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How far does racism have to go to be stopped within our schools? As technology develops, we always joke around how our phones listen to us while we are talking. As I was reading an article for TE 102 I was presented with a news article about a racism act that occurred within a classroom. I had clicked upon the article and began reading. As I read this article in disgust I was able to relate it back to material we learned within TE 102. The story reflected upon an incident that occurred at Ironwood Ridge High Valley in Arizona. A student left a racist message on a whiteboard. With this situation, students began speaking out about the racism that occurs and what they can do about it.

Everyone is unique and comes from all different backgrounds. I was able to view how large an effect one little event can create for people. We read a poem within our class called, "A Poem About Being Multilingual", by Shaja Patel. Within this poem it talks about the author's father speaking different languages and all having their unique characteristics. The meaning behind those words are all the same, like everyone is human. The author of the article from the weekly encounter, said the principle quoted, “I want to be very clear: racism and discrimination are not tolerated at our school or (district)." So what are we going to do to make our actions speak louder than our words?

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When watching a Netflix series called All American I began reflecting back upon the material presented within this class. Within this series they encounter numerous different scenarios where race and social class affect their education. Spencer James is a known football player at South Crenshaw High and was recruited to come play for Beverly High by their coach, Billy Baker. When he began at the school they had less diversity than his prior school. He went from being at a school where majority came from the same background, to moving to a school where he felt alone having his background. He had difficulty opening up to the other players on the team due to viewing them as a threat. They all came from higher class social backgrounds while he came from not much. It took him a long time to realize he belonged. A scene that made me reflect was the 3rd episode of the show. A boy named Jordan Baker comes from both a black and white background and never felt like he belonged in either group. His mother has a good representation that keeps him from experiencing what it means to be a "black boy in a white community". One day Jordan was driving home with Spencer James, who comes from an all black background and is pulled over. Jordan experienced racism for the first time in his life by the law enforcement and it left him traumatized.

Using this information portrayed in this series I am able to reflect it back into my TE 101 and 102 material, and into my future education pathway. Through that scene I was able to relate it back to the comprehension that everyone goes through experiences differently. Some people are more fortunate than others and do not have to go through as many struggles within society.I learned how students come from all over and even if others are not trying to make them feel they do not belong they may think that anyway. Working hard as future educators means, as soon as a student walks through our doors they are to feel as though they have equal representation in all classroom.

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As I was scrolling through my Tik Tok page today I have encountered this video about an educator talking on behalf of what she feels is an appropriate way to handle disrespect within a classroom. Within TE 102 we read a book called, "Troublemakers", written by Carla Shalaby. Within this book we learned about different students and how their disabilities affected their ability to learn. When reading the book one of the major takeaways I had received was, you do not know what occurs within a children's home life outside of school. When children are at that elementary age they have very little discipline put into their lives outside of home. Within the book we got to observe how one of the moms did not discipline her child and gave into his every need, while another mom was very pushy for her son to get the help he needed. This Tik Tok allowed me to think that children need to learn that there are consequences of every action. When forming different disciplinary actions it is important to consider the child's behavior and what would be best suited for them to understand what they did was inappropriate. Our job as future educators is not to raise someones child in a certain way, but teach them life skills they need in order to flourish in the future. As children grow older they can face larger consequences if they get I trouble with something like authority. The younger the age group the most difficult disciplining can be. This is due to the child may not having any other adult besides their parents disciplining them prior, so if teachers do something differently they may not feel it is right. This Tik Tok also allowed me to take into perspective of the parents. For example during the book we read, when looking into their home lives the parent felt it was wrong to discipline her child, so she may have opinions about the different ways we as educators discipline her child if necessary. We need to be able to find approaches to teach children the discipline they do not receive in their homes, in order to teach them a sense of respect.

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TikTok video from SciTeach (@scienteach): "Serious question #teachersoftiktok #tiredteacher #disrespect #classroom". How do you handle disrespect in the classroom?. original sound.

