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I thoroughly enjoyed reading the first chapter of Sonia Neito’s “Finding Joy in Teaching Students of Diverse Backgrounds”. During the first chapter Neito describes issues that students are facing in schools today such as assessments, societal barriers, school conditions and ideological barriers.

A quote that particularly spoke to me is: “Students... especially the most vulnerable, are blamed for their failure to learn, with little mention of the meager resources and lack of policies and practices that have largely caused these problems - including poverty and the lack of adequate health care, housing, and employment - the tendency has been to focus exclusively on the perceived shortcomings of teacher and students'' (pg. 8). I work at a Title 1 school with students from a diversity of socio-economic backgrounds. I have observed that food insecurity is the number one factor that influences my students' ability to effectively learn. As such, my school's most utilized service is the food bank program. The school also offers a variety of other services, from laundry and shower facilities to medical and dental services. It is a pilot program that seeks to eliminate the inequities in learning. And these inequities are borne on both sides of the desk. If the students are hungry, stressed or facing other challenges then learning can take a back seat. As educators, we aren't prepared to deal with these issues. We are not psychiatrists or social workers, we are teachers. But we want to support students in the best ways that we can to ensure their success. It is a fine line to draw between the familial responsibility and the social responsibility of the school system. A lot of the services offered by my school are under-utilized on the day to day, but if they provide even just one student with the resources to improve their learning then it is worth it. I would argue that all school systems would benefit from a taxpayer funded program to provide its students with these basic services.

I have taught in many different school environments. One of the most important factors in teaching students is providing them with a comfortable and positive working environment. At the beginning of the school year, I set up a cozy classroom with several plants and designated spaces to read and feel at home in the environment. Another quote that really spoke to me was, “The physical condition of a school also affects its emotional environment. Are there aesthetically pleasing plants, posters, and welcoming signs? Is there respect for parents and families of different cultures? Do they feel welcome? Are there signs in various languages and is the staff friendly? These things make a tremendous difference in how schools are experienced by those who work and learn there as well as by visitors" (pg. 11). I believe it’s important to celebrate students and their families. A few years ago, I worked at a small Montessori school. The school felt like a second home for staff, students and families. The children ranged from 18 months to 6 years old. I found it interesting how caring the children are in this mixed setting and how they had so much respect for the animals and their overall environment. The tables always had fresh arrangements from the school grounds and the environment was aesthetically beautiful. I have brought some similar concepts into my public school classrooms and feel students have benefitted from a welcoming and warm environment.

Questions:

What are some ways you make families and students feel celebrated in your classroom?

How do you/your school support students that are housing insecure?

What is the biggest challenge you face in your classroom?

References:

Neito, S (2013). Finding Joy in Teaching Students of Diverse Backgrounds. New Hampshire: Heinemann.

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While reading this week’s Nieto (2013) chapter, I highlighted and drew stars next to this quote: “Jacqueline Irvine (2010) has suggested that instead of focusing on the ‘achievement gap,’ we shift the focus to the ‘teacher quality gap; the teacher training gap; the challenging curriculum gap; the school funding gap…” (Nieto, 2013). The full quote describes all the different sources that fuel the growth of the achievement gap, and therefore, where our attention and resources should be put towards instead of costly high-stakes tests. Although many of these smaller (but big) challenges under the achievement gap umbrella can feel out of my control as a teacher, Nieto provided guidance as to how I can have a positive impact in education through student expectations. Nieto described how a teacher’s expectation of student ability can have a sizable positive or negative effect on student performance (2010, p. 12). This made me stop and do a self-check on any bias I may carry about my students, as well as how my language or actions are perceived by students. For instance, since joining my school’s dual language program, there’s been times I have overestimated or underestimated individual students’ literacy skills. In those moments, I focus on filling students with positive feedback and I make adjustments going forward. However, I’m aware how my initial expectation can have an influence on my student’s self-confidence, especially if the setting allows for students to compare themselves. I believe my expectations for students are in my control, and with that, I want to focus on sending high, achievable expectations to all students.

1) Do you feel like teacher expectations of students carry the same impact across all grade levels and into higher education? Or in other words, does the age of the student matter?

2) How do you voice or show your high expectations for students?

3) What are your thoughts/experiences of passing the message of high student expectations to their parents/family?

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The reading from Nieto this week has some interesting remarks about poverty, including that “Children living in poverty face an uphill battle to obtain a decent education.” Several examples are listed and authors cited to show evidence of how poverty and lack of quality education are linked. The correlation between how affluent a student’s family and their access to a good education seems almost inevitable, but this is not the case everywhere. Linda Darling-Hammond is quoted many times in the chapter, and I read her entire book last quarter. She delves deeper into why this correlation exists, and gives examples of how certain schools have been able to break the cycle. What it comes down to is funding. When schools have a reasonable budget, they can help provide basic needs for their students, and the money is spent in the right places (it turns out that investing in teachers has the greatest results) and teachers are valued and maintained, students can and do learn.

What we often see is exactly the opposite of this, and this is why students who live in poverty don’t succeed as well in school. Schools are not properly funded, they don’t value teachers as an investment or resource, and they may spend money in the wrong places. Nieto talks about this issue in that school conditions vary greatly throughout the country according to the neighborhood they live in. Also, she mentions that “the most  inexperienced, least qualified, most underprepared [teachers] tend to be in the most challenged schools.” This is because those positions are not well paid and have high turnover.

I have worked in many schools, including school in less affluent communities, and witnessed both great teachers and a high turnover of inexperienced teachers all together in the same school. It was so overcrowded that even though all or most of the staff wanted the best for the students, they were stretched so thin and that they tended to burn out quickly from all of the emotional trauma that comes with caring for those students.

There are countries, and some US public schools, that are able to provide a quality education to all their students. It all comes down to equal funding and even distribution of resources (including teachers).

1. What kind of incentives could states provide for qualified teachers to work in poorer schools?

2. If a school could provide basic needs, proper funding and quality teachers, do you think the poverty factor would matter in a student’s education?

3. Do you think there is a reason that schools are not funded equally? Why do you think this inequity exists?

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Two of my favorite quotes from the Nieto reading this week that connect to my beliefs about teacher and learning are:

1. “Our received ideas about students and their intelligence, capabilities, and learning potential often have more to do with ideology than with science, research, or reality. Two of the most damaging (and unfounded) societal ideologies are that students’ social and cultural identities and backgrounds determine their intelligence and ability, and that intelligence is fixed and unchanging” (Nieto, p. 12).

2. “Given the current context in which many teachers work, it might be hard for them to believe that they hold tremendous power, in fact wield more power over lives and learning of children than almost anyone or anything else” (Nieto, p. 13).

