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Something that might get in the way of achieving my growth is being in an environment composed of teachers, administrators, parents, and even systems that misalign with what I believe in. In a sense, they disagree with what I do, and don't provide any support towards my growth. However, my classroom can still be a good step forward, and even if it is alone in a sea of darkness, it still provides a slight beacon of hope :) - Mr. Deese

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I will need to fortify for myself the ability to build and maintain relationships with students and build a strong and welcoming community. I will also need to set goals for myself both daily and weekly when it comes to time management in order to ensure that the content is covered, but we also make time to encorporate the proceedures and norms that will help us achieve that. I will need to continue to prioritize my own wellness in order to bring my best self to the learning environment every single day. By showing up and being there for my students in the best way I can, they can in turn have space to bring there best selves as well.

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I am currently working with BetterHelp for the main purpose of wanting to make sure my mental health does not effect my students. I also feel like I have been doing a good job of building community which is helpful for networks of support when it comes to teaching and just surviving in a new area

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Something that could get in the way of how I hope to grow is time constraints. There is so much content to cover it is hard to make time for rules/ proceedures on a day to day. Managing my time and incorporating at least one proceedure and support step per class could help me overcome it. We must amplify the voices of all students in the classroom to dismantle these systems of opression. Equity of voice, making sure every student is treated equally and the value of each student is known and recognized. As an educator I need to amplify the voices of marginalized groups and let everyone take up space in the classroom.

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Please know that you are loved and in a community that cares for you <3

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I've been a victim to assault many times as a young girl and woman and found this extremely relevant. It truly is a hard thing to overcome mentally. Sometimes I relapse into bad thoughts because it's just so hard to fight sometimes

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As Women and especially as women of color there are so many spaces where we don't feel comfortable or safe. School should be the place where students are able to be proud of who they are and put their culture at the forefront of their learning. I felt like growing up I was always placed in a box and had stereotypes pushed on me, I never want anyone to feel like this in my class.

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This makes me think of how dress codes at my K-12 schools were heavily enforced on girls and not as much on boys.

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It shouldn't be only content-based objectives

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It shouldn't be only content-based objectives

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I feel like I didn't have many empathy-led teachers and it made me bitter and lonely. You can't get to content unless you establish a relationship - how can we progress to something as difficult as learning without finding an internal motivation and bond between each other

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I believe that having educators like this is vital since it avoids sympathy (which can be derogatory and detrimental at times), and also works alongside the student to move forward. Furthermore, you avoid completely blaming and isolating the student, but rather invite him or her to work with you, and see you as a resource they can rely on!

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I remember being in learning environments where I didn't feel safe, those were the classes I did the worst in because I was worried about everything but my work and education

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This has me thinking about how important a teacher is in a student's life. The video mentioned that teachers have the power to change how students view themselves. The last thing I want to do is create a negative self identity within a student. This shows how important it is to lead with empathy

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Education is freedom because it gives the people power and information. It allows people to participate in society in a well-mannered way and it is vital that everyone is educated in an equitable way.

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we never know what is going on at home, but we can control the environment we invite students into.

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Additional statistics aligned to intersections with ableism, class, and sexual/affectual orientation

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Additional statistics aligned to intersections with ableism, class, and sexual/affectual orientation

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While the video specifically focuses on the intersectionality of Blackness and girlhood, our internalization of white supremacy and anti-Blackness contributes to the inequitable treatment of Black, Indigenous, and other students of color. 

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While the video specifically focuses on the intersectionality of Blackness and girlhood, our internalization of white supremacy and anti-Blackness contributes to the inequitable treatment of Black, Indigenous, and other students of color. 

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In an early morning session hosted by podcaster and TED2017 speaker Manoush Zomorodi, six speakers - Lucy Cooke, Ayanna Howard, Nivruti Rai, Monique W. Morris, Karissa Sanbonmatsu and Amanda Williams - brought us insights from the worlds of AI, robotics, epigenetics, education, and the wonderfully slow world of the sloth. Sustainability lessons from the sloth. Sloths [...]

Continue reading

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In an early morning session hosted by podcaster and TED2017 speaker Manoush Zomorodi, six speakers - Lucy Cooke, Ayanna Howard, Nivruti Rai, Monique W. Morris, Karissa Sanbonmatsu and Amanda Williams - brought us insights from the worlds of AI, robotics, epigenetics, education, and the wonderfully slow world of the sloth.

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Why Black girls are targeted for punishment at school -- and how to change that

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Why Black girls are targeted for punishment at school -- and how to change that

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Monique W. Morris | The New Press, 2018 | Book

Pushout: The Criminalization of Black Girls in Schools

I wrote this book to help the public better understand what facilitates school pushout for Black girls — the policies, practices, conditions and prevailing consciousness that criminalize and exclude children from learning environments. It relies heavily on the expert narratives of girls who have experienced suspensions, expulsions and incarceration: as the community most impacted by the problem, they are also the ones we should look to for solutions to the crisis.