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After scrolling through Tik Tok I had encountered this TiK Tok discussing the sad reality of schooling systems and their perception about differences.The Tik Tok demonstrates unique students all coming to a teacher and asking them to be there for them if they needed them to. As the video continues labels appear such as disabled, gay, or mentally ill as the teacher rejects their question. Throughout class we read a reading called, "Disability and Justification of Inequality in American History", written by, Douglas C. Baynton. This reading gave us an inside look into what schooling systems perceive disability as. As a society we try to move away from treating people unequally but as the reading discusses we treat people with disabilities differently, giving them an unequal treatment. The first thing this Tik Tok struck in my head was the different uses of labels the girl used through the video. In todays age and time labels have become more and more popular as a way to isolate people as being looked at as one equal group. A discussion we had in class, that went along with this reading, was talking about what referring to someone with a disability as disabled does to them. We spoke as this isolates them from being equal just by labeling them, they know from the label itself they are different. We spoke about in TE 102 how after repetitively telling a student they are something they begin to believe it and think they are nothing else from that. By calling a student disabled they think they are disabled as a person, when in reality disabilities come in all different forms. This video I presented shows all different forms of groups and how they are isolated from the whole of a classroom. We need to learn as future educators grouping and isolating students is not the key to their success, everyone is equal in every classroom.

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46.8K Likes, 532 Comments. TikTok video from anni (@annika.kestrel): "seriously tho #school #americanschoolsystem #highschool #neurodivergent #disabled #lgbtq #teacher #artist #trans #poor #poc #dyslexia". "would you guys be there for me if i was going through something?"🥺🥺 | the american school system | teachers | .... original sound.

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Growing up I loved the song "Imagine", by John Lennon. When I was in 9th grade I competed in a dance to it for my dance team, and through that I got to learn the deeper meaning behind the lyrics that he sings. John Lennon wrote this song as a way to bring attention to the ways our world focuses so much upon differences that it creates a disruption of peace in our world. He speaks about imagining a world that does not have religion or countries that people fight in warfare for. As I was driving the other day the song was playing in my car and I began to think of it from a different perspective of how it relates to our education world. As I was listening and considering the meaning behind the song I felt it related back to a story we read in TE 102 called, "I Can Switch My Language, But I Can't Switch My Skin", by April Baker-Bell. Through this story we got to learn about the importance of what we as future educators should know about linguistic racism.

After listening to the song and reading the story I was able to recognize how great of a message both of these media sources provide. Through the song "Imagine", we are able to understand the peace our world would have if we ignored that there are diverse backgrounds or religions. Our world creates these isolations between different type of people because we were all created unique. For example the song says, "You may say I'm a dreamer but I'm not the only one. I hope someday you'll join us and the world will be as one." This chorus of the song explains how instead of thinking it is just a dream for change, by joining people together towards a change we can make a revolution occur. The story we read talks about how students try to change their native ways of speaking so that they are not considered different. As John Lennon speaks, we need to move away from making people feel inferior as a minority and starting to embrace their differences to create this peaceful world. As a future educator we are going to be placed in diverse backgrounds with students that speaks all different dialects. With our power we need to embrace and create this peaceful world that we all imagine.

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Throughout TE 102 we encountered a discussion about the importance of student's names. One of the readings we had discussed was called, "My Name", written by Sandra Cisneros. This reading gave us an inside perspective of a student named Esperanza and her experiences with her name. As I was scrolling through my Tik Tok feed I came across this Tik Tok of a man acting as a school teacher with no respect for the ethic student's names. A name gives a label for students and allows them to represent that label. Children do not get to select their name and in many cultures, inherit a family members name.

Esperanza speaks about how she wants a name that better represents herself. It has numerous different meanings in different cultures such as hope in English or in Spanish means too many letters. She inherited her name from her great grandmother but she didn't like what her grandmother represented with that name. She speaks about when attending an English class they make her name sound painful, but when attending spanish classroom they make it feel soft. The Tik Tok shows a teacher attempting to pronounce names with no respect for what that name represents to that student. As the man in the video reenacts a classroom scene he shows how they do not make an effort to correct themselves and end up embarrassing the student. Through our classroom discussion we were able to talk about the importance of working hard to pronounce names correctly. As the girl in the story described the English speakers stripping the beauty away from their name as they make it a struggle to say it. As future educators, we have to take into consideration how students feel when their name is not said how they were raised to say it. We must embrace all different types of name and have respect for those that do not come off as naturally pronouncing. Children do not select their names but they are raised to represent it and make it what it is.