What these quotes mean to me as a learner and an educator is that I bear an enormous responsibility to take inventory of how I form my conclusions about who my students are as learners and what they are capable of. These quotes resonate deeply with me because they reinforce my core value that we as educators play a crucial role in shaping our students’ views of themselves and in determining the paths our students will walk. When I read on page 10 in Finding Joy in Teaching Students of Diverse Backgrounds that “an African American boy born in 2001 has a one in three chance of going to prison in his lifetime, a Latino boy one in six,” not only does my heart break, my blood boils. The anger and heartache that the disparities in our educational system bring about inspire me to question my own biases, assumptions, and practices in order to cultivate a classroom of learners that feels seen, loved, encouraged, respected, and celebrated. Not only does research, such as the report Naito touches upon on page 14 about the “positive and long-term effects of first-grade teachers on the adult success of disadvantaged students”, demonstrate the enormous impact teachers have on students’ lives, it reinforces what I have experienced as an educator myself. I have worked in three Title 1 schools and I know what it takes to overcome the challenges families, teachers, and administrators face when there is inadequate supports and resources.

I am positively impacting the current conditions in education by building strong relationships with my students and their families by demonstrating my commitment to know my students by interests, strengths, and needs. I accomplish this by exemplifying my appreciation for the unique gifts my students’ different cultures enrich our classroom community with, building my classroom culture using the concept of mirrors and windows as a guiding force, and revamping my classroom curriculum and library in order to make it more culturally diverse. As Naito states on page 14, “A frequently cited report from 1996 states that “what teachers know and do is one of the most important influences on what students learn” (National Commission on Teaching and America’s Future 1996). By working to stretch and grow my knowledge and skills as an educator, I see firsthand the positive impact I am having on my students. By inviting my students to be who they are, and providing them with opportunities to relish in their uniqueness, I witness my students being confident and brave learners who take risks and demonstrate vulnerability. Having a growth mindset is something that my students and I work at each and every day.

Three questions for my colleagues are:

1. What practices are you implementing in your classroom in order to make your teaching more culturally responsive?

2. What are the biggest obstacles you are facing during the pandemic that are preventing you from fulfilling your goals of being more culturally responsive?

3. How do you celebrate your students’ uniqueness?

Reference:

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. classrooms. Portsmouth, NH: Heinemann.

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Through reading the first chapter of our book, Finding Joy in Teaching Students of Diverse Backgrounds by Nieto, there were many relevant and impactful points that stood out to me. To begin with, Nieto pointed out that research shows, "from 1994 to present, standards have not been linked to student growth except in relation to eight graders in schools characterized by ineffective teaching" (pg. 5). It is very unsettling to me that the standards teachers have been told to teach to their students, have been proven to not enhance students growth. It has been 27 years now of using standards that are not enabling students to receive the best education possible. When students come to school, they are supposed to be coming to a place where they are able to learn and grow, however, the standards are proving to show that this is not the reality.

Another quote that stood out to me was on page 12. "Two of the most damaging societal ideologies are that students' social and cultural identities and backgrounds determine their intelligence and ability, and that students intelligence is fixed and unchanging". Unfortunately, these ideologies made their way into the schooling system, and students are being judged on matters that do not play a role in their intelligence. A student's potential is not limited to their culture or where they come from, and it is important that as educators we help them see that.

Nieto also pointed out that school conditions play a role in a students education. She discussed the cleanliness of the school, the emotional environment, if students and their families feel welcome and respected, as well as the aesthetic appeal of the school. Students will feel more motivated to learn in an environment where they feel safe and welcome. If students were to show up to a dirty school where the staff did not make them feel welcome, this could very easily hinder their learning. I, as well as the other staff in my building, work very hard to keep the classrooms an inviting environment to all, to ensure the students feel safe and excited to learn.

Questions:
1.What are some things you do in your own classroom to try and overcome "teaching to the test"?
2.What are some of the best ways to support students in poverty?
3.Are there any biases you see in your own classroom, school or district?

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While reading Chapter 1 of Finding Joy in Teaching Students of Diverse Backgrounds there were many quotes that stood out to me. For example, one quote that stood out to me was, “Unfortunately, our national testing policies have not led to the promised results. In too many cases high-stakes testing has led to cheating, fraud, unhealthy competition, higher dropout rates and constricting of the curriculum and a decline in creative pedagogy” (Nieto, 2013, p. 7). This quote is so important because it is clear that standardized testing is not the solution to a struggling education system but it is still used over and over again. If we know it is not working then it is time to find a new solution.

Another quote that stood out to me was, “The researchers concluded that the characteristics of classrooms are more strongly associated with teacher biases than with teachers' own background” (Nieto, 2013, p. 13). This particular quote stood out to me because it reinforced my belief that as teachers as well as people, it is important for all of us to do the work needed to be more aware of our own biases. This quote gives me hope that biases can be overcome with the right care and attention.

While reading the first chapter one important aspect struck me, despite many significant problems in the United States education system Nieto seemed to convey a message of hope. For example, “..teachers can challenge the misinformation on poverty by emphasizing students' competence, focusing on teachers' cultural identities and developing a professional development model based on ongoing collaborative work among teachers”(Nieto, 2013, p. 11). Here Nieto gives clear examples of how teachers can work to ensure their classroom is a place where all students have the opportunity to succeed. The suggestions that Nieto presents require attention but are practical. I also appreciate that they can be taken on as an individual as well as in a community. One of the examples given that I am constantly reminding myself to focus on is to embrace the talents of my students. All students are talented and it is important that they are celebrated. A student may not have a strength historically embraced by education such as art or a sense of humor but It is important for teachers to value these as well.

There are a couple of questions I would like to pose to you all.
1)  What effects of standardized testing and accountability have you seen in your own experience?
2) What activities do you do to identify and overcome your own biases?
3) In your opinion what is the most constructive way to point out someone else’s biases?

