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CNN's Dan Simon reports on one high school teacher's effort to integrate Twitter into his classroom.

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Kid President's Pep Talk to Teachers and Students!

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I associated this video to Emdin's section about social media in the classroom. He provided a safe area for his students to surf the internet and incorporated technology (social media) in many lessons. In my opinion, this is a great idea because you are bringing in what the students are already interested in. Technology is going to be around for a long time and our students can learn a lot from it. It can also help those students who are shy to speak up during class. If I were to incorporate this into my future classroom, I would have 2 different profiles. I would never want to mix my personal and professional social media accounts.

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In this video, Kid President establishes the importance of teachers and students working together to create the most effective learning experience. I connected this video to chapter 11, when Emdin's reflected on his teaching/yelling (2013, p. 187-188). I think it is important for students to reflect upon their teachers because the teacher will have direction on what they need to improve on. Without a great teacher-student relationship, growth and development cannot happen.

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This photo represents a sigh banning students from using slang in school. I associated this photo with chapter 10. Edmin (2013) states that, slang is celebrated when the teacher encourages it during class lessons (p. 180). I completely agree with the author because being allowed to use their language will show value in where they come from. I believe in teaching our students how to code switch. But it is also important to convey the message that their roots also matter. Banning slang will make the students feel isolated and unwelcome.

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I chose this picture because it is a good representation of the before and after effect of the Carlisle Indian School. The Native Americans were stripped of their culture. They were also forced to adapt to the american culture. This connects to chapter 8, because Emdin makes a connection between this injustice and not accepting the neoindigenous' culture. Ignoring or not welcoming their unique artistic culture, can strip them of their culture.

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The Science Genius program is bringing hip-hop into the classroom and challenging students at nine New York City public high schools to rap about science. Finalists from each school faced off at the Science Genius B.A.T.T.L.E.S. (Bring Attention to Transforming Teaching, Learning and Engagement in Science) competition earlier this summer.

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I chose this video because it a quick summary about the purpose behind Emdin's Science Genius B.A.T.T.L.E.S. Connecting a student's passion and interest to their education will engage them like nothing else. Bringing rap into the classroom creates a creative environment for processing information. Once a student sings or raps about a certain topic, they will never forget the material. As stated by Emdin, "There are dramatically different ways of expressing knowledge about content" (2013, p. 161).

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Utah student's picture showing duct tape on his mouth - NBC News

SALT LAKE CITY, Utah (KSL) A teacher is accused of using duct-tape to silence talkative students at Salt Lake City's Wasatch Junior High School.

Tara Dimoh's 12-year-old son is one of them.

"He told me that the teacher was upset he was talking to somebody during class,"Dimoh said.

It's what happened next, she said went beyond a teaching moment.

"She came over to him and gave him a piece of duct tape and told him he needed it on his face like, 'Here you go,'" Dimoh said.

On Monday, in the middle of his computer science class, the seventh grader placed the duct tape over his mouth.

He snapped a selfie and sent it home to mom.

"It just blew me away," Dimoh said.

A school representative said this is a teacher with 29 years experience in the classroom.

They were placed on administrative leave after school on Tuesday. The district will be conducting a full investigation. They want to know if this has happened before and how many other students were affected. He said it's too early to determine what kind of discipline the teacher will face.

Read more: http://bit.ly/1Z2Gyjb

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Utah teacher accused of silencing students with duct tape

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SALT LAKE CITY, Utah (KSL) A teacher is accused of using duct-tape to silence talkative students at Salt Lake City's Wasatch Junior High School. Tara Dimoh's 12-year-old son is one of them. "He told me that the teacher was upset he was talking to somebody during class,"Dimoh said.

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I connected this news article to the collective effervescence of the classroom being threatened (Emdin, 2013, p. 148). In this news article, a teacher in Utah was accused of silencing a students because he was talking to a classmate. This is related to the book because even though we may not physically silence our students... we may work to gain control back (in our classrooms). Students getting "too excited," "asking too many questions" or "raising their hands too often" may seem like a way to distract the class, but we should never silence our students. Our classrooms should be an open opportunity for learning and growth.

