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"The kind of teacher you will become is directly related to the kind of teachers you associate with. Teaching is a profession where misery does more than just love company-it recruits, seduces, and romances it. Avoid people who are unhappy and disgruntled about the possibilities for transforming education. They are the enemy of the spirit of the teacher" (p. 208).

In the world of Harry Potter, there are two groups of people, those who have magic abilities and those who do not, ordinary people. The magical people are called Witches or Wizards while the nonmagical people are called Muggles. Therefore, a common saying in the books is "Don't let the Muggles get you down." In teaching, there are so many who let themselves get bogged down by all of the negative aspects of the job. They don't take breaks, think positive, or remind themselves why they wanted to teach in the first place. Therefore, as new teachers, we need to spend our time with teachers who have been teaching for years but still love their job. We cannot let our passion get stolen away or let the Muggles get us down!

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Imagine if you were one of the first people to use a telephone? Up until now, if you wanted to communicate with a loved one far away, you had to write a letter or send a telegram. Now, not only could you reach them quicker but you got to hear their voice as if they were right beside you. When speaking about Millennials and Social Media, Dr. Emdin said: "These populations are the early adopters of a number of major technological breakthroughs and social media platforms because of the way the technology aligns to their forms of cultural exchange" (p. 194). Millennials can be much more empathetic and understanding of people different from themselves than members of past generation. Why? Because we get to see what its like for other people by seeing their posts and talking with them on social media. As long as it's used wisely and safely, social media can be a valuable tool in education.

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Most people love parties! It's an opportunity to eat delicious food, dance to great music, and to talk to people and make new friends. Parties have been known to bring people together that may never have spoken otherwise. But, if you make rules to where no talking, eating, or dancing is allowed, even parties will be loathed. When talking about new school laptops, Dr. Emdin mentions "What was intended to be an amazing teaching tool had become something that the students deeply resented" (p. 189). If we are going to use technology in our classrooms, let us make it fun and a source of problem-based learning. If we don't do this, technology will be viewed by today's students as we viewed answering questions at the end of a textbook chapter.

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Yelling: Not the Wisest Teaching Strategy

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Yelling: Not the Wisest Teaching Strategy

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By middle school, I had my student act together; I did all my assignments and projects, turned them in on time, participated in class, and I was getting A's and B's. I am not trying to brag but most of my teachers thought I was an awesome student! However, other students in my class struggled with some of those things. They did not turn in work on time if at all, they talked during class, and they generally acted like they did not care about school. Looking back on it now, some of them may have had other issues going on. Some days, the teacher would be so mad at these students, that they would spend the entire class ranting about doing your work and being responsible. Dr. Emdin writes "Students mentioned that my yelling distracted them, made them upset, and put them in a mood that made them disinterested in learning" (p.186); while my teachers may have meant for their lecture to get students back on track, it probably just further isolated them. Yelling is not the answer most of the time and as teachers, we can find better ways to reach our students.

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At the beginning of the semester, we all brought in Culture Boxes to class. Inside were five items that represented to us, who we were. By listening to everyone share their box and its items, I got to know my fellow cohort members and Student Teachers as people. Too often in schools today, students are looked at as a group, not as individual human beings. Dr. Emdin writes "Once these experiences are curated-identified, collected, packaged, shared-they become teaching tools for both the students and the teacher" (p. 185). When we let students share their experiences, and we share ours with them, all of us get to learn

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Different cultures have had their own ways of communicating for centuries that can only be understood by other members of that culture. In the Romanichail (English Gypsy) culture, Romanis would speak their own Romani language so that the Gorjas (non-Gypsies) would not know what they were saying. In the South, a common saying is "Bless Your Heart" which can mean many things depending on the tone of voice it is said in. If it's said in a genuine tone, it means someone is empathizing with you but if it's said with sarcasm, it can mean "you're stupid" or "leave me alone or I'll get mad." In the same way, this fist bump between President Obama and First Lady Michelle Obama may not mean much to me as a Caucasian female, but it means a lot to people who are African American. In our book, Christopher says that "the use of those gestures by Obama conveyed the message that the president is "one of us" (p. 129). Just as non-Romani people can't understand the Romanichail language and non-southern Americans don't understand "Bless Your Heart," non-African-Americans can't see the full picture of this simple gesture.

