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I think it really depends on what you mean by reward. Is the reward intrinsic or extrinsic? Positive reinforcement yes, candy, no.

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I think it really depends on what you mean by reward. Is the reward intrinsic or extrinsic? Positive reinforcement yes, candy, no.

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I disagree completely with this statement. There is no time wasted in a classroom when we talk to our students about historic and cultural experiences of a certain group. This actually creates awareness and
sensitization on topics such as racism. At the end, this conversations need to be done so our students feel engaged and included.

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I think it is important to talk about race even when sometimes the conversation don't go in the direction that we wished. However, if racial issues are not being discussed then how our colleagues are going to be able to get better in what we do. Personally, I feel that I learn something new or a different approach pro students when it comes to race topics.

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While I would not want to overwhelm my students with homework that is difficult than necessary, I do not want to lower my standards when my focus is effort and dedication, not outright performance. What I argue is that students who have yet to reach a certain standard need guidance and support, not easier assignments.

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Poverty has a tremendous impact on achievement. While that is the case, people of color are more likely to live in poverty, so race and poverty do intersect.

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A student's race or ethnicity does have an effect on their learning experience in the classroom, and it is a disservice to dismiss their cultural identity when there are privileged and oppressed backgrounds.

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I would argue that Students sharing personal stories and experiences is what is most important because it always for human connection to happen. At times, especially now, sharing is what students need to feel welcomed, and engaged. What’s more important than that?

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I mean, I'm not going to give my third graders calculus problems, but if I'm already supposing where their abilities lie then aren't I inhibiting their potential? Who am I to prejudge a student and what they can or cannot grasp. Also, wouldn't my inability to explain concepts at an elementary level mean that I don't fully grasp the concept? I don't want to limit my students but I also don't want to bombard them with work that might discourage them. Or maybe it's my approach on how to teach the concept that I need to be cognizant of when working with a bunch of (maybe) newbies.

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The phrase 'color blind' is problematic because, while seemingly good-intentioned, it allows the speaker to ignore the historical and current conditions that perpetuate inequity for BIPOC. I also wouldn't be acknowledging my privilege if I thought of everything from a clean slate point of view.

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Learning how to deal with difficult tasks/problems is an important skill for students to master. It is important to keep in mind students' ability levels in order to balance the difficulty. Sometimes it is important to build confidence, while other times a challenge would be more appropriate.

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Groups of diverse achievement levels lead to greater mastery of the content whether the student is in a teaching or learning role within the group. Also, there are so many skills being learned in the classroom that have little to do with the actual content.

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As an educator, I can't never assume that because parents don't come to school events they don't want their kids to be successful in school. I think students who come from homes where educational achievement is not a high priority, are the ones that need more of our support.

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As educators, it's important to take every student culture in consideration not only to make them feel included but also empowered.

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Being color blind when it comes to race or ethnicity  ignores completely the struggles of students from these groups. Instead of "being color blind" Educators should acknowledge their culture, history and experience for a better and collaborative learning environment.

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I do not think any parent or guardian would try to undermine a teacher's effort to teach their students and that is an unfair and dangerous assumption to make. If a student is not completing homework and their parents/guardians are not attending school events, I would try to find out more about that student's home life and how to support them. A student may not do homework due to lack of access or a job. A parent may not attend because they work several jobs or have small children at home.

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Being asked to perform a complex task without a basic road map or constituent skills can flood a students brain stress hormones that hijack their ability to think critically. This is why things like pre-teaching and displaying learning strategies relevant to current and past content for student reference are such effective practices for student success.

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Those students who teach other students ultimately gain a deeper understanding of the content they are teaching in addition to the benefits of leadership roles and more opportunities to develop empathy for others. "Teaching to learn" is a thing.

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What matters most is that students feel engaged, respected, and represented in the classroom. What matters most is the students feel that the class content is relevant to their lives. This cannot be achieved if we do not invest the time to incorporate cultural, historic, and lived experiences of our students into our lessons. I would even argue doing so really doesn't require much extra time. Why not invite students to contribute these examples and learn from them what matters most in their lives?

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A good lesson plan will have embedded academic and social supports, varied access points to content, and multiple ways for students to showcase their knowledge that takes into account the different socials norms of each culture represented in their classrooms.

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Every student has a legal right to grade level content.

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As it is a teacher's job to meet each student where they are at, it really isn't possible for anything outside the classroom to undermine a teacher's efforts. If the Universal Design for Learning is being practiced while designing a course or curriculum, there will already be embedded supports for students whose families can not or do not support their academic progress at home.

