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"The longer teachers teach, the better they are at their practice. That practice may serve to empower students or it may break the students' spirit. That decision belongs to the teacher" (Emdin 207).

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"The longer teachers teach, the better they are at their practice. That practice may serve to empower students or it may break the students' spirit. That decision belongs to the teacher" (Emdin 207).

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This quote speaks volumes about how much of an impact that an educator can have on the lives of his/her students. The environment and ideology that one employs in his/her classroom means everything to how students perceive themselves. The attached video/article exemplifies this idea by illustrating how one teacher chose to give his special education students a voice when he could've just as easily let them internalize that all they would ever be to anyone is a disabled person. Giving these students a voice makes them feel important to their community, and it also gives them the courage to explore what the world has to offer.

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"Planning for your lesson is valuable, but being willing to let go of that plan is even more so. It is only on the path away from where you started that you can get to where you want to go" (Emdin 207).

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"Planning for your lesson is valuable, but being willing to let go of that plan is even more so. It is only on the path away from where you started that you can get to where you want to go" (Emdin 207).

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It might be difficult to accept that your lesson is taking a turn from where you expected/wanted it to go, but this might be necessary for the topic to become meaningful for your students. I know how unsettling it can be when things don't go according to plan, but if you're able to shake that feeling you might be surprised at the outcome. I feel that the image below describes this concept well, because as your lesson "rolls down the tracks" it can sway in many different directions, and even though you might not have an idea of where the tracks are leading the "train" will end up wherever it is meant to go. However, something that you have to think about is: who are you going to let the conductor of the train be?

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"When they can code switch with fluency, and appreciate why they do so, they enter new social spaces with a comfort and courage that taps into their cosmopolitan ethos" (Emdin 183).

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"When they can code switch with fluency, and appreciate why they do so, they enter new social spaces with a comfort and courage that taps into their cosmopolitan ethos" (Emdin 183).

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Although this Key & Peele video somewhat exaggerates what it means to code switch, it does provide for a good example of what code switching is. Basing your language and gestures on the personal connections (or lack thereof) that you might have with an individual is very important when learning how to be an integral part of society. Knowing when it is appropriate to act a certain way is vitally important, and this could be with regard to culture, prestige, age, and many other determinants. Knowing why you code switch is also very important to the process, because if code switching didn't have a distinct purpose, there would be no need for it.

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"Within [this model of schooling], successful teaching becomes a process of creating students who look and act like white affluent prep school students, and both teachers and students are rewarded for being able to wipe out any hint of their neoindigeneity" (Emdin 177).

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"Within [this model of schooling], successful teaching becomes a process of creating students who look and act like white affluent prep school students, and both teachers and students are rewarded for being able to wipe out any hint of their neoindigeneity" (Emdin 177).

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In all honesty, is it really necessary to make students conform to a certain ideology when it differs greatly from their cultures/beliefs? And for what purpose? Because it's always been that way? The definition of insanity is doing something over and over again and expecting different results. Therefore, is it not logical to say that forcing students to conform to the "white affluent prep school" image is insane? It seems founded in ignorance to me that we should have children conform to standards that turn them into people who they are not. Furthermore, the students who go against the grain and refuse to conform to this image are labeled as insubordinate or "trouble kids", when they could simply be wanting to hold on to their culture. If that is such a crime, everyone in the world would be guilty, because the basis of culture is that it is who you are.

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"I then make the point that students must be taught to become code switchers, social chameleons, and instigators/catalysts of the new norms in the world through the development of new and powerful hybridized identities" (Emdin 176).

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"I then make the point that students must be taught to become code switchers, social chameleons, and instigators/catalysts of the new norms in the world through the development of new and powerful hybridized identities" (Emdin 176).

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Understanding hybridized identities can be quite difficult because things can get a bit foggy with this concept. However, the easiest way to think about it would be in relation to your responsibilities. What are your responsibilities as a student? An employee? A son? A daughter? A grandchild? The list goes on and on. The list grows even further when you think about how the concept can be extended to race, social class, and countless other contexts. The following article talks about how this concept can be partially fluid and partially solid and also the fact that within individuals there can be aspects that are almost the same, but not quite. It is interesting to see the ambiguities that are involved in this concept, but also the fact that there is a definite need for these lines to be blurred.

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"The question is then, how are youth expected to truly engage in the classroom when even the physical structure and aesthetics of the places where they are supposed to be learning are the same as those in places where they go when they have been arrested? (Emdin 170). 