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When I was younger, I thought that teachers lived at school! When I got older, I realized this was not true. However, because some students only see their teacher in the classroom, it is surprising and disconcerting when they run into them at the grocery store, the mall, or at a community event. When another teacher wondered why Christopher's classroom was improving he said "It was then that I began to share that the magic behind what she had witnessed was based less on sound lesson planning, and more on a new set of criteria I had discovered in my out-of-school interactions with students" (p. 139). There are parts of the cultural iceberg that you cannot learn about a student in a formal classroom setting. While all of us may not be able to drop everything to play basketball with them, we could do other things. We could sponsor an after-school club, or provide students a chance to tell us their stories. When we do this, we will see the whole iceberg, not just a portion of it.

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Capoeira: a Dance and Martial Art (if Necessary)

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Capoeira: a Dance and Martial Art (if Necessary)

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Two hundred years ago, Brazil was the largest importer of slaves for their sugar cane plantations. The slaves wanted to have a way to defend themselves but they were prohibited from practicing fighting. Therefore, the slaves made their fighting moves look like dance moves and combined them with music. As a result, while the masters thought they were only dancing, they were really practicing fighting! Until a few decades ago, even after slavery ended, Capoeira was still illegal! However, that has changed now. Since it was disguised to look like a dance when two Capoeiristas are doing moves, they only make contact if they are really fighting or if they want to practice that. Like the urban Battles that take place in the U.S, Capoeira is not violent and "is not against the person who stands in front of you but with life" (p. 153).

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Capoeira: Meet Brazil’s Unique Blend Of Martial Art And Dance | TODAY

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In the U.S, it was unconventional, even illegal, to educate slaves. Many never learned to read in their entire lives! However, one slave, Thomas Fuller, could find the answer to really difficult math problems without the technology and resources we have today! In our classes today, we have some really brilliant students, not unlike Thomas Fuller. As such "Each day, as we teach the nonindigenous, we have the opportunity to allow the modern day Thomas Fullers to fully actualize their potential" (p. 162). Unfortunately, many of these modern day Thomas Fullers are passed over or ignored because they do not meet the picture of the "perfect student" among other reasons. As educators, let us be careful not to do this so that every student has their time to shine.

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In the book, Christopher states "The role of the educator is to utilize artifacts like graffiti and phenomena like fashion consciousness to invoke an emotional connection to the classroom" (p. 167). When I go to our Monday and Friday placement, I bring one of my Mo Willems stuffed animals to work with my one-on-one students. As I walk down the hallway, kids in my CT's class in addition to students in other classes or grade levels recognize my animals! I'll hear exclamations such as "It's the pigeon!" or "She has Piggy!" One Fifth Grader even complimented me on my Piggy! Because I had those animals with me, I had interactions with many students that I otherwise might not have spoken to; they are characters that all the kids know from the popular picture books. By having things that kids know or relate to in your classroom such as stuffed animals, an Olaf poster, etc, they will want to be in there. It becomes a welcoming place where they will want to learn.

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 5

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 5

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"it is important for youth to know and see that everyone can be an expert and/or need help as the class moves from one topic to another" (p. 121).

Paragraph: In high school, I am sure that a lot of my classmates saw me as a know it all. However, if they would have seen me in Math class, particularly Algebra, they would have known that was not true. Where I did well in Language Arts and Social Studies and in Science too with some extra studying, Math was hard for me. To this day, my brain does not think in numbers or equations. In our classrooms, students need to know that each of them will be good at some things but need help in others. The student who is an excellent Mathematician might need help during Reading. I chose this video because a teacher has students who got a Math problem right teach those who got it wrong. Once the students who got it wrong understand, they get to teach the rest of the class how it is done. It reminds me of the Cosmic Duos in our book.