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Talking about race with colleagues is essential, especially when our colleagues are also in the field of education. How can we have these courageous conversations with students if we are not able to model them ourselves? How we approach the topic is key. If we start the conversation with blame and aggression, our colleagues will shut down, become defensive and emotional, and nothing good or productive will likely result of such an interaction. I think a good practice might be to start the conversation by acknowledging that discomfort will likely occur and then working together to establish common goals. Of course, it would be extremely helpful to have the support of your administrator and district as well.

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I do not think having a teacher cold call on the during class is the preferred method of participation for most students, especially those who are members of marginalized communities, because it doesn't work to create the state of "calm alertness"  that has been shown to be the brain state most conducive to learning. However, all students must have opportunities for meaningful engagement so that they may participate and receive feedback. There are several researched based practices that support students less inclined to share to participate that utilize classroom technology, props, and small group sharing methods.

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Teachers should adapt their teaching to every student and meet each student where they are at. In order to do so, they must create an environment that is inclusive to each individual culture present in the classroom

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The two intersect in many ways. I would lean more toward agreement though and that poverty, while in many cases a result of race, directly creates more barriers for students.

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racism to think in terms of "colorblindness". One must see every person and race for what they are and acknowledge it in order to be anti-racist and address the disadvantages many POC experience

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There are good teachers who can adapt to the cultural environment and be mindful of the different races in the classroom, but ultimately it is illogical or hard to match the instruction to one specific ethnicity. Specifically catering to one ethnicity blocks other groups from learning which inevitably creates a sort of racially systemic cycle (kind of like favoring one group more than the other because of commonalities). I believe it is more possible to achieve this on an individual level since you have opportunities to directly make things more comprehensive or relatable for students learning styles. I DO AGREE teachers can NURTURE the diversification with teaching techniques that UNIFY the classroom setting meaning ... you gotta be creative.

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I strongly believe that every student needs to be seen and heard, no matter whether they have excellent academic achievements, as long as they have made their endeavor to learning or school activities. Also, I firmly believe that students' self-esteem is the core characteristic that should be protected by educators.

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It is not that easy for those students struggling with English to take on challenging academic assignments. However, they should give those assignments a try, and definitely, they will make significant progress during the entire process and benefit a lot.

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I can't entirely agree with this statement. It seems time-consuming to find and use examples, but it will be an incredible contributing factor to building students' identities.

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Lowering standards for some students is just another way of disadvantaging those students. A teacher's judgement of what a student is capable of is likely to be flawed/based on negative assumptions. We need to have high standards but a willingness to support as needed.

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The idea that anyone can be color blind is an inherently racist idea that serves to perpetuate existing inequities by pretending they don't exist. Recognizing that my students will come from different racial and ethnic backgrounds is critical to a culturally responsive/sustaining approach.

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Every student is a different individual. Each one has a different level of learning and acquisition of the material. Rewarding for trying hard but reminding them to continue on the same path of trying; purpose is to keep their energy up so they can keep trying and working at it. Additionally, it will be important to also reward other students that are being successful; there are different ways to reward students and things that one can use for rewards.
-Hector Jr. Osuna M.

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I think it will be essential to take into consideration the culture and ethnicity of our students. Presenting content and material that reflects our students cultural and ethnic background will provide a sense of empowerment. Additionally being more responsive to diverse backgrounds will be pivotal to establish a sound relationship.
-Hector Jr. Osuna M.

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I disagree with this statement for the same reason that I disagreed with statement 11. Working with social/emotional special education students has influenced my thinking on this statement. The work that some of those students could complete without accommodations, support or assistance was well below the level of work that those students could actually complete. Over years and for many reasons, these students learned habits, such as looking at a math worksheet and becoming  frustrated - maybe for fear of failure, maybe as an opportunity to avoid work, etc. So for some students, there is a need to work through the feeling of discouragement and frustration to complete work at their true ability level. Again, this initially may require assistance, support and accommodations - with both the assignment and the student's feelings and emotions.

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I read this statement in a slightly different way than Brady, as it made me think of the tension sometimes experienced by special education students when they attend general education classes. I have heard general education teachers argue that these special education students should not be included in a general education classroom because the students do not have grade level skills or a solid grasp of some basic skills, such as reading, spelling, multiplication, etc. In that way, I strongly disagree with the statement because there are accommodations that can be made for students, as well as social benefits to attending classes with peers.