Works Cited

Nieto S. (2013) Finding Joy in Teaching Learners of Diverse Backgrounds, Heinemann

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After reading chapter one I was making connections because we are all surviving in today’s schools. The ideological barrier topic is one that resonated with me in this chapter. Like many of you, I work in a multicultural school where we teach students in English and other languages. Then sometimes we label students on what other people think about them and not what they can do. As Nieto said: “Conventional wisdom rules much of what happens in public education. Our received ideas about students and their intelligence, capabilities, and learning potential often have more to do with ideology than with science, research, or reality. Two of the most damaging (and unfounded) societal ideologies are that students’ social and cultural identities and backgrounds determine intelligence and ability and that intelligence is fixed and unchanging.” (Nieto, 2013 p.12) Unfortunately, these ideologies get implemented into our school policies so teachers, administrators, and policymakers start practicing them. In my experience, we teach others what we believe even if we don’t want them to learn. If we start auctioning and practicing this policy and making the students believe that their intelligence is fixed that they can’t learn or continue their education after high school. Then the students will believe us and have negative perceptions about their own identities and success in life.  If this trend continues they will teach that to the next generation and so on. As educators, we do have the choice to change the student’s perspective of seeing themselves as an educated adult. Moreover, I believe this way and that is one of the reasons I give more positive feedback to students than negative feedback. Furthermore, I was raised in a culture where receiving positive feedback was rarely implemented. Some educators made me think that I was not good at school. I can make a connection with some of my students because that is what they hear from others and they set up their minds to be like that. Again, as an educator, we have the power to break this ideologies barrier and don’t see our students as another drug dealer or a student who is going to end up in prison but as a student who is going to go to college and receive a degree. Therefore, our students need to hear us and we need to say it as we believe it so they can believe it too. As a teacher, I also have the ability to not be bias and stereotype about race, ethnicity, and social class with my students or colleagues because that is what I’m teaching others.

Questions:

1. Do you think teachers play an important role in the student’s intelligence if it is fixed and unchanging?

2. Have you seen more cases of biases and stereotypes about race, ethnicity, and social class at schools lately than when you attended school?

3. What are other ways that you can stop this ideology barrier?

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As I was reading the first chapter of FInding Joy in Teaching Students with Diverse Backgrounds, Sonia Nieto dove right into the current issues that teachers are experiencing and how it affects their students.   

The topic of school conditions is one that resonated with me in this chapter.  Just like anyone, your environment around you can affect your mood and the way you work.  This is just as important, if not more, for young learners.  The physical and emotional environment of a learning space can play a huge role in how students are learning throughout their educational careers.  One of my main goals as a teacher is to have a safe and fun learning space for my students.  Having a safe emotional environment is extremely important to me and it allows students to be able to share confidently with their peers and express themselves.  I have also been exposed to many classrooms where the teacher has made the classroom a physically stable environment for their learners.  Creating a classroom library filled with a variety of books and providing colorful posters and resources can play a huge role in the experience that students have.  

Another quote that stood out to me was on the topic of expectations gaps, “that is the expectation that students will perform based on others’ perceptions of their backgrounds rather than on their true ability” (Nieto, p.12).  Words and expectations that adults express to students is something that students recognize and expect of themselves.  Oftentimes adults will have a perception of students based upon their social status and background, but it is so important that we do not limit their standards.  In my experiences substituting, more times than none, I have no prior knowledge about students in the classroom.  When I read the lesson plans and notes from the primary teacher, there is usually some mention of students with behavioral concerns.  I take these considerations and advice from the teacher but I do not start the day off with expectations that they will act a certain way.  I find it more successful for me to keep an open mind towards students and have them show me who they are and their abilities.  

What are some positive and negative physical and emotional influences that you have observed in classrooms in your experience?

Have you experienced an “expectations gap” or have been aware of an expectation gap in the schools?
What are some ways that you create a positive physical and emotional environment for yourself, at home and in the classroom? 

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The quote that really resonated with me in the first chapter is “Students too, especially the most vulnerable, are blamed for their failure to learn, with little mention of the meager resources and lack of opportunities in crumbling schools.” (Nieto, p. 8) This quote made me think long and hard about my own teaching practices and the perceptions I may have on students based on my biases that I am unaware of. I work in a low income school where a large population of the students are Hispanic and/or are emerging bilinguals. I myself am a white female that grew up in a middle class family. Although I would never intentionally think poorly of a students ability to achieve based on their race or circumstance, this quote made me think about if I have ever said or done things in my classroom that say otherwise. I work with a very “vulnerable” group of students and the achievement gap between our school and other schools within the district is HUGE. I hear comments all the time about how our school is struggling and has the lowest test scores, but they never mention why. Our students have so many obstacles to overcome, and these obstacles are only becoming larger with distance learning. My belief is that all students can achieve, but it is so important that we evaluate where students are coming from and what needs that they might have. Many times these needs cannot be met at school and require community resources and outreach. We cannot allow or expect students to fail because of their circumstance, lack of support, race, or language. This is why it is also important that as teachers we evaluate our practices frequently to make sure we are providing the support and resources a student needs to achieve, rather than just allowing them to fail. As an educator I can positively impact our current conditions by reflecting on my own teaching practices, and encouraging my colleagues to do the same. I can use school and community resources to give my students what they need to help them achieve. I have seen first hand that students of poverty and emerging bilingual students CAN achieve with the proper support and instruction. I know many of my students have to work harder than other students that might be more privileged than them, but I have also seen how much growth they can have in their learning with the proper tools and mindset.

Questions:

As a teacher, have you ever unintentionally put blame on a student for their failure to learn?

How can we provide students of color, poverty, trauma, ect. with the proper resources in order to help them achieve?

How often do you believe teachers should be reflecting on their own teaching practices and beliefs?

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The whole chapter was rich with data and research that truly had me on the edge of my seat reading and wanting to just devour the whole book in one setting. Coming from a special education background, with a strong equity lens and heart for advocacy, I felt very connected to the discussion on the achievement gap, “The term is used as if students alone were responsible for their failure to learn, while little attention has been paid to the context in which this failure occurs. Jacqueline Irvine (2010) has suggested that instead of focusing on the ‘achievement gap’, we shift focus to the ‘teacher quality gap; the teacher training gap; the challenging curriculum gap; the school funding gap; the digital divide gap; the wealth and income gap; the employment opportunity gap; the affordable housing gap; the health care gap; the nutrition gap; the school integration gap; the quality childcare gap’ (p.xii). Until such gaps are addressed, achievement differentials will remain significant” (p. 8).

This quote resonates with me and my personal beliefs on teaching and learning, as well as life in general, is that there are so many more obstacles and boundaries in place that keep people from achieving their full potential and that systematically limit their ability to succeed, find joy, become a functional adult and member of society.

In my own professional practice, I am well aware of the systematic boundaries and gaps that children (and their parents) have to overcome in order to find a place in school where they can thrive. With the lack of funding and avenues for students to show their talents, grow their skills and show what they know in creative or out-of-the-box thinking is apparent in the elementary school that I currently work. And it is apparent in the lack of training that teachers have in order to successfully teach (or even interact with) students with any kind of limited disability.

The school in which I work is also a Title I school where many of my students also would be in that category, as well as being a student of color. They individually and collectively have so many gaps stacked against them that it is a true wonder that through their grit, perseverance and the community around them that they are able to succeed and find some ways to grow and learn.