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Watch how you can use student peer teaching in your classroom to help all students become experts on topics. Peer teaching is a strategy that celebrates student strengths and address student learning gaps.

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 4

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 4

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"the teacher's acceptance of their vulnerability connects them to students who are often vulnerable because of how they are positioned in society" (p. 109).

Paragraph: One day in the field, my students were trying to decide on a small moment to write about. In order to give them ideas, I tried an example I had seen my CT do. I told them a brief story about how I had to give up a class I wanted to take (related to Teaching) to take a class I disliked (Trigonometry) because I had to have it to graduate. Even so, I still did well in Trig and I did not give up, which was the prompt for that day. In that story, I was able to connect with my students and they were able to complete their assignment. I chose this video because it shows high school teachers telling their students "we see you." More than that, they admit to having had vulnerabilities or difficulties similar to, if not the same, as their students have. When teachers do this, it helps students feel like they are not alone and they will be able to relate better to their teachers.

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We See You - A Message To Students Everywhere

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Two Lone Peak High School English teachers approached us about making a film for the students, from a slam poem they had written. A film to show students that teachers care. This is the result.

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 3

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 3

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"The teacher's task is to let students know how important they are and how essential their jobs and roles are to the functioning of the classroom" (p. 106).

Paragraph: One thing I am already doing as a Student Teacher is to notice when students are absent. One Friday, I noticed that one of our students wasn't there. The following Monday I told him "we missed you on Friday" and he smiled at me. I think he was surprised that I noticed he wasn't in class. As teachers, we need to let our students know how important they are to us and to the class as a whole. I chose this video because it shows a secondary level teacher telling his students that he cares about them. He tells his students that even when they make bad choices, he will still be there for them. We need to remind our students that they are the reason we come to work each day.

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What Students Really Need to Hear [Video]

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 2

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 2

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"This shows the student that there is value in being fully engaged in school and their education, and consequently encourages efforts to express their full selves in the classroom" (p. 96).

Paragraph: When the author says this quote, it is during Chapter 5 when he is describing the cogens and letting students co-teach some lessons while the teacher steps aside. As future Elementary School teachers, some of whom might be teaching in Gwinnett County, it will not be prudent or make sense to let K-5 students teach lessons while we do nothing but guide. However, we want students to be themselves in our class and we want them to be excited about learning. This video shows high school age students reflecting on their work in class. At the Elementary level, I have seen my CT's let students come up and share strategies they used during reading and writing. I chose this video because if we change or modify this activity to reach a K-5 audience, our students will feel like they are a part of their education, and our classroom community.

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Here's a classroom routine that builds upon previous successes of students. By allowing students to point out their achievements, it will likely lead to them continuing on a path to improved performance.

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 1

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White Folks Who Teach in the Hood Ch. 4-6 Quote # 1

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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..." (p. 83).

Paragraph: One of the first things we learn as children is that everyone is special and different from each other. Even identical twins will have different fingerprints. As teachers, we know that students can differ in many areas such as gender, learning disabilities, intelligence, exceptionalities, and learning styles. However, the main focus of this book is differences in race and socioeconomic status. I grew up in Gwinnett County, we owned our home, in a safe neighborhood, and I had my own room and space. My students could come from an environment that is the complete opposite of the one I was raised in. Understandably, what works for me as a student might not work for my students due to those differences. Therefore, as teachers, we need to put our pride aside, put students first, and change our teaching techniques to better reach our students.

Video Note: While this video contains mostly college age, Caucasian students, a lot of what they talk about could also be said by students of color in an inner-city school.