Angela Y. Davis | Seven Stories Press, 2003 | Book

Are Prisons Obsolete?

One of the primary scholars on justice and the Black freedom movement, Dr. Davis raises critical questions in this book about school-to-confinement pathways and why we should work to "transform schools into vehicles for decarceration." It will challenge you. It will free you.

The National Women's Law Center | Explore

Let Her Learn Campaign

From reports generated by participatory research, to toolkits for parents and schools, this campaign is an important one to follow.

| Explore

The National Black Women's Justice Institute

NBWJI produces research reports and conducts training and technical assistance with practitioners to interrupt school-to-confinement pathways for girls and counter the criminalization of Black women, girls, and their families.

Prince | Lovesexy, 1988 | Listen

"Anna Stesia"

In my mind, everyone should listen to Prince ... but in particular, this song about the revolutionary and transformative power of love.

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Monique W. Morris: Why Black girls are targeted for punishment at school -- and how to change that

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Around the world, Black girls are being pushed out of schools because of policies that target them for punishment, says author and social justice scholar Monique W. Morris. The result: countless girls are forced into unsafe futures with restricted opportunities. How can we put an end to this crisis?

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I want to add more questions to their journal reflections and possibly doing a mood meter to see how students are doing before the lesson starts. This will help me get to know the students as people and also be able to understand and adapt lesson plans to how they are feeling for the day

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Today I had a student who was violating my no phone policy during independent work and I was going to use my power to call him out and make him put his phone away, but I took a second to take a quicker look and realized he was translating the worksheet he was working on to Spanish. I think it is really important to be conscious of students learning variability and to offer them the space and resources to be successful in the class. Just because he cannot speak or read the dominant language does not mean that he cannot learn math well! He chose to translate on his phone by himself, but it made me realize that for a math class it can be okay to offer options that allow them to sometimes interact with the work in the language that they are more comfortable with so they can better understand the concepts.

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Different expressions of power is seen through my students' participation. How they choose to participate throughout my lesson. They have a lot of partner work. When I bring back the whole class to share I've realized that often times the more quiet or shy student takes the lead in partner work or completing the work while the other student takes the lead with sharing to the whole class

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I think allowing students some freedom and not revolving the classroom around you, has a deep impact and allows for unique development and improvement. It gives students power to take lead of their education, and contribute what they comfortably can.

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When students ask questions or let us know that we are not teaching in a way that is comprehensive to them, they are exercising their power. When we take their feedback and questions and alter our methods to more closely align with their requests, we are exercising our power as teachers.

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Activities where they can move and engage more with each other

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Activities where they can move and engage more with each other

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I noticed a difference in the amount of participation from day 1 to day 2. Day 2 there was a part of the lesson where they were able to work in groups and then walk in a gallery walk to fill in the rest of the graphic organizer and it seems like that activity went really well so I want to try and integrate that more as well as other ways to move around because traditionally school is just about independent work and being able to sit still in your seat for hours on end

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Giving my students the 3 ideas we voted on and allowing them to choose which one they would like to use for their experiment

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In my next lesson I will be showing students how to take notes on text. I think that this skill will give students the power comprehend literary texts. I also think this falls in line with the notion that literacy=freedom

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I think one way I can share power, which also happens to be put in my lesson plan, is by allowing students to go their own route when choosing a dissolving liquid. Rather than forcing them to use 1-3 different options that I give them, I allow them to come up with ideas with their group for their own experiments. This gives them power in how they approach the experiment and therefore how they approach their learning.

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S/O to all my fellow ELA teachers for being so open about our lesson plans, shortcomings, and experiences introducing books today. I am so proud of us and you all are my rock <3

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I see the different expressions of power from my students whenever I ask them for their learning preferences and they give it to me. It gives them power by dictating how they want to learn. I see power coming from me whenever I ask them to do something and they do it.

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Today when talking about ways to speed up dissolving an Alka seltzer tablet.  I asked students to share their ideas and tried to relate dissolving Alka seltzer tablets to cooking.  I asked them to recall if they had ever had to cook something with water like instant noodles or other types of food and what they had to do with that water in order to cook the food. This allowed them to share their personal experiences with cooking and relate that to the scientific topic being discussed.

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I see different expressions when realizing the authority I have in the classroom, and reflecting on how to use it properly. Instead of lecturing all the time and constantly telling students to behave, I invite them to share, read directions, and engage with material in a variety of ways. Also, there are moments in which I realize there is room for betterment and self-improvement, which requires power from within.

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I am realizing that as a teacher, I am providing a free service to my students, their families, and society and I found myself overwhelmingly grateful for the fact that my students were there during the summer for their education and to hear me stand up there and teach. Like their only incentive is to learn.