Questions:

1. One question that I had was when coming from one part of the whole system, how can we address this as a school/district/state lens to support eliminating some of these gaps?

2. What are some ways that you can systematically support your district/school to close or address some of these gaps?

3. How have you professionally or personally seen these gaps affect students at school?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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In reading Nieto’s writing, I first connected with her ideas about accountability within the educational environment following the implementation of Common Core when she wrote, “...that policymakers will not once again blame students and teachers for the longstanding and intractable problems of poverty, racism, and structural inequality.”(Nieto, 2013 p.7) This quote is in the context of Nieto discussing a hope educators had with the implementation of Common Core. A theme throughout her writing, which I agree with as an educator, is about the structural failures in American society that affect students’ achievement in schools, such as poverty. I now understand as a social studies teacher through studying our history and present, on how broken our governmental systems are for addressing the economic and societal problems that students bring into the classroom and hurt their academic success. After thinking about how policymakers in various states blame students and teachers, and not the failure of our governments, for why students go hungry, have unreliable technology, don’t have internet access, and aren’t motivated to succeed in school, such as with distance learning. I have had multiple students express to me during the pandemic that they had to get a job to help out with their families finances which is why they fall behind in their school work. I conclude that our governments must invest more heavily in welfare programs, providing free internet, distribute needed technology to all students, promote anti-racism ideals, and create more societal safety nets for families on the economic edges. As a teacher, I teach my students about the issues in our society to help build their empathy for others’ situations rather than solely blaming an individual for their lack of success or struggles in life.

Another quote from Nieto emphasizes America’s historical structural problems for students' success, “Societal barriers to equal education have existed since the beginning...These barriers have been created and in place, through various means...”(Nieto, 2013 p.9) Nieto following this quote then lists various barriers for marginalized student populations through our country's history, such as Jim Crow Laws against African Americans or Native Americans being offered substandard schools. If you are not white and male during this country’s history, then one’s journey for equal education has been a constant struggle. I believe it is a teacher’s job to realize the barriers that have been “baked” into our country’s educational systems for our students from various racial and cultural backgrounds. Then use this knowledge to craft instruction that acknowledges these barriers as past and present issues, and craft a culturally responsive curriculum that uses and embraces our diverse cultures as a strength for a better society. I am constantly trying to give my students “context” about the world they live in today, so they better understand the deeper history embedded within our unequal society, such as with educational outcomes. The “bootstrap” myth about America and one’s success in life, teaches students that people and their classmates are the problems and not the system itself. I have had students discuss the Black Lives Matter movements as “unneeded”, “inappropriate”, and “dangerous”. These comments always take me aback and remind just how much my students, who are mostly white and middle class, do not know about how our society has historically targeted marginalized groups and set them up to fail and feel inferior. I believe that the riot on the capital last week emphasizes how important it is to teach our students the truth about our country's long history with discrimination and white supremacy. These are difficult conversations to have in the classroom, so I would like to learn more strategies for facilitating discussions on sensitive topics, such as “white privilege” amongst my students. Here are further questions I have following this reading:

1. How have you facilitated civil discourse in the classroom around sensitive, but important topics?

2. Have you dealt with students denying that inequality  exists within our society and affects the equal success of all students?

3. Have you experienced the economic divide in your classroom, and the varying degrees of success with students with more means than others?

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. classrooms. Portsmouth, NH: Heinemann.

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The quote that really stuck with me from Chapter 1 was the following, "Jacqueline Irvine (2010) has suggested that instead of focusing on the “achievement gap,” we shift the focus to “the teacher quality gap; the teacher training gap; the challenging curriculum gap; the school funding gap; the digital divide gap; the wealth and income gap; the employment opportunity gap; the affordable housing gap; the health care gap; the nutrition gap; the school integration gap; and the quality childcare gap”. Until such gaps are addressed, achievement differentials will remain significant.” (Nieto pp. 26)

This quote really resonated with me as a teacher as well as a learner. My time in school revolved around how I could best be a model student, and how well I achieved. I was not  seen as anything other than a grade. There would be various factors happening in my life that influenced how I learned on any given day in both negative and positive ways. As a teacher I want to cultivate the whole student. Jacqueline Irvine touches on a few areas to focus on instead of the “achievement gap” that helped my understanding of how I want to teach. I think it is difficult to teach without first understanding a student. Doing so can also help to challenge teachers' bias or ideologies about a student that aren't based in reality or experience. I believe Gruenberg put it perfectly, stating that education must measure how effective it is in terms of humanism and the capacity to appreciate. When we can appreciate one another for our differences, we can “equalize opportunities for all”.

When we address how this slew of gaps affect others, we can hone in on what is needed to “fix” the “achievement gap”, although I do not believe there will be much to do after these various gaps are addressed. There are various mandates designed to perpetuates the achievement gap. Nieto describes how the No Child Left Behind act and the Race to the Top program both focus on mandated standardized testing rather than focusing on more meaningful changes in the form of better pay to teachers and resources in underserved schools. The newest program, Common Core State Standards (CCSS), has some positives going for it; encouraging curricular conversations, and discouraging teaching to the test. However, Nieto describes how CCSS may be just as detrimental in terms of states possibly continuing to use scores to evaluate both school and teacher effectiveness, using the top five percent of students as a reference point instead, thus creating unrealistic expectations and more blame for teachers and schools. These mandates/programs perpetuate gaps in society as well as in schools: "gaps by race, ethnicity, and income have remained significant and persistent. An especially damaging report from the National Center for Education Statistics (2011) found that the “achievement gap” between Latino/a and White students has been unchanged for two decades.” (Nieto pp.25) This in turn affects that ethnic groups' influence in society. In 2001, a Latino boy's chances of going to prison in his lifetime is one in six. I believe that education is a powerful tool but it can only be effective when we address issues in our society from systematic racism, societal gaps, and our own biases in order to my opportunities available for all.

[Very random but I bought the e-book from the PSU library. It thankfully has an 'audiobook' feature that has been really helpful for me as a reader. It does however, do it in a robotic voice which is so strange. I just got a kick out of that haha]

Questions:

1. There are those looking into ways to make CCSS more meaningful and less restrictive, do you think this is possible? Should we be focusing on transforming this mandate into something useful or should we start from the ground up?

2. Is there a real need for closing the “achievement gap”? Based on my understanding of this gap, it is caused by a variety of other socioeconomic factors. Are those factors more important to address than achievement?

3. Have you confronted or thought about biases you may have in the classroom?

Thank you!

