-be teachers who are their students. Being prepared in the 21st century to teach means that every teacher must be culturally aware and ready to teach a multitude of different students.

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I learned that often times a child's cultural behavior in addition to a teacher's stereotypes can lead to a student not receiving appropriate instruction.

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Sometimes people see being colorblind as being a good thing. However, this makes the student invisible and does not take their culture into account. this will make the student think that they are not worthy and they just blend in with everyone else and that their culture is forgotten.

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What I learned about the cultural clash between students and school was that often times behavior that is expected at home often conflicts with the "norm" behavior that is expected at school. This is partly due to the style of language used in homes and classrooms.

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The cultural clash between students and school is very apparent in the classroom. Sometimes teachers do not take into account a student's culture that will affect their behavior in the classroom. Teacher's have the tendency to pass by Asian students because of their quiet mannerisms. We need to take into account culture and differentiate our teaching to suit those cultures.

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I learned that s typical stereotype of an African American girl is that they get rewarded for nurturing behavior while white girls get rewarded for academic behavior.

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I found the cultural use of language to be quite interesting because it is something that I have noticed throughout my career as a student. The response teachers have to non-standard forms of English should be more encouraging. In the example with Marti, the second grade teacher asked her to tell her story using proper Standard English. It isn't often considered that the way African-American students speak or write is actually a sophisticated form of literacy. The intention is to place an emphasis, it does not show a lack of intelligence, as is often misconceived. This level of understanding is not met by standardized tests and is therefore unfair to the students who have a specific language culture.

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While we know that all students can learn, it is common for teachers to already believe that some students will perform worse than others simply due to an outside circumstance, such as socioeconomic status, cultural differences, and single-parent households. When teachers assume deficits in their students, they are preventing their students from reaching their true potential. Instead, teachers must teach to their students’ strengths.

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I found it heartbreaking that many students feel as though their culture or race is invisible. As children, it is already common to lack confidence, however, no student should ever have to feel bad or even just not proud of their heritage. The article specifically mentions that black children may refer to doing well in school as “acting white.” Children need more representation of people who look like them doing great things to prove to them that they are all brilliant and that they should be proud of who they are.

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My main takeaway from this article is that in order to have success as a teacher in any given community, I need to take the time and make the effort to understand the culture of that community. This will not only benefit me, but also my students, and their families, who will not build up resentment or frustration against a teacher who is not understanding them or their child, or even worse, teaching them conflicting actions/behaviors/ideas.

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One thing that I learned in this section is how a disconnect between teachers and their community can turn situations that do not need to be hostile or tense into incredibly charged and confrontational ones, if both sides are unaware of the other's point of view. An example of this would be the Latinx parents not wanting to leave their students on the playground with aides.

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I learned that teachers are not exposed to the background and stories of all of their students. The article stresses that teachers must connect with the families and communities of their students in order to be successful. Teachers who refuse to do this may need to look deep within themselves to resolve any sort of beliefs or attitudes that are not just.

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I learned that many of the issues in this area arise from the fact that teachers are often not educated in a way that celebrates students of different culture and socioeconomic classes, as they are often taught that with lower income families comes increased failure, and these teachers look for failure rather than success in said students.

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The main takeaway for me is that teachers have a job to not just teach the material, but to provide a welcoming, culturally-inclusive environment for all students. Even learning about the communication strategies about different cultures is not enough. Teachers must establish a fondness for all students and recognize the brilliance that each of them holds within. If a teacher cannot do as much as recognize the potential of all their students, they cannot effectively teach. In the virtual classroom, I could use this information to guide me in using culturally responsive teaching strategies as well as really getting to know all of my students and listening to their needs.

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From this article, I learned that the cultural class between students and school is acute, real, and simple on the surface: the things that students learn at home as normal, expected, and polite, are often punished at school. For example, Asian children are often taught to be quiet and studious, so the teachers often neglect them. However, this outward appearance of composure is not necessarily reflective of their comprehension, but more of their culture.

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I found the example about Native American culture prohibiting speaking for someone else particularly interesting and profound. What is internalized as manners and acceptable conduct ends up penalizing and hindering them in school, if teachers are not conscious of this norm and alter their grading system or lesson accordingly. Thus, the Native students will appear as though they are struggling and having the most difficulty learning the material, which may not necessarily be true.

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One fact that I learned abut child-defect assumptions that lead to teaching less instead of more is teacher often have the tendency to assume defects in students. Instead teachers should be locating and teaching to students' strengths and skills. I feel like this also a tendency since in human expression to focus on the bad before the good. Focusing on strengths will also promote students' self confidences about their learning and achievement levels.

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The cultural clash between students and school present themselves in different ways. The different languages and interactional patterns that children learn at home or in their community might differ and cause misreading of students' intent or abilities in school. Another way it is seen is through how the discipline and method of instruction that the teacher uses does not align with the student's home life. Teachers and students need to be aware of this clash to prevent it from starting conflict or unnecessary tensions that could be resolved through raising questions about conclusions and being socially conscious.

