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All students benefit, especially underserved students, from CLRT.

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Using "VAAB" as a tool to enhance/build global dexterity (situational appropriateness).

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Using "VAAB" as a tool to enhance/build global dexterity (situational appropriateness).

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Research shows that educators most often assume that schools work effectively and that students, parents and community need to change to conform to this already effective and equitable system. What can we do?

1. Honor all cultures in our classroom

2. Resist the urge to value the norms of the dominant society

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Being mindful of and embracing the different types of capital that our students bring to the classroom to create an inclusive and safe classroom/learning environment.

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I thought a lot about our reading regarding funds of identity and funds of knowledge and how to be more proactive using the VABB strategies.

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Be mindful of ALL aspects of culture, not solely ethnic culture.

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Build a relationship with students and families, it will go a long way

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The entire presentation was very informative!!  It validated strategies that I have used about building relationships.  One of the thoughts that entered my head is we are always looking at our relationship with students when we also have to take into account how we can use this information when in discussions with adults. In addition,  I continued to think of ways that I could create and incorporate ways to change educators "vision" of their students.

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The entire presentation was very informative!!  It validated strategies that I have used about building relationships.  One of the thoughts that entered my head is we are always looking at our relationship with students when we also have to take into account how we can use this information when in discussions with adults. In addition,  I continued to think of ways that I could create and incorporate ways to change educators "vision" of their students.

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One of our group takeaways was using the term, underserved, as opposed to underachieving or underperforming. Additionally, the idea of building relationships with students continues to be a driving force in student learning. Students need to have their basic needs met before we can expect them to learn. We can motivate them in class by being a warm demander and helping them find their "ganas." We should also be aware of and teach situational appropriateness to help students navigate the school culture without giving up their home culture, "fitting in, without giving up." Teach with an asset based perspective vs. deficit based. - Lupe Gerace, Erica Silva, Maggie Campos-Flores

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This slideshow was very much connected to our reading with the key Concept of Systematic & Institutional factors. Notions of class conscious vs race conscious  were affirmed while creating dialogue and reflection relevant to our profession. The one statement that resonated with me was. "Fitting in without giving up what students bring in culturally" as we help our students navigate school and mainstream cultural experiences.

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This slideshow was very much connected to our reading with the key Concept of Systematic & Institutional factors. Notions of class conscious vs race conscious  were affirmed while creating dialogue and reflection relevant to our profession. The one statement that resonated with me was. "Fitting in without giving up what students bring in culturally" as we help our students navigate school and mainstream cultural experiences.

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Our students are a mixture of identities and shape how they experience the world. We respond to student needs by taking into account cultural and linguistic factors. As educators we teach students how to fit in without giving up their culture. Teaching situational appropriateness helps students adapt their behavior depending on the situation.

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Though these themes are familiar, it's beneficial to learn more in detail about the many ways we can confront deficit perspectives within oneself and others.  We are not always mindful how easily we can judge others, this has been a good reminder to culturally validate and affirm to better understand our students, families, and colleagues too.

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The presentation and today's conversations shed light on how multifaceted culture, race, and our implicit bias can be. I took away the notion of how much impact we can have on our students. The term underserved really stuck with me. I want to continue to address this with our staff. The next steps would be to have those difficult conversations and provide long-term plans to better support our students.