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One quote from the first chapter of Neito that caught my attention was about School Condition, “The physical condition of a school also affects its emotional environment. Are there aesthetically pleasing plants, posters, and welcoming signs?” and the quote goes on to discuss the respect for parents and the friendliness of the staff. I found this to connect with my belief about teaching and learning in that if students and families don’t feel comfortable in the building, any sort of communication and understanding is greatly discouraged. While this obviously there is more to student and teacher success, I believe it can be often be overlooked as an aspect. I can’t imagine being very comfortable enough to learn and really listen to other opinions if the building I am is cold and unwelcoming.

The secondary quote I found that resonated with me was, “The ability of teachers to influence student learning has been proven time and again, not only though anecdotal evidence… but also through research.” This absolutely connects with belief about teaching and learning in that if students don’t believe their teachers care, why would they care? But when students know their teachers care about their success and their students as people, they are more likely to succeed. It appears these recent education reforms are trying to remove the teacher from the equation of student success.

As someone who was raised in poverty and on the “wrong side” of the railroad tracks, I have absolutely seen the stark contrast between the “have” and “have not” schools as far as financial equity. I remember using textbooks that were nearly ten years old, overcrowded classrooms, and learning in a building that was not entirely welcoming. I hope that I can positively impact conditions in education by fighting for more current curriculum for my under-privileged students and schools. I hope that my students can see I am fighting for them. The lack of timely materials and resources are of great importance in the steps to equalize our student opportunity from school to school in each district. “Students too, especially the most vulnerable, are blamed for their failure to learn with little mention of the meager resources and lack of opportunities in crumbling schools.” (p.8) It is unfair to blame students for their lack of success when they are using textbooks that are older than them and claim, for example, that the U.S. has never had an African American president (this is actually in my classroom’s current literacy textbook – don’t worry, we’re in an adoption year.)

My questions for you are as follows:

1.     How can teachers expand on scripted curriculum to show other points of view in history – such as from people of color?

2.    What can districts do to equalize funding for the different schools in their district so all students have the same resources?

3.    Why do you think politicians don’t (or won’t) listen to the real problems in the education field?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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"Out-of-School" factors explain 2/3 of variation in academic achievement

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"Out-of-School" factors explain 2/3 of variation in academic achievement

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Select one or two “favorite” quotes

I really appreciate the passage Nieto shared from Richard Rothstein saying that school quality only accounts for a third of the variation in academic achievement. The other two-thirds is comprised of “poverty, lack of quality preschool and afterschool programs, and inadequate employment, health care, and housing.” (Nieto p. 10) Even this school year, I have a student who is unable to attend class because he is working a full time job to help his family pay rent. School reform will not fix this problem.

Nieto says that schools often bear the blame for poor education and I agree. She points to other “out-of-school” factors as having a larger impact on the opportunities students have in schools. I agree with the reproductionists in that schools are a reflection of the larger inequalities of society writ small. We should take a closer look at what goes on outside of schools to change the outcomes we see within them. We should also, as a society, reevaluate the role of schools and of teachers in raising our children and think critically about what role society plays in educating the next generation. Not to be cliché, but it takes a village.

Share how you are positively impacting (or can positively impact) the current conditions in education; and/or Offer ideas about structural changes that can "equalize opportunities for all."

This school year two other teachers, a chemistry teacher and our ELD teacher, and I have taken our newcomer students and taught them a sheltered science class during asynchronous time. We do not have the FTE or dual endorsements to offer this class officially yet. I think giving students this opportunity to learn with same-language peers in a small group setting is one way we can remove barriers to opportunity. Structurally, we should offer incentives (more tuition reimbursement) to teachers pursuing ESOL endorsements. I am pursuing this for myself currently but have had little success with administration and the professional development programs.

1. What is one instance where you’ve seen “out-of-school” factors hinder a student’s education?

2. Nieto says a lot about high stakes testing and punitive measures related to standards. I have not seen this in my teaching experience at all. Have you?

3. I personally feel (I don’t have any non-anecdotal evidence) that having more and smaller schools could help make education better for all stakeholders. Charter schools seem like one way to make that happen. Do you think otherwise?

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The quote that immediately resonated with me upon reading Chapter 1 was one of Thomas Newkirk’s criticism of the Common Core standards. He stated that, “...standardized tests are not suitable for assessing such skills as expressive abilities, speaking, writing, interpersonal skills, and creativity in general, all of which will be sorely needed in the coming years of our postindustrial economy.” (Nieto, p.6) I couldn't agree more with his statement. Each time I take my class of 1st graders through a standardized testing day, I am met with looks of frustration, sadness, and confusion. How can we communicate to our students that they matter and that they are special and unique when we simultaneously call on them to show their understanding through a format that is restricting and one-size fits all? It is preposterous because we are giving our students an improper view of what “success” looks like. As educators, we need to fight to bring back multicultural experiences, the arts, extracurricular activities, and so much more so that students are exposed to things that will prepare them for their very different futures.

The other quote that stood out to me was about teacher perception of students. It states, “...African American and Latino/a students living in poverty are recommended by their teachers for gifted and talented programs in far lower numbers than the White and Asian students are, even though the former may be just as gifted.” (Nieto, p. 12) This is one of the topics that my school is taking a deeper look into. I teach in a Title 1 school with a principal that always leads with equity in mind. I often ask myself, “How can I defy my traditional “teacher” roles to give my most struggling students what they actually need?” The answer to that question always varies depending on the student and their unique background. As educators we need to not feel fear when stepping into new experiences and situations because we know that we are serving a much more diverse population than ever before. Repeating history never works.

With that being said, it is more important now than ever for school staff to sit down together and have deep and meaningful conversations about being anti-biased and anti-racist educators. Teachers and school staff alike should be consistently asking themselves, “What are my biases?” and then “How do I address that?”. Once teachers have been able to take a look at their own biases, it is pertinent that staff come back together to grapple with these issues. We can’t accomplish anything with students if they do not feel safe, seen, and loved.

Questions:

1. How can you defy traditional teacher roles in your classroom to give your most struggling students what they need?

2. How can we honor, accept, and increase the role of parents in our classroom? Specifically the parents who have been labeled as ‘indifferent’ and ‘uncaring’.

