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I have worked with my colleague on choosing books for literature circles and study that are by African American authors and/or have characters that the students can see themselves in. Thinking more actively about culture and designing questions and activities that are more relevant to the students is something that I will continue to do. I think culture and the work of our students needs to be more public and more celebrated. By showing good example, it can inspire others, but more importantly give our students a boost. Finding ways to do that will take time and work. I am wondering how administrators can give us the time for this important work. I am thinking of youtube channels, websites, school presentations, news casts, school magazines. Lastly, I am thinking that bringing students to cultural art and theatre events isn't a luxury, but a necessity. Jo Lloyd

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I have worked with my colleague on choosing books for literature circles and study that are by African American authors and/or have characters that the students can see themselves in. Thinking more actively about culture and designing questions and activities that are more relevant to the students is something that I will continue to do. I think culture and the work of our students needs to be more public and more celebrated. By showing good example, it can inspire others, but more importantly give our students a boost. Finding ways to do that will take time and work. I am wondering how administrators can give us the time for this important work. I am thinking of youtube channels, websites, school presentations, news casts, school magazines. Lastly, I am thinking that bringing students to cultural art and theatre events isn't a luxury, but a necessity. Jo Lloyd

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"The primary aim of culturally relevant teaching it to assist in the development of a 'relevant black personality' that allows African American students to choose academic excellence yet still identify with African and African American culture. (20)" Is part of the issue that these things are considered separate and in conflict with each other? Why are they in conflict?

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I found it interesting how the act of desegregation did not serve the students and some school districts are returning to ideas of separate education (as opposed to just finding themselves with separate education), especially for African American boys.  Does the fact that this would be a choice make it different?  Is it what is necessary to fix the situation we have put ourselves in (a conscious choice and intentional decisions based on that choice) or does it simply add to the problem?  How do we create a society and education system in which everyone can be and will be integrated?  Is there a system that all stakeholders would agree to (since laws/zoning would be affected) which could fix this problem?  How do we get others to buy in to a correction of the system? How can we get the benefits to our African American students?  I read all of the chapters but this initial section (p. 1) I keep returning to.  I am struggling to process what this type of choice would mean and how I feel about this.  We see in our own school almost total segregation (again not as a matter of law but location and choice).  Is there a solution to this?  What is the better way?

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Quote at the beginning of Chapter 2 holds so much meaning and is reflective of the needs in education today. Educators need to take a look at different pathway from the one that was prescribed in earlier days. So much has changed for all students in the past years that learning is much different for everyone. This is especially true for African American students since it wasn't working for them before and it is incrementally even worse for them today relative to their non-African American contemporaries. Jo Lloyd

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Quote at the beginning of Chapter 2 holds so much meaning and is reflective of the needs in education today. Educators need to take a look at different pathway from the one that was prescribed in earlier days. So much has changed for all students in the past years that learning is much different for everyone. This is especially true for African American students since it wasn't working for them before and it is incrementally even worse for them today relative to their non-African American contemporaries. Jo Lloyd

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I found it insightful how Irvin suggested in Chapter 2 that there is a lack of "cultural synchronization" that inhibits achievement for African American students.  I also think it is really important to identify cultural strengths and incorporate in the classroom.  Jo Lloyd

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I found it insightful how Irvin suggested in Chapter 2 that there is a lack of "cultural synchronization" that inhibits achievement for African American students.  I also think it is really important to identify cultural strengths and incorporate in the classroom.  Jo Lloyd

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I felt that the statistics given at the beginning were very depressing and I almost wanted to stop reading. As I read I just kept thinking when will this have a more positive tone and not feel like a slap in the face to me. Being African American I was highly emotionally invested. As I continued reading on and I realized the shock factor solidified why culturally responsive teaching is so important because the overall goal is to break the cycle and it begins in the classroom.

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I read the chapters, but now I can't remember my thoughts. I did wish that some of the examples were from secondary classrooms. All of the situations in the book were from teachers who had their students all day.

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Add your thoughts and ponderings from your reading.

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I'm wondering how the information within this book will directly connect to our "new normal" as educators!  --Jay Haffner

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I found the statistics very depressing, too! Trying to use it as a springboard for motivation. Jo Lloyd

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I found the statistics very depressing, too! Trying to use it as a springboard for motivation. Jo Lloyd

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"Culturally relevant teaching is not a series of steps that teachers can follow or a recipe for being effective" (29) I wonder in a space where teacher burn out is at an all time high, how we support teachers in engaging CRT. - Katie

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Ask questions as they occur to you during your reading.

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Make connections from the text to areas in your life and work.