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"The question is then, how are youth expected to truly engage in the classroom when even the physical structure and aesthetics of the places where they are supposed to be learning are the same as those in places where they go when they have been arrested? (Emdin 170). 

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This quote speaks volumes to me because it is so easy to get frustrated when students aren't engaged, but how often do we think about changes we can carry out to make the environment more engaging. I have seen a documentary about the "Elementary to Penitentiary Pipeline" and I remember being appalled at some of the things that students were in so much trouble for. It seems that the idea of treating kids as an individual before treating them as a student has gone out of the window in situations like this, because not only are these children not treated like the future of our nation, they are not even treated like students. In some instances these kids are treated like convicts and an idea of guilty until proven innocent prevails.

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More information at: https://www.aclu.org/school-prison-pipeline Kyle Thompson likes playing football, playing video games, and hanging out with his friends. He's also been under house arrest since last March and barred from school for six months. Why? His teacher wanted to see a note he had written, and she tried to take it from him.

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"The role of the educator is to utilize artifacts like graffiti and phenomena like fashion consciousness to invoke an emotional connection to the classroom" (Emdin 167).

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"The role of the educator is to utilize artifacts like graffiti and phenomena like fashion consciousness to invoke an emotional connection to the classroom" (Emdin 167).

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It is important that educators are  willing to incorporate elements of their students' culture into the classroom in whatever way possible to make emotional connections. As long as these elements aren't against school policy or too controversial, the teacher should step out of his/her comfort zone for the greater good of student understanding. The image below illustrates how artifacts like graffiti can be used to convey messages that are helpful to education in general. The true beauty of carrying out things that might be unorthodox with regard to education is that you never really know what the outcome will be. The fact of the matter is that you never know until you give something a try. This is somewhat of an elusive idea, because your connections with a group of students will more than likely be specific to that group. Just because you try something out that is relevant to your students and it pans out beautifully doesn't mean that you can recycle the activity for use with future groups.

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UK - London - Graffiti of Minister for Education Michael Gove MP

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Graffiti carricature of Minister for Education Michael Gove MP at the Undercroft, skateboard area at the South Bank. London, UK. The slogan being painted reads Stand up for education.

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"The elders understand that the youth are pawns in a game to fatten the pockets of those who profit from their divisions, as well as their academic underachievement" (Emdin 152).

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"The elders understand that the youth are pawns in a game to fatten the pockets of those who profit from their divisions, as well as their academic underachievement" (Emdin 152).

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It is terrible to think about the fact that youth can be considered as capital in a ploy to benefit outside organizations. The school as an institution has a lot of power in determining the future of our youth, and it is heartbreaking to know that students are sometimes labeled as "going nowhere" or "bound to end up in a jail cell". In all honesty, when educators and administrators give up on these students in this manner, they are all but sealing the students' fates. It is absurd to me that all students would not be treated with the same opportunities, but unfortunately I know this is not the case. Until each student is encouraged and uplifted in a manner that lets them believe that they can be whatever they want to be, there will continue to be problems with our educational system as a whole.

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"The more deeply connected I became to the neighborhood where the kids came from, the more I began to understand the significance of context as a pedagogical tool" (Emdin 137).

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"The more deeply connected I became to the neighborhood where the kids came from, the more I began to understand the significance of context as a pedagogical tool" (Emdin 137).

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The importance of immersing oneself in the community where his/her students reside is exemplified by the above quote. There is no possible way that an educator can effectively reach all (or even most) students in the class without becoming aware of issues and topics that are salient to the group. And how does an educator become aware of this? By getting involved in the neighborhood, of course! As described by Chris Emdin and discussed in the attached article, there is generally not enough thought put into helping student teachers learn how to get involved in the community. This concept is entirely too important to overlook and it should really become an integral part of Early Childhood Education.

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"The negative consequences of being too wedded to particular networks play out for educators when they fail to recognize the value of connecting to the contexts in which students are embedded" (Emdin 132).

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"The negative consequences of being too wedded to particular networks play out for educators when they fail to recognize the value of connecting to the contexts in which students are embedded" (Emdin 132).

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The following video provides as a perfect counterexample for the above quote. The teacher is in tune with the interests of his students (mainly because some of his own interests are congruent) and one of his students recognized the teacher's dedication. This teacher could've easily kept his past private and not shared his personal interests, but he chose not to. By doing so, the teacher opened up an avenue of communication that would not have been possible otherwise. Connecting with students in this manner allows for a level of comfort to be established that facilitates highly-contextual learning.