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Nonverbal Communication through PLNU basketball

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Video done for Nonverbal Communication Project. Filmed the PLNU basketball team to find examples through athletics

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I chose this video because it shows the exchange of nonverbal communication between a group of basketball players. This relates to Emdin's discovery in the book. The team that was able to communicate the most effectively without actually talking, won the game. This goes to show that nonverbal communication is very important in all aspects. He took notes while he observed them and decided to incorporate nonverbal communication in his own classroom. I think this is a great thing to incorporate into the classroom because students are already accustomed to using it outside of class.

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In chapter 7, Emdin talks about his experience that involved him working with a colleague. They would plan lessons together (coming in early and leaving late). When they were thinking of how they could engage their students, the other teacher suggested to come in even earlier and stay later (to fit in more lesson planning). Emdin later brought up an important point, that building relationships outside of school is just as important. I connected this cartoon to this chapter because teacher are often overwhelmed lesson plans, grades, and the typical school environment. However, the most important thing is developing strong relationships with each student. Once this is done, engagement should not be a worry.

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Kid President's 20 Things We Should Say More Often

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American Female Teacher Unique Style Of Welcome to Students in Classroom

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Uploaded by Mufeed Malomaat on 2017-02-05.

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Science educator Dr. Chris Emdin combines research and Hip Hop to engage his students.

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Listening to Emdin talk to this class of high school students, made me think of self expression in the classroom. He states that students "get conditioned to thinking that tests and classroom behavior are the only things that schools value" (2013, p. 96). Our students should feel comfortable knowing that they can fully express themselves in our classrooms, so let's give them opportunities to do that.

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Pop Culture Classroom: Storytelling Through Comics

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The Classroom program at Pop Culture Classroom delivers high quality, all-inclusive educational resources to school districts, teachers, and community organizations using comics, graphic novels and related pop culture media. Storytelling Through Comics (STC) is a standards-based curriculum that explores age-appropriate comic literature with the goals of igniting a love of learning and increasing literacy by using pop culture as an educational tool.

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Every Friday morning the scholars and staff of University Prep engage in a ritual known as "Community Circle." Highlighted by college chants, school-wide cheers and songs, awarding of "artifacts" that represent our school's culture and an incredible energy that permeates the circle, the weekly ritual is a staple of our school community.

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As explained by Emdin (2013), what is behind the cypher is the sense of a culture circle. They both include "people from diverse backgrounds, with different levels of skills and different personality types" (p. 63). They create a space that is inviting to everyone. I chose this video because although it is set on school grounds, it is very informal. It involves the entire school community including teachers and administrators. This ritual is practiced every Friday morning. This community circle is special because everyone participates by sharing artifacts and singing songs. They even celebrate birthdays! I believe that having community circles outside of class time is extremely important because they develop relationship among the students and teachers.

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"She responded that a friend shares her books with her and lends her something to write with whenever she needs it. For her, that made it obvious that she was prepared to learn. she then mentioned that she was always on time for class...The student saw herself as prepared and on time, but the teacher did not see the student the way she saw herself." (Emdin, 2013, p.19).

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Teachers have a lot on their plate from keeping students safe to teaching content curriculum. However we should always have time to talk to our students on a one-to-one basis. There is always an explanation for every action. We should not just merely assume a child's reasoning without actually speaking to him/her. The meaning of a "good student" could be different for a school, teacher, student or parent. However, it is the teacher's job to get on the same page so that the student's self image is not distorted.

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"Reality pedagogy is an approach to teaching and learning that has a primary goal of meeting each student on his or her own cultural and emotional turf. It focuses on making the local experiences of the student visible and creating context where the is a role reversal of sorts that positions the student as the expert in his or her own teaching and learning, and the teacher as the learner. It posits that while the teacher is the person charged with delivering the content, the student is the person who shapes how best to teach that content" (Emdin, 2013, p.27).

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To me, this quote is (in part) about having a student centered teaching style. With this in mind, each and every students' culture needs to be embraced. The educator then teaches based the student's life experiences. It is about being real with our students and acknowledging that we all walk through different paths. One we know the background of our students, we should use that information to construct responsive lessons. At the end of the day the students should feel like their teacher's lesson was relatable to their own personal life. Students are in control of their education.

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"If students are seated and quiet during most of the lesson, and teachers only have to yell enough times to get a sore throat once or twice a month, they view themselves as successful. They may not be reaching the students, or inspiring them to value education, but they rest comfortably knowing that they are doing their job as defined by the school" (Emdin, 2013, p.41).

