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Lisa Conte, Julia Ciardulli, Nadia Santoriello, Danesha Jeeva

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Lisa Conte, Julia Ciardulli, Nadia Santoriello, Danesha Jeeva

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- Watch for patterns, don’t pass judgments on preconceived notions of what you think is going to happen

- Don’t make generalizations based on stereotypes or your own lived experiences

- Use discernment

- Not about who’s right or wrong but about grounding and identifying the problems and solutions in the people ir directly impacts

- Example: Students with ADHD – a lot of the time characteristics will look like the student is lazy or daydreaming, meanwhile their brain is going in many different directions. The reality is that if we talk to someone with ADHD they’re not actually lazy or daydreaming, but rather thinking of so many things at the same time that they can’t focus on one thing at a time. By being mindful of this and having conversations with these individuals we can understand where they are coming from and how we can help them.

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Simona, Veronica, Emily, Alexander, Thanujaa 

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Simona, Veronica, Emily, Alexander, Thanujaa 

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Use our reactions to confront societal norms and dominant narratives as well as social justice issues and use this in a constructive way. Use our reactions to address oppression, racism, discrimination and not fight or block out feelings of discomfort - we need to push through and use our reactions to continue our learning in the classroom and our communities. We are using these reactions now in our case study facilitations to try and solve problems, contemplate solutions and weigh consequences in an equitable way. We are evaluating our feelings/emotions and using them to challenge the case we are analyzing in a progressive/constructive way - in ways we were not doing prior to this class. We are learning to not be defensive as well as work through feelings we may feel of guilt/shame because this will allow us to grow and be a better ally. We connected this to the video we watched this week about daring classrooms, we learned that being vulnerable is the key to learning - we cannot suppress these feelings/block out issues of social justice. We have to be vulnerable to learn in the classroom, although it is uncomfortable.

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- Sometimes we think that we are being neutral and not imposing our perspectives on our students but sometimes we may be doing it without even knowing it
-As teachers, we have to recognize the bias that we may have toward our students based on the communities that they may identify with. We have to acknowledge our social position and how that may influence the expectations that we have of certain students.
- Using the case study from one of our groups today we used as an example Jim and Mr.Wang and said how Jim came from a broken family and because Mr.wang from a family that had two parents, siblings etc. it was hard for him to help him and for them to connect and Mr. Wang's perspective could not be changed to understand Jim. Many times we often can only see what we know and the perspectives that are used to.

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Group 2- Deanna, Laura B, Leah W, Shormeh O, Amanda A

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Group 2- Deanna, Laura B, Leah W, Shormeh O, Amanda A

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Strive for Intellectual Humility

It's okay to not know all the answers, and it's okay to tell the students "I need time to look into it and get back to you."  It does not mean you are not a good educator, it means all educators are life-long learners that grow and learn with their students too.

One of the members in our group observed in her placement that when the student approached the teacher in regards to a question and the teacher did not have a clear answer, the educator returned to the student and said we will look it up together. Saying "I'm not sure, let's discover it together!"

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Group 3 - Kristian, Matthew, Cassandra, Tayler, Keerthana

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Group 3 - Kristian, Matthew, Cassandra, Tayler, Keerthana

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-Straightforward, information that we should know and use in the classroom.
-Recognizing that there are differences of opinions, and different ways of thinking (differentiated learning)
-"Opinion is the weakest form of intellectual engagement"
-We use this in our facilitation and discussions -> using a lot of open-ended and interpretive questions to get deeper discussion and critical thinking going. Not everyone is going to come to the same conclusion, but we gain knowledge regardless of our diverse opinions.
-Respect others' opinions
-Acknowledge each other's differences and social factors (race, gender, ability, etc.)
-Some teachers may use evaluative questions/opinion questions (answers that don't require any prior knowledge, critical thinking, engagement with the text) -> "What do you think of . . . ?"

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Positionality is an understanding that we as teachers are not neutral and that our opinions are not neutral, and that also the content that we are teaching is not neutral. As teachers we all come with our own biases, perceptions, viewpoints, and so no matter what we are teaching, it is not fully objective.
“In  order  to  understand  the  concept  of  knowledge  as  never  purely  objective,  neutral, and outside of human interests, it is important to distinguish between discoverable laws of the natural world (such as the law of gravity), and knowledge, which is socially constructed” (41).
An example of how our group is using this guideline now is by identifying our social positionality and being aware of how this informs our opinions and actions in the classroom. As teacher candidates we can recognize that not only do we have positionality, everyone does (including our mentor teachers), and what they do or say is not objective or necessarily the correct way. It is also important not to view students through a one dimensional lens. We need to allow students the room to voice their opinions without judging them.

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Carrie Lee, Susanna Lee, Mariam Sheikhali, Natalie Pawarroo

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Carrie Lee, Susanna Lee, Mariam Sheikhali, Natalie Pawarroo

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This guideline brings more awareness to the importance of having serious conversations and allowing ourselves to face difficult topics and learn from them instead of close ourselves off. It is important to accept our emotions and reactions, but they alone cannot foster change in a positive way. We must reflect not only on ourselves and our views, but also be open to the experiences of others no matter how much it may challenge us.

An example of how we use this guideline is to understand our students and stop ourselves from assuming things about them because they have their own story and what we see and our reactions to them are not the whole story.

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- Sometimes we bring our perspecitves to the classroom without even knowing it, as often times we want to be relatable to everyone, but we don't recognize that we are still imposing our perspecitves on our students.

- As teachers, we have to recognize the bias that we may have toward our students based on the communities that they may identify with. We have to acknowledge our social position and how that may influence the expectations that we have of certain students.

