# data[].attributes.headline
"The teacher is the facilitator of this process in identifying roles that the students can fulfill and tasks they can perform that connect them to the classroom." (Chapter 6, Pg. 106)

# data[].attributes.subject
"The teacher is the facilitator of this process in identifying roles that the students can fulfill and tasks they can perform that connect them to the classroom." (Chapter 6, Pg. 106)

# data[].attributes.body
This quote sticks out to me because I believe that it is important for a classroom to work as a community. One of my cooperating teachers in my field experience puts a lot of emphasis on students' role and responsibilities. I noticed that this approach creates an environment where the students feel that they are an integral part of the classroom and also teaches them about responsibility.
Students work together to make sure the class runs well and as a result, this creates a positive classroom environment and forms connections amongst the students, their peers, and the teacher.

About the Video:
In this video, the teacher promotes student responsibility and teamwork to create a community in the classroom. The approach used is called community circle, where students are responsible for their own learning and behavior by giving each other feedback. This connects to the quote because the fundamental idea of both the video and the quote is the importance of students working together as a community and having a role in making the class function well. This promotes a desire for students to support each other and their community.

# data[].attributes.attachment_link.description
Promoting student responsibility Career Stage - Lead Main Focus area - 4.2 Secondary Focus area - 4.1 School - Hackham East Primary School The teacher uses strategies developed from a workshop by boys' education expert Ian Lilico.

# data[].attributes.headline
"In the most popular form of coteaching, two adult teachers work in tandem to teach the class." (Chapter 5, Pg. 85)

# data[].attributes.subject
"In the most popular form of coteaching, two adult teachers work in tandem to teach the class." (Chapter 5, Pg. 85)

# data[].attributes.body
This quote stood out to me because this is what my cohort and I are experiencing right now as teacher candidates in the field.
Our education program requires us to work together with a cooperating teacher in order to gain experience and some insight on how schools and teaching works.
Coteaching is like a marriage where both teachers have to work together and be in synch in order to successfully lead and teach a class.

If done right, coteaching can be very resourceful and convenient because sometimes one teacher cannot reach all of his/her student's questions as they teach a lesson. While one teacher explains a lesson or is busy with another student, the other teacher can observe the class and/or help a student who doesn't understand.
Different teaching strategies and approaches can be used in the classroom and the teachers can learn from each other.
If the teachers are not in sync with each other, coteaching might not be a good experience in the classroom because it might create confusion amongst the students and even some tension between the teachers.

About the Video:
In this video, we can see two teachers coteaching in a class. The video connects with this quote because they both have to do with the concept of coteaching and how it works in the classroom.
The video demonstrates some coteaching strategies that can be used in the classroom. One strategy mentioned in this video that reminds me of how I work with my cooperating teacher is the "one teach-one support" strategy where one teacher teaches the lesson, while the other one walks around and helps students who might be struggling or having a hard time focusing.

# data[].attributes.attachment_link.description
Snippets of the co-teaching strategies that we use in our classroom. See what co-teaching is really like.

# data[].attributes.headline
"Students who populate urban schools are generally beholden to a "pedagogy of poverty" that rewards them for being docile and punishes for being overly vocal or expressive" (Chapter 4, Pg. 66)

# data[].attributes.subject
"Students who populate urban schools are generally beholden to a "pedagogy of poverty" that rewards them for being docile and punishes for being overly vocal or expressive" (Chapter 4, Pg. 66)

# data[].attributes.body
This quote relates so much to our education system and even our society. Many individuals get punished for speaking out or expressing themselves. The author mentions that there is this stereotype of Black students being loud and unteachable in schools. Throughout my years as a student, I've seen many educators getting annoyed at students for asking "too many questions". As a result, this reduces students' desire and motivation to learn more.

In many schools, students who do not challenge/question the system or the teachers, are often referred to as the "good students". This type of attitude makes students repress their thoughts and questions so that they don't get in trouble.

About the Video:
In this video, these Black male students are suspended and ignored for speaking out against the school. This coordinated with the quote because these students are being punished/ignored for expressing themselves and challenging the system for a good cause. These students don't have enough teachers or resources to get the education that they deserve. It is sad that some of these students were suspended and/or reprimanded for wanting an education.
One of the protesters said "They didn't listen to us when we complained to the administration. They didn't listen to the parents when they complained to the administration, so I guess this is the only way to get things solved".

# data[].attributes.attachment_link.title
Black Male Students Protest For Better Education & GET SUSPENDED FOR IT!!!

# data[].attributes.attachment_link.description
Black male students in Detroit protest their high school

# data[].attributes.headline
"...I wonder why the ability to plan a lesson, and not the ability to connect with students, was the prerequisite for being a model teacher." pg.48 (Chapter 1-3)

# data[].attributes.subject
"...I wonder why the ability to plan a lesson, and not the ability to connect with students, was the prerequisite for being a model teacher." pg.48 (Chapter 1-3)

# data[].attributes.body
I strongly agree with this quote because a lot of teachers, school administration and even school districts tend to focus more on academic standards, tests, and grades rather than actually teaching and motivating students

# data[].attributes.headline
"The process of identifying the good and bad students became a game of sorts for me and the other new teachers" pg. 33 (Chapter 1-3)

# data[].attributes.subject
"The process of identifying the good and bad students became a game of sorts for me and the other new teachers" pg. 33 (Chapter 1-3)

# data[].attributes.body
In this quote, the author explains that many educators start categorizing and stereotyping students based on what they might see and perceive at first. These "categories" can be influenced by a student's behavior, race, social status, grades, etc. Teachers should never categorize or try to stereotype their students because every child and experience is different. I believe there is always more to a person that our perception.