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One thing I learned about the ignorance of community norms is how parents and teacher often clash from not being aware of community norms.  Their expectations of how things should be run or function can lead to dramatic and increased conflicts in schools.

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One thing that I learned about Stereotyping is how a primary source of it comes from teacher education programs themselves.  Teachers are often taught that poor or colored students should be expected to achieve less than others which influences how teachers expect certain things from different students based on that assumption, which is negative.

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As a teacher my biggest takeaways from the article that I could use in my present virtual connection with students is to take into account is students' motivation. The article discusses how little students often think they can achieve verses their actual potential. I will try to show students that while school is often difficult and college seems like a far off goal it is achievable. I will share personal anecdotes from my own life to discuss with my students this way they have more encouragement and feeling more connected to me in general.

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My biggest takeaway is the importance of understanding people. Often times, we do not take the time to talk to others about their lives. When we fail to take the time to learn about others, we fail to understand why others take the actions they do, and preform in school in a specific way. By learning about others, we can learn better ways to teach individuals, and learn to connect with their families more. I believe that by taking the time to sit down and talk, we can all learn to understand each other and benefit.

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I learned about how teachers are not exposed enough to the stories of teachers who make a true difference in the lives of students. It is important for teachers to learn about these scenarios so that they can be implemented into the classroom. As a future teacher, I want to learn how to make a positive impact on culturally diverse and poor students. Although it is important to learn what doesn't work, it is equally as important to learn what does.

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Often times, people forget to take others into consideration. We forget that we do not all celebrate the same holidays, or that certain topics may be offensive to a culture. Martha's story about Thanksgiving reminded me how important it is to take other's culture and background into consideration when talking about holidays or other events in life.

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This portion of the article showed me how ignorant teachers can be to situations. It is not for a lack of not wanting to learn, but not knowing how to understand others. For example, the teachers did not understand why the Latino families would bring their children in early to the classroom. The teachers failed to get to the root of the issue and understand that it was because the mothers wanted to feel that their children are safe by bringing them inside early. It made it apparent to me of the importance of taking the time to talk to families and ask them about their culture, in order to gain a sense of how some parents may act in the classroom.

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One thing that I learned is how stereotyping causes individuals perception to differ from the reality of the situation. I though it was interesting how Cathy was perceived to be a very good at school and did her work perfectly when in reality, she was struggling but did not realize because her teacher did not come over to ask her how she was doing with the work, and she ended up getting it wrong. This is just one example of how stereotyping can hinder a child's education. This portion of the article has shown me how important it is to make sure that teachers do not stereotype children, and we make sure that we are giving equal attention to all.

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The most important "take away" that I got from this article is that it is extremely important to get to know your students and their cultures. You can never fully understand a student if you do not know them. Teachers should form connections with their students that allow them to provide what each individual student needs to succeed in the classroom. I can use this in my virtual connection with students by getting to know my students and understanding their various cultures. This may be difficult in a virtual setting, but I will do my best to form connections with as many students as possible so that I can understand them as individuals and determine how I can help them learn and succeed.

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One thing I learned about addressing the problems of educating poor and culturally diverse children is that there are negative effects of teacher education programs on how teachers teach their diverse students. Teacher education programs generally only teach about the failures and deficits that often are associated with culturally diverse students. Future teachers are not often taught about the successes that some teachers have experienced regarding teaching their diverse students. This leads teachers to have extremely low expectations for their diverse students which simply promotes the failure that they expect. I found this interesting because I never thought about teacher education programs being to blame for some of the problems in the education of diverse students.

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One thing that I learned about invisibility is the harm that it can bring to children of various minority groups. Children may not feel as motivated if they do not learn about the successes of people who look like them. Another problem with invisibility is the idea of color-blindness. Some teachers find it appropriate to act as though they do not see race. This harms children because then their culture and race, which makes them who they are, is ignored and not appreciated as it should be. I think that it is important for teachers to celebrate the diversity in their classroom, not to ignore it.

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One thing that I learned about stereotyping is that stereotyping can create unhelpful environments for some students. When teachers have preconceived notions about their students they could potentially treat them in different ways. Stereotypes are not facts and they should not be treated as such. Teachers should not bring any assumptions with them to their classrooms and they should get to know the students as individuals, not as their stereotypes. 

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In some circumstances, there is a clash of cultures between students’ home environments and their school environments. This clash may cause teachers to conceive false notions about their students. They may feel as though some students are acting out when in reality their home culture encourages loud and outgoing behavior. In order to ensure an equitable classroom, a teacher has to understand their students and their home environments so that fewer students are misunderstood.

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Being a remote student myself, I have found it incredible how I still feel connected. The participation is still encouraged and the hybrid model makes it nice to see new faces each day. As far as my classroom goes, I aim to learn as much about my students as I can from hearing their words and stories-- as body and face language isn't really an option right now. I think it is important to show compassion and patience online as well because it is really nobody's ideal situation.