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31.8K Likes, 718 Comments. TikTok video from http.jxson (@http.jxson): "They be butchering the names #fypシ #teachers #british #britishcomedytings #ukcomedy #relatable #britishschool #register #explore #acting #uk #school". Teachers when they're doing the register and they get to an ethnic student's name. Crowd - 25 People Talking Sound Effect.

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Throughout TE 101 and 102 we learn about how students may have difficulty learning as they grow older and begin to focus on others opinions. When children begin reaching that 5th grade level and above they begin to become more conscious of others perspectives and their number one goal becomes fitting in. When watching the movie, "Mean Girls" the other day I felt that it could be a good representation for desire to fit in. Throughout numerous reading and discussions we have had in class the majority of them come down to the focus of desire to feel apart of something at school. For example when reading the book "The Troublemakers" in TE 102 one of students had difficulty with behavior issues and staying focused in the class. As he participated in disruptive things in the class students would laugh that would lead to encouragement. The student knew what he was doing was wrong, but it made him feel like he was entertaining others so he continued to do so after the teacher had ask him respectfully to stop. In class we had a discussion that went after completing readings of students altering the way they  speak so that they no longer feel as a minority. If they had an accent or something that made the way they spoke unique to their culture, they tried to move away from talking like that in order to feel like they fit in. The movie, "Mean Girls" is a story about a high school girl that was home schooled her entire life and just moved to public school from Africa. She had difficulty fitting in and ended up in a group of not nice girls just so she could feel apart of something. This movie is a good representation of emotional struggle students go with in schools to feel like they belong.

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Mean Girls (2004) Trailer #1 | Movieclips Classic Trailers

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Standardized testing should not be used as s factor of the intelligence for students, considering most students do not participate in the test like they used to. Throughout this week in TE 102 class we had a discussion where we were asked how we felt about standardized testing with having no prior knowledge of why standardized testing was created in the first place. Everyone had their unique perceptions on them, as every school district organized them differently. Throughout Elementary, Middle, and High school we were required to take state standardized test as a way to see how we excel in subjects such as Math and English. These test were stressful causing many students to perform very poorly and created lack of confidence within students.

In class we watched a video on YouTube called, "How Standardized Tests Were Designed By Racists and Eugenicists." We learned that the original purpose of these test were to keep people of color from attending certain schools that were primarily white. We spoke as we shared that we feel they are even more irrelevant now due to schools claiming they working towards reformation from racism, but continuing to participate in testing that was rooted from racism. Later that week I had come across this Tik Tok from a teacher named Ms. Souza. She speaks from an educator perspective that she feels the test do not benefit to the students and most of her students put little to no effort into taking them. As future educators we can be the change that puts a stop to standardized testing and contributes to the reformation away from racism in schools.

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Within my ISB 201 class I was asked to select a topic for a political/public policy for a research paper we are conducting. After scrolling through I knew I had to select Charter schools, vouchers, and school choice. With selecting this topic I was able to use the prior knowledge I had from learning about what chapter schools' affects are on public schooling from TE 102 lesson. When conducting my research I came across this article called, "Critics of Charter Schools Say They're Hurting School Districts. Are They Right?", written by Matt Barnum.  This article shared information about the funding of charter schools taking away from the funding of public schools. This article was very similar to an article we read in class, "A Case Study In How Charters Affect Public School", written by Rob Tornoe.

In class we began by  analyzing a political cartoon in the reading. As we all took something different away from the cartoon we all had the overall picture that as charter schools are building up they are taking away from public schools. According to the article I had discovered about how charter schools are considered to be public schools which allows them the funding they need to operate. By parents taking they students out of public school and putting them into charter schools they are contributing to the growing effect of the public school now loosing money. Public schools are funded based upon the amount of students that attend the school, so as more students leave the less the money the public school receives. School districts with numerous charter schools within their districts have been forced to shut their public schools down, due to not having enough students to be properly funded. As the future of education, it is important to make sure we are not supporting charter schools and help our public schools to stay funded.