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What matters most is subjective and too often it does not include the experiences of marginalized groups. By learning about the issues and experiences of other groups is important because it can help validate the thoughts and opinions of people in traditionally underrepresented communities. It is important to understand as much about others experiences and it should be what is considered most important in any classroom.
-Jesus Nunez

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Just because a parent is not involved in the student's schooling, it does not mean the student is completely uninterested. There are different reasons why parents are uninvolved. It is important to have these students needs met while they are in school because they may not have an opportunity outside of the classroom to engage with the coursework. The student does not automatically follow their parents lead and may want to do well in school, but get left behind because they do not get acknowledged.
-Jesus Nunez

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Poverty is more than just a single issue because there are such wide ranging consequences that poverty can have. Some examples of extenuating circumstances are stress, lack of support at home, unstable household dynamics, lack of school resources or materials,lack of proper nutrition and a lack of parental involvement. Having to deal with all the additional issues of poverty makes it difficult for students to attain the same level of success of other students.
-Jesus Nunez

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The concept of colorblindness is damaging to people because it completely discounts their identity and their background that has shaped who they are. I understand to not single them out and focus solely on them because that can lead them to disengage. It is important as an educator to understand that not all students are able to succeed using one specific approach.
-Jesus Nunez

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I understand it is important as an educator to be aware of their race and ethnicity, but if I were a student and if I would realize that my teacher is treating me special because of my ethnicity, it would be such a disappointment that I am categorized always as marginalized group. It is a pain and disrespectful. People of color are asking to treat everyone the same and not asking special attention/treating.

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It is not fair not giving any challenge on academic assignments to those non native English speakers. Of course, It is hard to deal with assignments for those students because their English comprehension level, but helping out for the barriers is important instead of lowering the bar of their academic level.

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All your colleagues might not be ready talking about it and when you do it, some of them might feel personal attack during the discussion. Talking about race often lead to polarize people which is not an ideal environment to work. Teaching must focus on cooperation, not encouraging conflicts.

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This topic is discussed in the Sensoy & DiAngelo article at length. On page 2 it states "Our goals in
problematizing the common guidelines are twofold: to explicate how these guidelines function to reproduce dominant relations and to unsettle the discursive authority that they hold". These conversations are essential to having healthy social justice discourse between the students, but there need to be ground rules. The dominant straight white male viewpoint needs to be recognized. In fact, the article states that most students come into class with ideologies regardless of their race, class, gender, nationality, sexual orientation, religion. These need to be recognized so the students can identify their own implicit biases.

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This answer is a bit nuanced. I believe that some cultures do not encourage students to speak up or be loud, or just follow the unspoken standards set by our public (or private) schools. Having had two placements now, I have come to try to treat every child equitably. During reading groups, for instance, we will sometimes go around in a circle so everyone has a chance to speak. This "popcorn" reading is a bit controversial because it doesn't account for cultural norms or disabilities or trauma. I think the key is to not visually make assumptions and to give every student a chance to speak. Just because a kiddo doesn't immediately speak does not mean they do not want to. Sometimes they are trying to work up the courage. I think if there is a long pause it's best to skip over them and return so they are prepared to speak publicly. And, it's not wrong to ask if they don't feel comfortable so long as it doesn't put them on the spot and embarrass them.

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If we never talk about race, nothing will ever change. If nothing ever changes, we will continue to fail our students of color. While it may be uncomfortable, or complicated, or challenging, it is important. Because if teachers cannot talk about race with each other, how can they be trusted to talk about race with students, or to educate a diverse student body? -Kate John

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While I try not to allow bias to influence my teaching, I do not ignore the race of my students. Their race is a part of them, and ignoring it would be like ignoring an important aspect of someone's identity. If anything I do my best to be knowledgable about their cultural background, to help bring that into the classroom and use their unique experience to enhance their learning and that of their peers. Not to tokenize, or have them speak for their whole race, but to allow diversity to inform our classroom. -Kate John

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I agree with this statement, but only with qualifications. I think it is true that consistently placing higher achieving students in a role where they are teaching or leading their peers is unfair to them, just as it is unfair for lower achieving students to be placed in groups where they are consistently being led by their peers without opportunities to lead themselves. This does not mean it is always detrimental though. I think grouping students by ability can be amazingly beneficial sometimes, but other groupings also can be good. It helps to have variety I think. -Kate John