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Students Give Their Teacher the Air Jordans He Always Wanted

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A Texas student gifted his teacher a pair of Jordan Taxi 12's that he always wanted. Subscribe to our New Complex Channel: https://goo.gl/43ac5w Subscribe to Complex for More: http://goo.gl/PJeLOl Check out more of Complex here: http://www.complex.com https://twitter.com/ComplexMag https://www.facebook.com/complex https://www.instagram.com/complex/ https://plus.google.com/+complex/ COMPLEX is a community of creators and curators, armed with the Internet, committed to surfacing and sharing the voices and conversations that define our new America.

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"Coteaching in reality pedagogy not only focuses on having youth teach a class, but also includes creating a structure in the classroom where students are given ample opportunities to teach peers one-on-one and take the reins from the teacher if the instruction does not meet their needs in the moment" (Emdin 99).

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"Coteaching in reality pedagogy not only focuses on having youth teach a class, but also includes creating a structure in the classroom where students are given ample opportunities to teach peers one-on-one and take the reins from the teacher if the instruction does not meet their needs in the moment" (Emdin 99).

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The idea of a student-driven education makes traditional educators cringe. This idea practically flips the world of education upside down, but if a change is necessary, why not give this a try? Peter Hutton describes the dynamics of his student-driven school in the following video. Students' ability to construct their own plan for learning allows them to achieve their own personal goals from their education. (Play 3:07-5:45)

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What if students controlled their own learning? | Peter Hutton | TEDxMelbourne

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"The key to becoming an effective educator is acknowledging the differences between students and teacher and adjusting one's teaching accordingly, which often requires nontraditional approaches to teaching and learning" (Emdin 83).

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"The key to becoming an effective educator is acknowledging the differences between students and teacher and adjusting one's teaching accordingly, which often requires nontraditional approaches to teaching and learning" (Emdin 83).

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Seeing that the majority of educators have cultures which are not aligned with that of their students', it is imperative that the differences between students and teachers become a main focus of teacher education. Without doing so, the negative outcomes which have become characteristic of the field of education will continue to occur. One cannot expect to learn everything they need to know about their students' cultures by driving past their communities on the way to work. It is important to immerse oneself in the culture surrounding his/her school so that meaningful connections can be made. This idea is discussed in the following video. (Play through 2:44)

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Bridging the Cultural Divide Between Teachers and Students

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"When teachers engage in dialogues with students that privilege their unique voices, the students feel validated for who they are rather than who the teacher expects or desires them to be" (Emdin 67).

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"When teachers engage in dialogues with students that privilege their unique voices, the students feel validated for who they are rather than who the teacher expects or desires them to be" (Emdin 67).

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It is vitally important for students to feel validated within their classroom environment so that they have a sense of belonging and understand that they have a right to be heard. So much emphasis is placed on students  modeling their self-control by being silent and diligent, but what about all of the ideas that they could be bringing to the table? The lack of consideration for students' individual voices creates a substantial disconnect between what students are capable of and what they are able to achieve. Some educators feel that in order to reform education we must give every student a voice. Zak Malamedagrees.

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My Kick | 'Giving Students a Voice in Their Education'

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We need to showcase where students have a voice and how its making a difference. My Kick with Zak Malamed, founder of #StuVoice, is about student voice in education. My Kick is brought to you by Kicker. http://gokicker.com/2014/05/06/my-kick-arts-education/#!OFUYe

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"For white folks who teach in the hood, this means that they can be open about their ignorance of youth culture while welcoming it in the context of the cogen" (Emdin 66).

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"For white folks who teach in the hood, this means that they can be open about their ignorance of youth culture while welcoming it in the context of the cogen" (Emdin 66).

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This quote is extremely significant because it isn't enough to simply admit that you don't know about your students' culture. You must be open to these differences and welcome them into the classroom as a part of your everyday instruction. Without accepting students' differences and incorporating them into the classroom, we run the risk of providing an education that will leave students unprepared for the workforce or a post-secondary education. As exemplified in the following video, if we as educators listen hard enough, our students will tell us how they need to be taught. (Play 8:34- 9:36)

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What kids wish their teachers knew | Kyle Schwartz | TEDxKyoto

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"In one instance, the student who was praised smiled and sat at his desk with his hands clasped together while the one who was scolded responded to the teacher by saying, 'But I was just trying to  help them solve the math problem. They needed help so I was trying to help them.' The teacher ignored the student's defense of his action, and then began to praise the student who sat quietly alone" (Emdin 109). 