-Example Mr.Wang and Jim from the case study Mr. Wang wanted to help Jim but held the perspecitve of a "perfect" family and was not able to understand the dynamic of Jims family and brought his ideas and biass to the classroom.

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- Sometimes we bring our perspectives to the classroom without even knowing it, as often times we want to be relatable to everyone, but we don't recognize that we are still imposing our perspectives on our students. - As teachers, we have to recognize the bias that we may have toward our students based on the communities that they may identify with. We have to acknowledge our social position and how that may influence the expectations that we have of certain students.
-Example Mr. Wang and Jim from the case study Mr. Wang wanted to help Jim but held the perspective of a "perfect" family and was not able to understand the dynamic of Jim's family.

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Group 1: Iqbal, Stephanie, Sarah F, Julia and Sara M.

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Group 1: Iqbal, Stephanie, Sarah F, Julia and Sara M.

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Guideline Number 1: To Strive for Intellectual Humility

Looking at this guideline now our group specifically chose to analyze the following example mentioned in the text.

"Standardized testing and the punishment and reward system of grades are major contributors to these habits, as they have created a school culture that rewards conformity and single, correct answers over intellectual curiosity and risk-taking. Yet critical social justice education demands a different kind of engagement than most of us have been prepared for in our previous schooling" (32).

Looking at this guideline now, our group has mentioned how difficult standardized testing like the EQAO test is for students. For instance, the Grade 10 EQAO OSSLT has a pre-determined grade (minimum 70%) for a student to successfully pass. However, this standardized test, which is pre-determined by the Ontario government fails to take into account the various diverse learners that exist across schools and test anxiety many students have.

For instance, a student who is thriving in English throughout highschool did not pass the OSSLT. The standardized test did not take into the account the fear associated with testing. Another student mentioned that the results of this test was posted for all of her classmates to see, which ultimately hurt many students who may have not succeeded.

There are still ways to strive for intellectual humility in our classrooms. We can still assess knowledge in our classrooms but we do not have to practice the same dominant ways of testing students. When looking at our own intellectual humility we can create a diverse array of assessments for our students. Yes, they may not be perfect but there are always ways we can better our teaching praxis. Instead of administering the same old multiple choice quizzes with a scantron sheet we can have students re-enact their favourite lessons, write a poem/song, draw an image etc. Additionally, when we are given autonomy over our own learning and teaching (i.e. freedom to choose certain texts), it helps us process/understand things better, which will not only make us better educators but will ultimately help our students learning process.

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- Sometimes we bring our perspectives to the classroom without even knowing it, as often times we want to be relatable to everyone, but we don't recognize that we are still imposing our perspectives on our students.

- As teachers, we have to recognize the bias that we may have toward our students based on the communities that they may identify with. We have to acknowledge our social position and how that may influence the expectations that we have of certain students.

-Example Mr.Wang and Jim from the case study Mr. Wang wanted to help Jim but held the perspective of a "perfect" family and was not able to understand the dynamic of Jims family

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Group 9: Marilu Potestio, Lecs Petel, Jessica Tuchow, Sabrina Porretta

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Group 9: Marilu Potestio, Lecs Petel, Jessica Tuchow, Sabrina Porretta

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Letting go of personal anecdotal evidence and examining broader social patterns means that we understand the ability for our personal opinions and feelings to inform our perception, interpretation, and potential biases of things and people. That being said, our personal feelings and opinions -- though valid and we are entitled to them, it does not represent a necessarily factual way or accurate way of how things happen or what people do.

This guideline means being able to see beyond our own personal biases and influences and to remain open about the various thought-systems around us. Many people stem from various backgrounds and upbringings that also influence them in different ways so being able to remain considerate about these different factors allows us the ability to remain mindful of others whilst remaining critical of the information around us and the viewpoints we encounter. Knowing this guideline informs our practice as well because as educators, we have to be willing to see past our own internalizations about students, faculty, and community to determine ways to best serve our students learning.

An example of how we are using the guideline is in relation to our experience with working with students of various learning challenges. Lecs had a student on the Autism spectrum and rather than assuming from her own perspective about the student's needs, her MT walked through the student's IEP, as well as the resource teacher and principal discussed the various activities and patterns over time that the student reacted well to versus other times. This experience helped her to view the student's overall learning rather than only using her singular perceptions to determine her next steps with him.

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- Sometimes we bring our perspectives to the classroom without even knowing it, as often times we want to be relatable to everyone, but we don't recognize that we are still imposing our perspectives on our students.

- As teachers, we have to recognize the bias that we may have toward our students based on the communities that they may identify with. We have to acknowledge our social position and how that may influence the expectations that we have of certain students.

-Example Mr.Wang and Jim from the case study Mr. Wang wanted to help Jim but held the perspective of a "perfect" family and was not able to understand the dynamic of Jims family

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Ranmeet, Jordan, Christina, Alondra Emina, 

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Ranmeet, Jordan, Christina, Alondra Emina, 

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-Being comfortable with the uncomfortable. Be comfortable to admit your privileges/positionality to create a more well-rounded, socially aware, and safe classroom. Remaining informed helps reduce ignorance and is an important step to decolonization.

-use critical thinking to encourage informed knowledge. Ask open ended questions to not sway your opinion on students.

-students are entitled to an opinion, but within limits. I.e. reverse racism is an opinion not based on informed knowledge.

-having an opinion and reflecting on (example of critical thinking) it is different than expressing an opinion (page 36).

“Mainstream culture  has normalized  the  idea  that  because  everyone  has  an  opinion,  all  opinions  are  equally  valid” (page 35)

-example: having experts come into the class to speak on topics (informed knowledge), i.e. Indigenous Elders incorporates diverse aspects of society.