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Must include equality, inclusion, diversity, and justice for all backgrounds

Opportunities for all students to succeed

Awareness of discriminatory backgrounds and how to avoid them going forward

Be aware of situational realities of learning environments

Create equitable practices that support cultivated student learning, development, and student diversity by being culturally responsive

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Students bring a broad worth of knowledge, experiences, insights, perspectives, and expertise into the classroom.

Students diversity relies on culture, race, socioeconomic status, gender identity, and sexual orientation, religion

Build a space for learning where students create their own identities, means that educators understand punishment and referral patterns, teacher and student congruence and dissonance, institutional and systemic barriers

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Teacher and Student Congruence and Dissonance - Building a constructive teacher and student connection all while being mindful of the students diverse backgrounds to create an adaptable and understanding work environment

“Clearly, teachers being knowledgeable about themselves and their students can serve as a foundation for building connections.” (Milner, pg. 22)

Institutional and Systemic Barriers - There could be some systems in place with certain school district that closely monitor referral and punishment practices that aren't necessarily mindful towards a diverse classroom so its important to be mindful of the overall classroom environment and administration to find a balance between the two,

“Understanding the complexities of issues of justice, equity, and diversity as they relate to classroom management must involve examining the ways in which structural and systemic -the macro- influence what happens in classrooms. (Milner, pg. 22)

Punishment and Referral Patterns - finding the balance between discipline and constructive criticisms that help improve a students behavior and promotes education in a positive way that doesn't distract or disrupt the classroom environment

“ Teachers may readily resort to office referrals for matters they can (and should) be able to handle in the classroom without denying students access to learning opportunities that will undoubtedly influence their academic performance” (Milner, pg. 17).

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Preparing Students for Today and Tomorrow 

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Preparing Students for Today and Tomorrow 

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College and career readiness - teachers creating a classroom environment and values that set up all students food academic success as they execute thor critical thinking skills along with understanding academic language

College, career, and workforce readiness - a variety of skills, dispositions and behaviors and educational career abilities all students need for success beyond high school (aka 21st century learning skills)

“To be college ready, students need to be able to set goals, work independently, and collaboratively, manage their time, and persevere with complex tasks… in other words, college readiness implies college knowledge owned by a learner who is prepared well in content, tools, processes, and skills for college success.” (Zygouris-Coe, pg. 3)

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Expresses critical thinking and problem solving skills, developed knowledge in core subjects, able to apply knowledge to problem solve in real life work or college related issues

Educators need to incorporate higher educational standards such as a deeper content of literacy and knowledge, 21st century teaching and learning, literacy in new disciples while adapting to all teaching stiles to fit every students needs

Educators need to be mindful of ESL learners, gifted learners, students of diverse backgrounds and identities to create a supportive, collaborative, and challenging learning environment for students to be successful

Teachers must also make sure they're applying media and technology use so that the students are engaged along with using clear teaching objectives for an overall successful learning experience

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Literacy as a Discipline Specific Process

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Literacy as a Discipline Specific Process

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Disciplinary Literacy allows teachers to be adaptable and translatable to middle school age or high school students to teach them content in a way that's both disciplinary according to their classroom environment

This concept allows them to create and examine complex problem solving concepts that inquire expression in a constructive way

This creates a learning environment that use learning characteristics that support, engage, and invite students to interactive learning that reflects skills used in the real world when it comes to problem solving and critical thinking to develop a disciplinary role of assessment with guiding instructions

“Because each discipline is unique, it requires a different approach and set of learning strategies and practices. It is important to clarify that although general literacy strategies are necessary, they are insufficient for knowing and learning in the academic disciplines” (Zygouris-Coe, pg. 47)

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Reading Complex Texts Beyond the Textbook

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Reading Complex Texts Beyond the Textbook

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Complex texts require teachers to be knowledgeable in how to determine and teach reading strategies when relying academic language to their students

There needs to be a focus on word frequency, length of words, difficulty, sentence structure, text length, and text cohesion.

Educators need to be mindful that academic language requires reflections of the readers and task considerations, knowledge , experience, motivation, and complex questions regarding the text so the students can fully grasp the concepts within textbooks

Dynamic interactions with the reader and text promotes collaborative peer interaction, critical thinking, analytical skills, and evaluating complex comprehension strategies from the readings

“To help students build more experiences with complex texts, teachers need to allow the texts to be the first source of information for students. After students have developed an understanding of the text with the teacher's support, prompting, and peer discussion, teachers need to help them make relevant connections with personal experiences and background knowledge.” (Zygouris-Coe, pg. 72)