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"In one instance, the student who was praised smiled and sat at his desk with his hands clasped together while the one who was scolded responded to the teacher by saying, 'But I was just trying to  help them solve the math problem. They needed help so I was trying to help them.' The teacher ignored the student's defense of his action, and then began to praise the student who sat quietly alone" (Emdin 109). 

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The concentration on students following rules seems to have replaced common sense when it comes to education. Collaboration is an important part of learning, and all of the instruction that students need cannot just come from the teacher alone without the occurrence of deficits.The following video depicts what children feel like when they are not allowed to have a voice. There is a fine line between having order in your classroom and prohibiting students' right to speak altogether. (Play through 1:54)

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"When teaching doesn't connect to students, it is perceived as not belonging to them" (Emdin 39).

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"When teaching doesn't connect to students, it is perceived as not belonging to them" (Emdin 39).

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This part of the text stood out to me because I never thought about just how much being connected means to one's sense of belonging. For example, if a teacher gives out a test that has material on it that was not covered in class, students are more apt to refer to it as "his/her test" or "that test" rather than "my test". Similarly, even if all of the material on this hypothetical test was covered in class, students could still feel disconnected due to culturally insensitive contexts within questions. The student in this picture obviously does not feel very connected to the reading that he is supposed to be doing. Although it can be difficult to interest students in their textbooks, one would have a much better chance if they could find a connection between the text and their students.

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"The issue is not that youth of color see academic success as limited to whites. It is that they typically see white teachers as enforcers of rules that are unrelated to the actual teaching and learning process" (Emdin 34).

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"The issue is not that youth of color see academic success as limited to whites. It is that they typically see white teachers as enforcers of rules that are unrelated to the actual teaching and learning process" (Emdin 34).

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This quote is quite significant because if a student of color is made to follow rules that are different from his/her cultural values, the student might focus more on this aspect of the classroom instead of actual academia. Additionally, if a student feels as if his/her culture is not accepted in the classroom, they are bound to feel unaccepted themselves. The teacher pictured below seems to be exhibiting some of the "my way or the highway" techniques to make sure that everyone is behaving as they should. Subsequently, the question that arises is what "behaving as they should" means...

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"The leaders within the field of urban education can't fathom the day-to-day experiences of urban students who see themselves as ready to learn despite not being perceived that way" (Emdin 20).

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"The leaders within the field of urban education can't fathom the day-to-day experiences of urban students who see themselves as ready to learn despite not being perceived that way" (Emdin 20).

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This quote was significant to me because even though students might not look interested at times, they could still be paying attention. Furthermore, it is the instructor's job to engage the students to the best of his/her ability, and if students are collectively uninterested they might not be to blame. The life experiences of one's students are not always congruent to their own, and they are especially incongruent from the life experiences of so-called "experts" in urban education. Teachers do not always know what could be going on in each of their students' lives, so it is not reasonable to assume that students are inattentive just because they want to be.

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"The teacher must work to ensure that the institution does not absolve them of the responsibility to acknowledge the baggage they bring to the classroom and analyze how that might affect student achievement" (Emdin 43).

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"The teacher must work to ensure that the institution does not absolve them of the responsibility to acknowledge the baggage they bring to the classroom and analyze how that might affect student achievement" (Emdin 43).

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The following image shows the results of a study by Yale University. It shows that African American males are monitored closely in the classroom setting. Although this is more than likely an example of subconscious bias, an educator should be mindful of targeting African American males as "behavior students" because it could undeniably have a negative impact on student achievement. It is important to show African American students (especially males) that they are more than just "problem children", because if that label is internalized they will begin to feel invisible as mentioned in the text.

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"This vision of teaching doesn't hide the fact that challenges in urban education persist because of our collective investment in maintaining a system that is intent on forcing brilliance to silence itself and then dealing with the varied repercussions" (Emdin 42).

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"This vision of teaching doesn't hide the fact that challenges in urban education persist because of our collective investment in maintaining a system that is intent on forcing brilliance to silence itself and then dealing with the varied repercussions" (Emdin 42).

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The below image represents the citation above due to the fact that this teacher seems to be trying very hard to get a student to be quiet. The general interest of students in regards to education is greatly diminished by silencing their curiosity in this manner. The text discusses the provocation of thought through open communication. If students are unable to voice their opinions and inquisitive thoughts they will feel invisible as mentioned by Emdin.