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Are charter schools "draining," "siphoning," or "funneling" resources away from school districts?

It's an argument at the heart of the increasingly contentious national debate over charter schools.

"I'm striking to stop charter schools from draining our schools," wrote Los Angeles teacher Adriana Chavira during the January teachers strike, saying her school has had to cut teachers as it lost students to charter schools. A number of states, most prominently California, are considering efforts to limit charter school expansion in response to such concerns.

Presidential candidates like Bernie Sanders and Joe Biden have recently raised it, too. "The bottom line is, it siphons off money for our public schools, which are already in enough trouble," Biden said of some charters.

Charter school supporters say that ignores the potential benefits to students - and that the funding argument misses the point.

"Do charters drain funding from our public schools? How could they? Charters are public schools," wrote David Osborne, a charter supporter. "They do drain funding from traditional school districts, but that's because parents have proactively pulled their children out of district schools and placed them in charter schools."

The politics of the issue are so charged that it can be hard to separate fact from fiction. But charters have also been around long enough for there to be good answers to questions about what happens to traditional district schools when charter schools arrive.

Here's the short of it: Charter schools really do divert money from school districts. Those districts can make up for that by cutting costs over time. But the process of doing so is often fraught, especially because the most straightforward way to reduce costs is to close schools.

Here's why growth of charter schools often puts financial strain on school districts.

Imagine a school district with 10 schools each with 100 students. A new charter school opens in the district and attracts 100 students itself, 10 students from each existing school.

Each district school now has less money, since the schools receive money for each child enrolled, and each is serving just 90.

That leads to a budget crunch. Cutting some costs, like the number of teachers, may be relatively straightforward (though still often painful). Other costs, like the principal's salary and building maintenance, stay the same whether the school is serving 90 or 100 students.

To close the gap, the schools might cut an art teacher, cancel an after school program, or increase class sizes.

"Typically, at least in the short and even the medium term, public schools can't cut costs commensurate with the amount of revenue that they're losing" as students exit for charters, said Bob Bifulco, a Syracuse University professor who has studied the impact of charter growth in New York districts.

In reality, charters aren't the only cause of financial challenges faced by districts. Students leave for schools in other towns or private schools, and many districts also grapple with limited state funding or unwieldy pension obligations.

But charter expansion really has been a key driver of declining enrollment in many places. A recent analysis found that in Los Angeles and San Diego, up to half of the district's enrollment losses have been due to charter schools; in Oakland, it was up to three-quarters. (Right now, though, charter school growth is slowing nationally.)

In one Pennsylvania study, researchers estimated that school districts could recoup no more than 20 percent of the money lost to charter schools in the first year by cutting costs. In five years, they could recover no more than two-thirds.

Researchers looking at the issue in North Carolina, New York, Pennsylvania, and in two cases, California, have come to similar conclusions: As charters grow, the fixed costs of educating district students haven't gone anywhere, even though the students have.

Some advocates have a particularly evocative term for those dollars: "stranded costs."

There's a big caveat, though: this logic only applies when the overall number of students in a district is flat or declining. If our hypothetical school district has a population of school-age kids growing fast enough to make up for the students leaving for charters, the expansion of charter schools might not hurt financially.

Charters may even help, if they allow district schools to keep existing seats filled while avoiding overcrowding and the need to build new schools. That may be one reason why some states that have seen the greatest population growth, like Arizona, Colorado, Florida, and Utah, have also seen charters boom.

Over time, it does seem like school districts adjust financially to charter growth - but the way they do so is controversial.

The calculus changes as years pass and districts adjust. In the long run, our hypothetical school district might raise taxes to prop up existing schools or close one of its schools to get average enrollment back up to 100 students per school.

"District schools are surviving but under increased stress," noted one analysis of districts that have seen the greatest charter school growth. The study found that districts have substantially reduced costs as charters grew. After several years, there wasn't much of evidence of increased class sizes, inefficiently small schools, or disproportionate overhead spending in those districts.