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 1

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 1

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" when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of disequilibrium, as if you looked in the mirror and saw nothing" (p. 17).

Paragraph: Imagine if you walked into class and said good morning to your teacher but they completely ignored you as if you were not there. What if you raised your hand to answer a question but the teacher calls on everyone but you? That would not feel nice, would it? Sadly this happens to many students of color from urban communities all the time. Some teachers treat these students like outcasts because they speak urban slang or they have different ideas about what it means to be on time for class or to have materials ready. When this happens, like this quote says, it would be like a blank reflection in the mirror.

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 2

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 2

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"To be in touch with the community, one has to enter into the physical places where the students live, and work to be invited into the emotion-laden spaces the youth inhabit. The places may be housing projects or overcrowded apartment buildings, but the spaces are what philosopher Kelly Oliver describes as Psychic" (p. 21).

Paragraph: When we experience something memorable or something sad, we not only remember it in our minds but in our hearts. If we, the teachers come from a suburban or rural area where we grew up with our own room, space, and the peace of owning our home, we are not going to be able to relate to students who come from the environments mentioned in this quote. Feeling safe and secure is something many of us take for granted. Mother Teresa, for example, did not live in a big fancy house and then travel down each day to care for the people from the poorer communities, she lived with them in the same environment. While, as teachers, we are not required to live in the same area as our students, the least we can do is drive through the places they live to gain a better understanding of what they experience.

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 3

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 3

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"We hyper-analyzed everything the students brought to the school in search of anything that would affirm the negative stories we had heard about them. Before they even spoke, we read their exchanges with each other and marked them as either teachable or not" (p. 32).

Paragraph: When I was in Tenth Grade, I was taking Chemistry. In addition to the approved standards, I received a lesson on stereotypes. We were about to work on an assignment where we had to make a paper airplane but design it to where it could fly the farthest. When the teacher was giving directions, she said the person whose plane flew the farthest would be the winner; before she finished she said: "the winners in the past have always been Asian." As she said that, one girl looked around at the rest of us to realize she was the only Asian student in our class. We have all heard the stereotype about "All Asians being smart, or all African Americans being trouble makers." These stereotypes are not only untrue but can be damaging to students and student-teacher relations. If we judge students based on a stereotype and not themselves, we think of the student as their stereotype right from the beginning.

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 4

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 4

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"After leaving this class, I wondered why the ability to plan a lesson, and not the ability to connect with students, was the prerequisite for being a model teacher" (p. 48).

Paragraph: At Orientation, Dean Moore said something like this: "You could be the person that can write a great lesson plan, but if you can't go out into the schools and make those connections with students, it will not do you any good." There are several teachers from whom I learned a lot. The one thing they had in common was that they tried to relate to us. They would plan lessons that got us out of our seats and made us think. They would let us hold discussions. Then there were some teachers I had that just lectured to us most of the time. I do not remember as much from them. You could be a great speaker but if you speak in English to an audience of Spanish speakers, chances are you will not be understood. In order to be a good and effective teacher, you have to speak your student's language.

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 5

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White Folks Who Teach in the Hood Ch. 1-3 Quote # 5

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"Clients walk into my shop to get a haircut, but as a master of my craft, my responsibility is to ensure that the client leaves the barbershop having had a personal experience with me that makes them want to come back. It's bigger than just a haircut" (p. 57).

Paragraph: Have you ever been to a restaurant where the service was terrible? The server gets your order wrong but does not try to fix it, they never bring you a refill, and when you want to ask them something, they act like it's the greatest inconvenience ever. For me personally, I would not go back to that restaurant or want that server again. So, when we have teachers treating students this way, we wonder why the kids never want to come to school. We do need to teach students the curriculum but we need to do it in a way that reaches the student and makes them want to come again tomorrow and learn some more. While we do teach, we should also try to be a good role model, listener, coach, and mentor. In the words of Marcus Harvey, what we do as educators is "bigger than just a haircut."