3. Once you have identified your most struggling students, how do you support them in the ever-changing CDL environment? How do you make sure they don’t lose their way?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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While reading Nieto's first chapter, the first quote that stood out to me was when she was discussing how schools are treated as a free-market business. Nieto emphasizes that the role of public schools to "prepare young people for productive lives in a civil society--although never fully realized by any measure has been all but overshadowed by the modern fixation on accountability and marketization. In too many cases, such policies result in lifeless, dreary schools with unmotivated students and anxious teachers" (Nieto 4).
This quote stood out to me on a personal level because I myself am an anxious teacher with many unmotivated students in my classroom. Education is unfortunately structured and handled in a business like manner, with inputs and outputs depending on student engagement and success. By thinking this way, the focus is shifted to how well performance is on standardized testing, not the actual students themselves. I became an educator to not only help students learn content knowledge but also life skills and build connections with them. How can I help them mentally or emotionally? Am I using the right learning style for this particular student? The list of concerns go on and on.
Currently, my students are going through several assessments this semester (most out of my control) such as final exams, PSAT, and two new remedial programs implemented by the district. One of the programs, Renaissance, is supposed to increase student reading Lexile levels; however, the district heavily emphasized that whoever receives the highest scores in their classroom will receive a bonus. Why is this being treated like a business meeting where teachers are working off commission?
The second quote that stood out to me was when Nieto discussed societal barriers because although "racial segregation is no longer permitted by law, many barriers remain in place through policy, practice, and tradition" (9). A short but concise quote that shows how even today, there is  a barrier that exists for our students in school. As a minority myself, I have experienced several instances of inequality during my education. First of all, these "dreary schools" Nieto stated earlier are mostly schools with low-socioeconomic students and minorities. This ties back to the free-market business thinking. These students tend to score low on standardized tests and do not provide the expected outcome, therefore they are seen as dispensable, so they are forgotten. However, this achievement gap can be closed if more money was put into their schools, physical and emotional needs, etc.
As an educator in a Title I school in Texas, I am trying my best to help my students in any way I can, by tutoring or helping fill out scholarship applications for college. As a first generation high school and college graduate, I understand some life aspects students are facing. I am not going to forget about a student just because they scored low on a test. In fact, I am going to do the opposite and help. Some equal opportunities for all would greatly impact the achievement gap. For example, honors or college prep courses offered for all, extra tutoring, a shuttle service to help students with no car for school events, etc.  Although the education system may be treated like a business by some, this does not mean all think this way.  After the reading, I am wondering...

What are some other ways to help students from low-socioeconomic backgrounds in the classroom?

Do you believe standardized tests are being used effectively in your school district?

Do these tests accurately reflect student performance in your classroom when analyzing data?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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I always knew how one felt in a specific building or home makes a difference in how productive one could be.  Nieto furthers this thought with “ Anyone who has stepped foot in a school with guards and metal detectors at the door, filthy and nonfunctioning bathrooms, overcrowded classrooms, as well as few books, computers, and other resources know that the physical environment influences learning.  The physical condition of a school also affects its emotional environment.” (Nieto, p. 11)  I believe this is one reason teachers spend so much time creating the actual appearance of their classroom.  My school is a Title 1 and very dilapidated building.  Most teachers do their best to have an enticing, comfortable, creative space for their students. Last Fall, I spent two days cleaning and painting my room to enhance the student’s visual appeal (and for myself).  When they entered for the first time after the transformation, the reaction of the students was all worth it.  They found it a space they wanted to be in verse an area they couldn’t wait to leave.  It was amazing what some elbow grease and color can do to enhance creativity and focus.  A few months after several teachers bought paint to spruce up the old dingy marked up bathroom stalls in the whole school on that same note.  The students were so excited by this act of kindness and having something look better than before.  The gratitude was evident and abundant.

1. As a teacher, do you take pride in fixing up your classroom for your students?

2. Does too much or too little make more of a difference in classrooms? Does it matter if they are affluent or low-income students?

3. Do you think in a more affluent school, painting bathroom stalls would make much of a difference in how students felt?

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After reading Chapter 1: Taking Stock of Where We Are, I resonated with Diane Ravitch’s voice against high stakes testing where she points out, “[standards should be] free of any mandates that teach teachers how to teach, because ‘there are many ways to be a good teacher, not just one’” (pg 7). Many top-down views of education reforms push efficiency, effectiveness and accountability led by policy makers without any experience in classrooms. Even with my three years of experience, I believe in sharing my voice as an educator to stand up for my students. At the school level, this looks like joining committees, consistent communication with my principal and specialists and adapting curriculum to my diverse classroom of students. At the district level, this looks like advocating for culturally responsive curriculum and staying up to date with school board decisions and elections. Since teachers are experts on their students and families, structural change should start at the teacher level to “equalize opportunities for all.” Caroline Chauncey’s review of research on the positive effects of teachers (2005) “finds that teacher quality has far more of an impact on student learning than class size, per-pupil spending, student’s socioeconomic background or previous academic performance.” I found this evidence encouraging to read that teachers can make an enormous difference in the lives of their students. After the reading, I’m wondering…

Do you feel the unionization of teachers affects the marketization of schooling?

I was hoping to receive more mentoring than I have in the beginning of my career, what is your experience accessing mentoring opportunities?

What do you feel is a positive effect from your own teaching experience?

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The first quote from Nieto that caught my eye was in regard to how teachers can combat some of the issues mentioned in the chapter: “In addition, Mistilina Sato and Timothy Lensmire (2009) suggest that teachers can challenge the misinformation on poverty by emphasizing students’ competence, focusing on teachers’ cultural identities, and developing a professional development model based on ongoing collaborative work among teachers.”

I have definitely felt the powerlessness of not being able to give my students everything they need to be successful; I can’t really blame them for not being interested in language arts when they’re hungry, exhausted, or are being asked to do work that doesn’t feel meaningful. However, I think it’s crucial that teachers remember what we can do, regardless of environment or policy. We are able to do so much of the work without waiting for anyone else to get on board, and often, it is by doing the work in and among ourselves that change begins to happen.

Another quote I connected with was, “This [acting on biases] can lead to what Patty Bode and I have referred to as “the expectations gap” (Nieto & Bode 2012, p 13), that is, the expectation that students will perform based on others’ perceptions of their backgrounds rather than their true ability” (Nieto 2013). I am fully aware that I unintentionally hold some ideologies that negatively affect my students. I have heard of the opportunity gap before, but I hadn’t heard of the expectations gap. I like framing it this way in addition to the opportunity gap because it better highlights both the policies and attitudes that can negatively impact a student’s learning experience. While it is natural to frame others based on our own beliefs and experiences, it’s also important for teachers in particular to believe in each student’s ability to succeed, and to give them whatever tools they can to do so. I have seen teachers profile students they have never met based on their older siblings, their address, their previous schools, or their learning accommodations, and it’s always really frustrating to me -- but it also shows that the expectation gap can exist not only at an administrative, policy level, but also at a personal, classroom level.

