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In this class we discussed the many issues by all types of students. One topic I felt the need to address was students who identify as LGBTQ+. This could become an issue within Physical Education as students may identify as a gender different from their born sex. This could pose issues in the locker and have students feel uncomfortable in their own bodies. It could also out students who have not felt they could share who they are with other students and could be subject to further bullying. In articles from class, we learned that there is a lack of education readily available for students in this community specifically about sexual health disparities. As a physical educator, I will do what I can to ensure students feel comfortable within the class and do not feel they have to act as someone else just to be accepted.

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In class we discussed the issues faced with ableism in schools. We discussed how having a disability can be seen as having a lesser life or they may never achieve as much as a student who is not disabled. However, in no way do I believe this is true. There is only truth in that these students may not be receiving the education/resources they need or students were incorrectly disabled. In the article, "Ableism and mental well-being; bullying" we learned there are many issues surrounding ableism such as misinforming the feelings/intelligence of these students and that being disabled should be avoided because they will live a "lesser" life, however this is the narrative students are told and are not the truth. On top of this, there are many students labeled disabled even though this is not true. In fact, minority students are disproportionately labeled as disabled despite potentially not having any disabilities. Using the criteria standards, many hispanic and black students are labeled disabled more commonly than white students. There is clear evidence of institutional racism in the school systems today especially within that of disabled students.

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The experience of the community engagement journal has been an eye opening one. Rather than trying to force myself into a community, which can be harmful, I have taken the opportunity to educate myself on the demographics, values, practices, languages, etc. to better prepare myself for when I am to teach in this area. My area was Montgomery Village Middle School, and while only being 10 minutes from my own home there was a lot about this community I was not aware of. I am in the physical education cohort, and took mostly this perspective from looking at the community by looking at the activity available for residents around communities surrounding the school. I also used their website to research the activities they made available for their residents and how this reflected their community. When it came to research on the school, I learned they are a very diverse school with around 50% hispanic students and 29% of the students being black. The students at this school also had a below average English and Math proficiency and tried to create ways to think of integrating Physical Education with these two topics.

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While I strive to be a successful education teacher, I also hope to become a strength and conditioning coach. Achieving this goal will allow me to interact with more young children and get a better idea of how to teach students.

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One of my biggest influences is my family. They have always been supportive of my goals and have been actively trying to assist me in anyway.

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I attended this school when I was younger and my PE teacher while I was there led to me wanting to do the same. After three years of catholic school, I hated school, but when I came to this school I realized how informative and interesting it could be. My PE teacher was my greatest influence, Mr. Dorfman, he created a great learning environment and ensured all students felt included in the lessons. Instead of just having us play a game for the whole class, he taught us skills we could use for the rest of our lives. During my time at catholic school, I realized there was a significant amount of curriculum violence, however, the rules at the school were very strict and no one seemed to care.

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One big factor I want to bring to my classroom is that of equality versus equity. Equality is not what will make the difference in my classroom, but equity is. Providing students with the resources they specifically need to be successful. In my grad school classes based on physical education, we are learning about being a reflective teacher and using what we have seen from the kids to develop lesson plans rather than just based off a textbook.

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As I am ending in this class, my understanding of this concept is still only beginning. However, I am beginning to understand that this concept helps to fight to resist racism and nurture inclusion/tolerance. Through the use of culturally sustaining pedagogies, I can help students discuss a variety of topics including those about oppression, and truly reflect on what we are learning. However, I have become better informed of how to best include these within my teaching environment and ensure I can probably create a safe classroom environment. My concerns about racial justice education are that the problems will not be attenuated. The students in this class I feel will be educated on how to be anti-racist educators. To create a classroom where students feel comfortable and safe to be themselves, I need to be able to allow students to share their own experiences and use their capital to create their own experiences. Several times a year, I will create time and space for students to incorporate their family capital and social capital to help create lessons that relate to all students. If I ever feel as if I cannot accurately represent a topic, I will invite speakers to attend class to help represent what needs to be addressed.

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While I have never taught kids in a school setting, I have coached soccer to a younger age group of kids. Similarities can be seen with coaching and teaching, especially within my department of Physical Education. I learned players and students are all different and may not have access to the same materials based on their situations but despite this kids are resilient to still try their best.

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I feel as if this graphic stands for itself. I believe inclusion is the best way to teach.
Despite wanting inclusion to be this simple, it never is. Inclusion includes much more information and effort than I first had believed. It takes work to have a classroom demonstrating inclusion

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One big challenge I am sure I will face is teach kids with physical disabilities. This is a challenge to ensure these students receive the same education and gain the same skills to the best of their ability. When I was in high school, I completed student service learning hours at a special education school. I worked with students who were unable to walk, talk, and even eat by themselves. This experience taught me that no disability should ever count anyone out. One big issue we face in this class is ableism, however, the students in that school did everything they could and made me feel so happy to be able to interact and teach them. This experience allowed to me recognize the importance of adapted PE and ensure all students feel as if they are included.

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I played soccer for 13 years. I also coached and reffed soccer.

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I am in the Physical Education cohort of the MCERT program