# data[].attributes.headline
"Together, the teacher and students co-construct the classroom space" pg. 27 (Chapter 1-3

# data[].attributes.subject
"Together, the teacher and students co-construct the classroom space" pg. 27 (Chapter 1-3

# data[].attributes.body
I like this quote because one of the most important terms in our education classes is the significance of individualism. Every single child and student is different and have different experiences and schemas. We, as educators, need to work together with our students to find out what works for them in the classroom.

# data[].attributes.headline
"The use of humor at this early stage is supported by research in education that shows that humor in the classroom creates less threatening social scenarios and makes students more comfortable...." (Chapter 4, Pg. 70)

# data[].attributes.subject
"The use of humor at this early stage is supported by research in education that shows that humor in the classroom creates less threatening social scenarios and makes students more comfortable...." (Chapter 4, Pg. 70)

# data[].attributes.body
This quote resonates with me because I often found myself being engaged and more open to learning in classrooms where the teacher shared humor. I believe that the more comfortable you are in the classroom, the more engaged you are going to be.

Students’ learning experiences in the classroom impact how they feel about a subject because we often associate how we were taught with that particular subject.

This is why it is important for teachers to sometimes let their guards down and keep things more light-hearted when necessary so that students can feel more comfortable and engaged in the classroom. Even cracking a smile can have a positive effect on the students because at the end of the day, we are all humans who crave for human interaction and understanding.

About the Video:
The presenter of this video talks about how using humor in the classroom can positively impact the classroom.
If you present yourself as unapproachable and unfriendly, students will most likely not ask any questions and shut down.
Using humor is a great teaching strategy that encourages engagement. The presenter of this video also mentions that laughing is the body's natural medicine. If students feel great and comfortable, they are more open to learning and giving the teacher a chance.

# data[].attributes.attachment_link.description
Presentation given by University of Wisconsin-River Falls teacher candidate Nick Weninger on the topic of "Humor in the Classroom." Presentation given as part of the Best Teaching Practices lecture series at UWRF, Fall 2013.

# data[].attributes.headline
"The tensions I felt when it became clear that I was not culturally aligned with my students can be felt by any educator who does not share the same cultural background as their students. 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." (Chapter 5, Pg. 83)

# data[].attributes.subject
"The tensions I felt when it became clear that I was not culturally aligned with my students can be felt by any educator who does not share the same cultural background as their students. 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." (Chapter 5, Pg. 83)

# data[].attributes.body
In this quote, the author noted that cultural differences not addressed in the classroom can create tension and negatively impact the connection between the teacher and the students.
It is important for educators to understand that classrooms are a pool of different diversities and cultures. As a result, teachers need to be culturally responsive to their students in order to adjust their teaching methods accordingly. It is crucial for teachers to demonstrate respect, tolerance, understanding, and awareness to their students' cultures and backgrounds.
Adjusting instructional strategies to each students'need can help them succeed in the classroom.

About the Video:
In this video, the idea and importance of culturally responsive teaching is explained. This video connects to the quote because they both touch on the importance of creating teaching strategies that are culturally inviting to all students.
If the classroom's climate is not warm and the teacher isn't valuing diversity, the students won't feel safe and comfortable in the classroom. This can affect their academic performance and attitudes.
Not being culturally aligned with the students creates tension and affects the relationship between the students and the teacher.

# data[].attributes.attachment_link.title
Becoming a Culturally Responsive Teacher

# data[].attributes.headline
"...As if what happens outside school has little to no impact on what happens inside school" pg. 20 (Chapter 1-3)

# data[].attributes.subject
"...As if what happens outside school has little to no impact on what happens inside school" pg. 20 (Chapter 1-3)

# data[].attributes.body
In this quote, the author talks about how some "experts" believe that there is not a big connection between outside experiences and school performance. This quote resonated with me because there are in fact many educators who still do not think outside the box, who don't try to be sympathetic and understand the huge influence that a child's home or outside life can have on their ability to learn and engage. I believe teachers should never dismiss a child's life, culture, and environment. Instead, we should learn ways to reach that child and understand the influence that their little lives have on their school performance and demeanor.

# data[].attributes.headline
"The student saw herself as prepared and on time, but the teacher did not see the student the way she saw herself" pg.19 (Chapter 1-3)

# data[].attributes.subject
"The student saw herself as prepared and on time, but the teacher did not see the student the way she saw herself" pg.19 (Chapter 1-3)

# data[].attributes.body
This quote resonates with me because this is something most of us have seen and continue to see in the classroom. There are many instances where the teacher, consciously or unconsciously, alienates a student because of previous perceptions or because the student hasn't acted how the teacher believes they should. If this is a constant situation, the teacher loses connection with the student, and their ability to engage and motivate them when teaching.