I have become increasingly aware during my short time in the classroom of many of the issues raised by Nieto. My educational experience up to college was in a private school, so while the issues there mirrored many of the ones public schools experience, I didn’t have firsthand knowledge of them or their depth and breadth. I tried to educate myself better on social, political, and economic factors and their influence in public education; while I want my classroom to be a nurturing environment that addresses the needs of every student, I’m also aware that I don’t always know what those needs are or how they are not being addressed. Standardized testing is a great example of an issue I didn’t experience but have come to realize is negatively impacting students; Nieto discussed how “. . . the testing companies engaged to write the standards (the College Board and ACT) also intend to design tests to accompany the standards” (2013). When I first was given the SpringBoard curriculum at my school, I thought it was super strange that the company designing the tests was also designing the curriculum, thus giving them immense control over what students learn, how it is assessed, and how achievement is perceived. I have pushed back on standardized testing and rigid curriculum implementation at my school, and while I haven’t seen progress in regard to testing, my administration has allowed me to implement the curriculum in a more responsive way. In the future, I want to continue pushing against using CCSS as the only measure of achievement, especially given the conversation around learning loss in the pandemic.

Questions for further discussion:

1. What are some ways teachers can assist the community in addressing factors that negatively impact education but are out of a teacher’s control to resolve?

2. What are your thoughts on the marketization of education? Have you seen these themes in your own experience?

3. What is your experience with CCSS, both in terms of curriculum and testing? How has it affected the way you teach?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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One quote that REALLY got me thinking and agreeing with the Nieto is: “...instead of focusing on the achievement gap, we shift the focus to the teacher quality gap; the teacher training gap; the challenging curriculum gap; the school funding gap; the digital divide gap; the wealth and income gap; the nutrition gap; the school integration gap; the quality childcare gap. Until such gaps are addressed, achievement differentials will remain significant.” (Nieto, p.8) This quote really opened my eyes to my own teaching experience and the silent battles that my students and I have been facing. I have taught in both private and public schools, abroad and in the US and my most recent teaching placement in McMinnville really shines light on this quote. We work so hard to close that ominous “achievement gap”, but with our population there are MANY other inequities that are negatively influencing the student’s achievement that we as teachers do not have much control over. To be specific, I see a huge digital divide, teacher training, school funding, wealth and income, and nutrition gaps in my school alone. And like Nieto suggests, those gaps are caused by inequities and highlighted by societal and ideological contexts in schools. While those contexts can be very difficult to teach in, we can still break those constructs by providing a well rounded, culturally competent instruction to our students. A major issue that Nieto touches on, however, is our CCS and standardized testing federal policies. We have to teach to certain standards and feel pressured to get our students to perform which leaves us feeling little room for creativity, motivation and provides barriers for us to reach all of our students equitably (EB students, students with disabilities, students experiencing poverty).  While these are major “mountains to climb” for teachers our districts do try to alleviate some of the stress. However, it is not enough to just rely on our district to remedy those inequalities with extra resources like supplies and chromebooks. We, the teachers, must work with our families and community to make sure they have more than the physical school resources they need. For example, we need to make sure every family has access to wifi, a shelter, a job, food, healthcare and translation services. Those are some of the resources my families benefit from at my school and one way we help them connect to those resources is setting them up with a great resource called the Community Place which works with families to make sure they have access to the aforementioned needs. I believe that if all schools that have a population of families experiencing homelessness and low-income work with those families to make sure they have equitable access to school related AND home/health related resources then they might be able to work on closing that “achievement gap.”
My Questions:

1. How can we as teachers of primary students who better educate and engage our families with community resources?

2. How can we better engage our emerging bilingual students with CDL and a huge digital literacy divide?

3. How do we account for the multiple “gaps” in our student’s lives (healthcare, housing, income, etc) while still teaching with standardized test?

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Chapter one from Nieto was stunning in its accuracy when describing the marketization of public schooling in the USA today.  What is considered success in our current school system is efficiency in regurgitation of facts and formulas which leaves critical thinking skills in the proverbial dust.  Teachers, like myself and my classmates, have to decide often between teaching tight to the standards and curriculum provided while leaving thoughtfulness and relationships  behind.

The quote that stuck out to me the most in Chapter 1 is as follows:
"Children living in poverty face an uphill battle to obtain a decent education.  Teachers who work in overcrowded and poorly resourced schools characterized by low morale also pay a price.  In these circumstances, it is easy to understand how they struggle to find joy in teaching" (Nieto, page 11).

My gut reaction to underfunded areas and poverty is emotional because at the heart of education, we have to remind ourselves that our "product" is not an inanimate object or thing, but rather a human being who lives, breathes, and ultimately (hopefully) contributes to society in a positive manner.    Teaching is a difficult occupation.  In order to "equalize" resources for all students, I think it is important to keep in mind what is realistic and manageable.  True education is not only providing direct access to resources.  In my current school district, the students are all given an iPad to access the online materials.  That being said, not every student has consistent internet access at home.  I think we as educators need to brainstorm ways to teach students problem solving skills that are applicable to every day situations.

My three questions that I pose to the group are as follows:

1) How can educators broaden a "canned" curriculum to include critical thinking skills?

2) How does your district sell state testing to its' educators and families?

3) Have you been a part of any low-income areas that would be considered Title 1?

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What an incredible first chapter it got me hung up and wanting to read more. I really highlighted more parts under The Ideological Barrier section than any other section int he first chapter. The first quote that stood out to me was focused on the “expectation gap, that is, the expectation that students will perform based on others’ perceptions of their background of their backgrounds rather than on their tru ability ” (Nieto, 2014, p. 12).  This is something that I true believe and we have heard this before, “Don’t judge a book by their cover”. I feel that as humans with biases and stereotypes about race, ethnicity, and social class we start pinpointing on our students abilities because of the color of their skin, because of their background culture and traditions etc. That is where Potty Bode and Nieto have referred to as “the expectation gap” to tell you all the truth I have not heard that expression before this is something I definitely want to learn more about in depth I think I can accomplish this by reading more articles on this topic talking to colleagues, friends and teachers about this subject. I remember a Latino friend who received his Doctorate degree in education and communications telling me how people in his class wouldn’t choose him for groups because he looked to Mexican to be “smart” and would comment things like, “why are you even taking these courses if we all know Mexicans can never achieve anything more than a high school degree”. Those comments really hurt him but he was a strong man and student that he didn’t let those comments bring him down. My question is,  How do we support our own students overpass and look forward when comments like those arise and people start minimizing them because of their culture, race, ethnicity and social class?

