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Releasing some control and allowing students to have more control over their learning.

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Deficit mindset - adopting a more proactive approach to challenges with the students and teachers I work with.

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For the first time this year, I taught at a school of mostly white students. I want to interrupt the avoidance and oversimplification I sense among students and staff when talking about race and diversity. Solely looking at diversity from a lens of race excludes the complexities of class, gender, trauma, and etc of our students. Our school body has a wide range of students from the Appalachian region - many from poor households. I would like to have more critical conversations with staff when talking about the complexities within our student population.

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Be okay with the "uncomfortable" -- allow students to see us being open, empathetic, showing that we truly don't know everything or every experience, etc. Also, Be more open-- whether it be to new ideas, the outside world (political, non-political), learning about students' backgrounds, cultures, finding ways to celebrate diversity & also just be real, talk about the hard things.

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Continue to draw on local, neighborhood, national events in the community and bring these into school discussions to an even greater degree. Draw on regional resources to do so (column 3)

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I know that I like having control of what's happening in my classroom, and knowing what specific things I'm looking for in terms of end product, but for my classroom to really become more student centered I need to be willing to give up a little bit of control and let the students take the lead

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In high school, we don't often invite parents/family into our rooms ... although we say we want to be student-centered, my students LOVE their families and are so proud of them. I would like to try to interrupt the idea that our English Learners' parents are too busy or too uncomfortable to be part of the educational journey.

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Assume positive intent but accept that folks should challenge our thinking and that is how we will get better.

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Have real conversations - be real. Don't sound like we have it all.

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Personal (dis)comfort and political challenges in the community and school.

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Black joy can be part of daily learning. (Replace with other groups' joy as well).

This belongs in first column.

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Best teachers don't just keep teaching. (They respond to student needs and the world around them).

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Connect academic content to events happening in the outside world. Weave in references to events locally, nationally. SHow knowledge through arts, music, games

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I don't teach ESL, and my school doesn't offer ESL classes. Yet, our ELL population continues to grow each year without real solutions being presented. I can't persuade our central office to invest more funds in our ESL resources or create new positions to address these students' needs, but I can take action within my school to make it a place that's more inviting and accepting of all students and help them feel more included.

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Obviously, we are all highly-motivated teachers with a common goal: to better center our students in our instruction. In this Circle, I hope that we will all assume the best intentions of others and remember our common ground as we dive into topics that may feel uncomfortable at times.

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Reality pedagogy- reach students where they are, their lives and backgrounds are reflected in curriculum

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Teacher's Place in the Classroom (Hannah)

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Teacher's Place in the Classroom (Hannah)

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The part that stands out to me is the change of how we view our role as teachers in the classroom. 5 years ago when I graduated college, I was taught the same things... teachers need to be in control of the students, teach the content then move on, etc. Like Emdin says, "But teachers place metaphorical knees on the necks of young people in classrooms all the time— and their symptoms aren’t always as obvious" -- it's been such a change in my classroom as I've evolved over the years and allowed my students more say and really took time to grow connections with my students. Another thing that really stood out to me was that his students were "co-teachers" and had real agency in his classroom- that can really help students have a sense of pride in their education and learning experience.

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"When students have this kind of agency, a classroom can start to function like a
family—or even a small society. I give all of my students a classroom responsibility
that counts toward their grades and involves taking care of the physical classroom and each other."

My most amazing classes have always had a strong sense of collectivity. It has been more and more challenging with cell phones for high school students to connect with one another. Setting standards for physical space AND how students are to each other (kindness) and following through is so important for me to keep in mind.

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"Co-teaching requires that teachers be humble enough to become students of their students" really stood out to me...students have so much knowledge to share (with everyone: us, each other) and can surprise us, as long as teachers are willing to listen

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Here's what sticks out to me: enforcing antiquated ideas of "good teaching" does not actually create conditions for good learning. Neat, orderly, and silent rows of students working independently or listening to a lecture isn't responsive. In a world where everyone is "plugged in" 24/7, we need to embrace new approaches that get students actively learning and involved, and that means centering our content around their lives and backgrounds.