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It was sad to digest the first line of this section: "we say all students can learn, but most of us don't believe it". I found it interesting that it was mentioned how education students are flooded with negative thoughts about their future students, while here at Salve, I feel equipped and positive to handle whatever students that are in my class. Perhaps that is my optimism showing, but I seriously am questioning the first line-- and I wonder if anyone else felt the same??

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I was really interested while reading this section of the article. The first thing that came to my head was: if we have so so so much knowledge on educational theories and child cognitive development... why do some teachers STILL rely on stereotypes to get a baseline of how their students will perform in class??? It is kind of frustrating, as I am sure it is to many other educators who spend multiple years of their life devoted to analyzing, helping, and inspiring students.

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Culture clash needs to be avoided at all costs in the classroom, in order to provide the most equitable and influential education possible. It is understandable and acceptable to not fully understand someone else's culture. What is NOT acceptable is to make harsh judgements or assumptions about the students' views, home life, level of intelligence, or financial standing. A professional and culturally responsive educator would be quick to study the students behavior and research their culture -- rather than going off of biases/ societal norms.

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The must important takeaway I learned form this article, is that while many teachers may have good intentions, they often treat multicultural students inappropriately. I learned how important it is to listen to the ideas/ experiences of community members and those with different cultural backgrounds than me. I can use this in my current connection with the students by making sure to see color and listen to the students. I can try to learn from these students by talking to them about their lives and experiences in and outside of school.

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I learned that many schools have attempted to institute "parent training" programs for poor parents and parents of color. These programs have good intentions, but can are only useful when educators understand the realities with which such parents must contend and why they do what they do. Teachers are often appealed by what they see of poor parents, and most do not have the training or ability to see past surface behaviors to the meaning behind parent's actions.

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I learned how it can be beneficial to bring parents and community members into the university classroom to tell prospective teachers what their concerns about eduction are, what they feel  schools are doing well or poorly for their children, and how  they would like to see the schooling changed. This is important, because many teachers do not realize the mistakes they make in regards to culturally diverse students.

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One fact that I learned about Invisibility id that "the problems we see exhibited in school by African-American children and children of other pressed minorities can be traced to this lack of a curriculum in which they can find represented in the intellectual achievements if people who look like themselves". I found it interesting that even with well-intentioned educators, children can become invisible.

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I learned that cultural/ racial stereotyping in the classroom can cause students such as Asians, blacks, and Native Americans. etc, not te receive the proper attention/ instruction that they need.For example, the text refers to an Asian American student who is struggling academically, but because of her behavior and look, the teacher does not think this student needs any help. I was surprised to find out that a primary source of stereotyping is often the teacher education program itself. In these programs, teachers learn that poor students and students of color should be expected to ache less than their "mainstream" counterparts. This surprised me, because I feel like the Education Program at Salve makes sure to prevent this.

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As a teacher within a multicultural society, it is essential to understand your students perspectives. This not only includes understanding their personal home or community background, or culture, but also how they perceive you, and how you demonstrate a true respect for their individual thoughts and educational potential. This aspect is highly dependent on how well you are able to understand the differences between their culture, the school culture, and your own culture. 

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Teachers and students must be aware of, and understand multicultural perspectives, so that they are equally appreciated and respected within the classroom. Without this happening, culturally diverse students may not be able to “see the brilliance of their legacy,” but instead compare themselves to their culturally normative white peers (p. 177). It is even more important to never render a student “invisible” by ignoring, or making their unique background seem unimportant. Ignoring a student’s identity is to ignore their intelligence, potential, and achievement.

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Teachers may not always understand or realize the realities that some of their students’ parents’ face, and their resulting behaviors. Parents will not always be universal in how they are able to show care for their children, but teachers might respond to those who do not reflect their own belief in childcare as if they are incredibly negligent and inappropriate. It is important to understand the perspective of your students’ parents or guardians, perhaps even to be able to respond to any subsequent problems which the student is facing. 

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A teacher’s expectations for students, if based on a stereotypical understanding of their background, can lead to the teacher overlooking student potential, and instructional or environmental needs. In the example given about Cathy, an Asian-American student, the teacher makes the assumption that Cathy does not need any help understanding the material, based not only on her quiet and focused behavior, but also her ethnicity. The teacher generalizes that Cathy, her other past Asian-American students are naturally good students. These assumptions and subsequent inattention, results in Cathy not receiving the instruction that she needed, as her demeanor was not an indicator of her actual understanding of the material.

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Culture influences many aspects of a student’s success in the classroom. Teachers who do not understand the differences in their students’ interactional and language styles do not provide the appropriate instruction or environments to help realize their real potential. Because of this, teachers may misread their students’ actions and performances in the classroom as behavioral issues or knowledge deficits. 