Another quote that popped up to me that I can relate to is what Nieto mentioned, “Unless students have parents who are well versed in school policy, speak English fluently (and understand educational jargon), and feel comfortable in confronting school officials about these inequities, the situation remains unchanged ” (Nieto, 2013, p. 13).  I am very lucky to be working in a DLI program that families are interested in being involved in their child’s education. I think that has to do a lot with how the school environment, classroom environment, teacher and staff make them feel. We have more than 60% of our student’s culture being Latinos and we like to as a school have Latino culture night, diversity nights, include families cultures and traditions around our school and classroom so families feel happy, safe, and welcome into our school. I know of some families that speak only Spanish and want to speak up for their child even though they're not fluent in English but get put down or don’t feel welcome by their child’s teacher or school principal. My question is to elementary, middle and high school teachers;  how do you as a teacher make parents feel welcome into your classroom especially those parents who aren’t fluent in English and don’t feel comfortable speaking up about certain concerns they have about their child?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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One quote that immediately stood out to me is “A graphic example of the blame game is the ubiquitous term achievement gap that has found its way into every debate over the deficiencies of public education. The term is used as if students alone were responsible for their failure to learn, while little attention has been paid to the context in which this failure occurs” (page 8). In my final project last term for the Issues in Education course, I expressed my dislike for the label achievement gap and suggested that instead, we should refer to the problem as a resource deficit. I believe that changing our language in this way shifts the blame from students and teachers to policy makers and society as a whole. Nieto also offers more precise terms to precede the word “gap:” teacher quality/training, challenging curriculum, funding, digital divide, and wealth/income, among others (page 8).

Prior to becoming a teacher, I did not understand the lack of equity in our American educational system. After teaching in Title One schools for the past five years, I now understand how underserved some student populations are. I have been particularly struck by the lack of resources for my students experiencing poverty (including homelessness). I really appreciate that Nieto addressed the issue of poverty, because I feel like it is a problem that is sometimes ignored or minimized, even though it has a huge impact on student achievement. Nieto quotes Stephen Krashen as saying, “...The problem is poverty. [T]he best teaching in the world will have little effect when students are hungry, are in poor health because of inadequate diet and inadequate healthcare, and have low literacy development because of a lack of access to books” (page 10).

Here are my questions I’d like to discuss with you.

1. What are your thoughts about the term “achievement gap” and its implications?

2. What has been your experience with poverty in the classroom?

3. How do you think we can better support students experiencing poverty and homelessness?

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The first quote that struck me as being directly correlated to one of my beliefs about teaching and learning was that “the historic role of public schools - to prepare young people for productive lives in a civil society - although never fully realized by any measure has been all but overshadowed by the modern fixation on accountability and marketization” (Nieto, 2013, p. 4).  I fully believe that schools need to teach and nurture the whole child, not focus so heavily on performance on standardized tests.  One of the hats that I wear as a Special Education teacher is that I am able to work with students on skills that will help them to be a successful member of society: emotional regulation, collaboration, time management, goal-setting, navigating social interactions, etc.   However, I believe that it is important for all students to receive instruction on these types of skills in order to prepare them for a life outside of school.  At the high school level, many electives that would teach students critical trade- or life-skills have been dissolved due to budget cuts.  This means that high school students are losing out on opportunities to explore different career paths and learn skills that they will need regularly as an adult.  A structural change that could help ensure that we are educating the whole child would be to increase funding for school counselors and give teachers greater flexibility to teach social emotional skills in the classroom.  Another structural change that could support more equitable access would be for better funding for elective classes and opportunities for secondary students to be able to see different careers in action.

Another quote that resonated with me was when Nieto asked “is there respect for parents and families of different cultures? Do they feel welcome?  Are there signs in various languages and is the staff friendly?” (p. 11).  I am fortunate to be able to work in an incredibly diverse school where dozens of languages are spoken and cultures are represented.  I believe it is critical first and foremost that students feel comfortable and welcome in their school and classroom communities.  If a student does not have that sense of belonging, or see themselves reflected in the materials, it is that much more challenging for them to engage in the learning process and make academic progress.  My school hosts a multicultural night every year where students and families are able to share their own culture and experience the culture of others.  We work hard to ensure that we are going beyond just tangible cultural artifacts (food, music, clothing, etc.) to talk about the values and beliefs of the culture.  It is incredible to see so many families attend this night and appear visibly comfortable in the school environment.  A structural change that could help ensure that all families feel welcome and valued would be to ensure that classroom materials are diverse and reflect the learning community.

The three questions that I would like to pose are:

1. For teachers with “little personal or professional experience with the populations they teach” (Nieto, 2013, p. 17), how can they ensure they are teaching in a way that is culturally competent and antiracist?  What trainings or resources have you received on this topic that you feel have been valuable?

2. For teachers at the elementary level, how do you embed or explicitly teach social emotional skills to your students?

3. For teachers at the secondary level, what do elective opportunities look like at your school?  Are students able to get any experience in a career they might like to pursue?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann.

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The first quote in Ch. 1 of Nieto that stood out to me was "but education, since it deals in the first place with human organisms, and in the second place with individualities, it is not analogous to a standardizable manufacturing process" (4). This reminded me of Mehta's book last term and the chapters that discussed education being constructed after the business model. Part of my personal beliefs on education is that every student is unique and has different experiences, interests, and needs - and therefore need to be treated like individuals, rather than a "one size fits all" approach.

Something else that stood out to me was "standardized tests are not suitable for assessing such skills such as expressive abilities, speaking, writing, interpersonal skills, and creativity in general, all of which will be sorely needed in the coming years of our postindustrial economy" (6). Some of my focuses in my ELA/science classes include building 21st century skills with students that they can utilize both in and out of the classroom. I personally don't believe standardized tests are a good way of measuring what students know and can do.  My colleagues and I have been talking about how the one good thing that's come from covid (when it comes to education) has been taking a step away from the standards and focusing on the quality of learning, not the quantity we have to get through - my principal has repeated to us that we will not cover everything we would in a normal year, and that it's OK for us to slow down. I'd love to hear what your teaching experiences have been like this year and how that has or hasn't impacted standardized testing and CCSS.

Nieto also discusses tracking in school and the overall involvement of parents as advocates for their child's education (13). My school has talked a LOT about the importance of partnering with parents to ensure student success and have done a great job of following through on that by offering parent seminars and communicating frequently with parents. How does your school/district partner with parents to work toward the success of their children?

Finally, I kept getting stuck on the quote "teachers are the most inequitably distributed resource" (15) when thinking about equal access for all - that the best-resourced and highly-qualified teachers are in middle to higher class schools, but we need to be providing lower income students with these highly qualified and experienced teachers.