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Teacher who get trapped in teaching just to teach are ineffective. Teaching requires passion and enthusiasm for learning and growth. School becomes bland when the instructor is caught in an unmotivated routine. Students can easily tell when a teacher is not spirited...eventually it lowers their overall school interpretation. When Emdin writes, "a dissenter among the group occasionally steps out of line and a referral is written or security is called," reminds me of the school to prison pipeline. In hopes of avoiding more work from the teacher's end, behavior issues are directed straight to school authorities. A teacher who performs like this is not going out of his/her way to impact the community (positively). They are simply doing "their job."

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"Within the urban classroom, valuing voice means providing students with an opportunity to have their thoughts, words, and ideas about the classroom and the world beyond it heard and incorporated into the approach to instruction. By accepting that student voice will be a major part of the structure of the classroom, the teacher must be prepared for a number of possible scenarios that may initially be uncomfortable for the teacher, will challenge both the structure of the traditional classroom and the teacher's authority, but will ultimately positively affect the teacher's instruction, and the students' learning" (Emdin, 2013, p.59).

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If students know that their voice is valued in school, they are more likely to create a community environment. School is a place of diversity and that includes difference in opinion. Instruction should be rooted in what is important to students. The  barbershop and beauty salon approach focus on the importance of connecting with clients on a personal level. This is the same within classrooms, building relationships start with encouraging opinion. Only then, can an educator "work towards fostering family."

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"Through a study of these moments, we were able to identify that the teaching and learning experience had multiple leaders, not just the person who was nominally "in charge." If a students needed to take the class to a different emotional place or different topic of conversation, the teacher needed to be like the preacher and not only allow it to happen, but to celebrate it" (Emdin, 2013, p.53-54).

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I loved this quote because it touched on the importance of spontaneous teaching moments. Emdin was mentoring a teacher on student engagement. This teacher was very structured with his lesson plans. He even had a designated time frame for student questions. Flexibility is so important in teaching. Students should be emotionally engaged in every lesson. With that being said, teachers should be prepared for students to take the lead. Those spontaneous teaching moments are just as important as teaching our standards. They are golden.

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I connected this video to Emdin's "Cosmopolitanism." This approach focuses on "fostering socioemotional connections in the classroom" (2013, p.105). I would show my students this video during the first few ways of school... to build classroom community. The video reminds us that we should always choose to be kind and to encourage others. Creating a community of friendship is the foundation to learning in school.

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As stated by Emdin (2013), "researchers have identified that touch is a significant form of communication that is associated with positive relational and educational outcomes" (p. 127).  Teachers how create special handshakes for their class can "generate positive emotions" (p. 127). I chose this video because this teacher went the extra mile and created personalized handshakes for each of her students. This demonstrates that the teacher is dedicated to building those personal and positive connections with her students.

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I chose this video because it brings youth culture into the classroom. The teachers that incorporated this into their instruction were really listening to their students. We should be able to tell if something is or is not working for our students. I associated this video with Emdin's "Rethinking Classroom Instruction" because it involves accommodating classroom instruction based on students' youth culture and personal experiences. Taking action to meet our students' needs will help them learn more than just teaching the same old boring way.

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This is a picture that contains a few quotes from Rita Pierson's famous TED talk about education. She states that "every child needs a champion." Human connection is the key to teaching students. I associated this way of thinking to the conclusion. "You cannot teach someone you do not believe in"(Emdin, 2013, p.207). Rita also says, "kids don't learn from people they do not like." With this being said, as future educations we should never give up on our students. They each deserve someone who believes in them.

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I associated this picture to a quote that states, "The longer teachers teach, the better they are at their practice. That practice may serve to empower students or it may break the students' spirit. That decision belongs to the teacher" (Emdin, 2013, p.207). The picture above is about a thankful message that was posted for the students to reflect on. I don't know how long this teacher has been teaching, but I do know that if we continue to give our students opportunities to grow and develop, we are inspiring them. Veteran teachers should never loose their passion for teaching their students. By posting messages like this one in our future classrooms, we can promote a loving environment for all. The teacher has the power to make or break her classroom. Let's empower our students through their learning experience.