Another study of districts in New York (outside of New York City) that have seen significant charter growth finds a similar pattern. In the short run, charter schools add costs to the district - in this case, because district schools ended up with a greater share of low-income students and students with disabilities. Over time, though, the researchers found that districts became more efficient. In the long run, the rising costs and growing efficiency roughly canceled each other out.

The elephant in the room during these debates about charters: The most straightforward way for a district to cut costs when it loses students is to close schools.

There are other options, including raising taxes to maintain schools with fewer students (and there may even be benefits to having smaller schools). But that isn't always possible. In many cases, school closures are the flip side of school openings.

A number of districts with lots of charter schools have gone through major rounds of school closures, including Chicago, Detroit, Philadelphia, New Orleans, and Washington D.C. (Take a look at Chalkbeat's prior overview of research on school closures.)

In most cases, closures are fraught, with critics saying they create instability for kids and eliminate a community institution.

This debate is playing out in Oakland right now, a city where nearly a third of public school students attend a charter. The district has proposed closing a number of under-enrolled schools to cut costs, drawing vigorous opposition from striking teachers and many affected families.

When looking at academic results, it's not clear that charter growth has hurt district school students. But more and better research is needed.

In some cities that have seen lots of charter school growth, like Chicago, students' scores have been on an upward climb. In others, like Detroit, schools remain known for poor performance. That approach can't isolate what effect charters are having, though.

Numerous studies have attempted to get at the effect of charter schools on the academic performance of district schools, not just their financial health.

In most cases, they find one of two things: Charters don't have much of an academic impact or they slightly improve students' scores at nearby district schools. That bolsters the theory of school choice advocates. (These studies usually look just at test scores.)

"Districts are stressed financially by the shifts of resources they must make in order to compete with charter schools, but not helpless," wrote Paul Hill of the Center on Reinventing Public Education.

Those studies usually only look at the district schools nearest to the charter schools, though, an approach that may miss the effects of charters on students throughout the district.

Take a 2017 study in New York City, which found that district schools actually scored higher on state tests after a charter school opened nearby. It's possible that those schools stepped up their game to try to keep students in response to new competition.

But researchers also found something puzzling: those schools actually spent more money per student and lowered class sizes as a result of charter growth - likely because the district attempted to cushion the blow from declining enrollment with additional funding. For instance, the district is spending a projected $50,000 per student to keep open one elementary school with just 82 students.

The school, perhaps benefitting from that extra money, is doing well academically. But there is a steep cost of keeping such a school open, one that the rest of the schools in the district bear financially, and perhaps academically. That's something existing research largely doesn't address.

Another study found that in Massachusetts, test scores rose slightly in districts that saw charters expand. Again, though, that expansion came with additional money from the state to help districts adjust - a policy that exists in only a few other states.

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Critics of charter schools say they're hurting school districts. Are they right?

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Are charter schools "draining," "siphoning," or "funneling" resources away from school districts? It's an argument at the heart of the increasingly contentious national debate over charter schools. "I'm striking to stop charter schools from draining our schools," wrote Los Angeles teacher Adriana Chavira during the January teachers strike, saying her school has had to cut teachers as it lost students to charter schools.

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Throughout TE 101 and TE 102 they have the same message to be apart of the change for our future. As I was listening to the radio on my way up to Michigan State after easter break, "Born This Way", By Lady Gaga began playing in the car. As I focused into the lyrics Lady Gaga was singing I was able to relate the message of her song back to the message of these two classes. Lady Gaga wrote this song focusing on the LGBTQ community as a way to relate the community back to her religious beliefs. Within the song she covers numerous different issues that isolates our world such as skin color or sexual preferences. She speaks out about how God created her to be who she is and it wasn't an accident. Taking this message I feel it is important to incorporate in future classrooms as educators. Through different backgrounds, disabilities, or language barriers we discussed within this class it is important to prompt to students to embrace who they are. Everyone is unique and as educators we get to make a change with this. Lady Gaga says within her song, "I'm Beautiful In My Way Cause God Makes No Mistakes." As we learned about in class when students hear negative things being spoken to about them they begin to believe that they are true. Taking that logic we can reform it into something positive. By repetitively reminding students they are all perfect the way they are it will allow students to believe it themselves after time.