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During the first day, I had the class work together in groups and work as a class collectively to come up with student and teacher expectation norms. The impact I wanted with this activity was creating a class room environment/culture that the students have say in. I also hope this emphasized to students that I don't want the classroom to be a hierarchical setting where they have no power or say in what they want their class to be like

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I am ready to me means that they are engaged and happy to learn and be with me 

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I am ready to me means that they are engaged and happy to learn and be with me 

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Use this protocol to embed CRP and LE strategies

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Curricular Literacy Protocol 2022

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I learned that CRP is a proactive process that requires us to constantly challenge our perceptions and biases, but also welcomes our background and experiences to be used as catalysts and opportunities for empowerment.

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It is crucial to achieve educational equity.

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Going from Culturally to COMMUNITY Responsive

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Going from Culturally to COMMUNITY Responsive

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Community Responsiveness By Dr. Jeff Duncan-Andrade

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Beliefs of a Culturally Relevant Teacher

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Beliefs of a Culturally Relevant Teacher

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What are some good ways to integrate with the community to develop CRP?

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What about/ how much political bias needs to be discarded.

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Our group is also curious about more concrete and effective actions that have worked well for connecting with students, their families and their cultures. Also, what are good strategies for becoming more embedded in the community?

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I definitely have a political bias that informs my perception of the world and possibly some texts, I would like to resolve my political bias' to let students come to their own conclusions.

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I want to know how specifically this looks. What are some “go-to moves” that I can use to build concrete habits that will help me be a teacher that instructs with culturally relevant pedagogy.

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Every human being on earth is distinctly different, and as new generations are born, these differences continue to become more distinct. Yet, the education system has remained the same in significant ways. Culturally relevant pedagogy calls on teachers to make their instruction as culturally relevant as possible based on the diverse needs and various entry points that students join the classroom w/

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Every human being on earth is distinctly different, and as new generations are born, these differences continue to become more distinct. Yet, the education system has remained the same in significant ways. Culturally relevant pedagogy calls on teachers to make their instruction as culturally relevant as possible based on the diverse needs and various entry points that students join the classroom w/

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Notecatcher for Sustaining Engagement and Unengaged Learners

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Notecatcher for Sustaining Engagement and Unengaged Learners

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HTML view of the presentation

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-supporting your students' autonomy is very important when responding to unengaged learners. Giving them options is a great way to start because they don't feel like they are forced to do what you want them to

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Thank you to everyone who shared today!!!

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Seriously blown away by the insight & reflections you bring to the space! Learning so much with and from you!

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"It is important to give students choice, instead of commanding or giving presumptions - AUTONOMY"

Important note from group 5

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Group 2 appreciation:  Jonathan, Ada, and Josie 

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Group 2 appreciation:  Jonathan, Ada, and Josie 

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Thanks for having me in the group and sharing about your experiences, your reflections, and your hopes for your own classrooms & learners. <3

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Link to Video for Learning Environment Session

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Link to Video for Learning Environment Session

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Teachers can reengage students by engaging themselves through body movement, voice, facial expressions, and authenticity. These actions by a teacher make the lesson more interactive and more easily followed by the students.

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It was great connecting with you and learning alongside you today.

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It is our responsibility to ensure students are engaged, not the student's responsibility.

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Shout out to all the pears! Appreciate everyone's hard work and dedication. Also, shout out to the GOAT Uli for providing us this space and allowing us to cooperate with one another!

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I honestly think when students ask "why are we even learning this" although it may sound negative, it actually implies they want to understand the IMPORTANCE of your lesson. AKA they are being engaged in questioning the lesson and the school day. personally, I hated when teachers only gave "because it's on the test" or "it helps you think" I feel like we needed more of a response that truly provided a foundation to our learning

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Students engage in all different types of way.  There isn't a certain way that a student will look like to be engaged. Some forms of student engagement could be: a student that is taking notes, watching the teacher, talking to other students about the content, or raising their hand. However, some obvious things that students do if they are unengaged would be falling asleep.

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I think that an engaged student-teacher interaction is a lot like an aha moment. Because if a student is engaged with the teacher, they will have that particular look. The look does not so much mean that they can repeat what you are saying but that they understand it in their own way.

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It is important to listen to and learn about students and build relationships with and between students.

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an "engaged student" aligned usually with class management that aligned to white-standards of social interaction

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For me, growing up, and engaged student was one that constantly raised their hand, volunteered to go up to the board, always knew what we were supposed to be doing, and cooperated well with others. In a sense, a very social, organized, and extroverted person. Furthermore, they were quiet when they were supposed to, and constantly followed directions. If I am honest, this impacts me to till this day, as I strive for an engaging and social classroom, but also one that can be quiet and silent when needed.

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My identity definitely helped me stay engaged in class. Being the flamboyant kid, I always "had" to bring the energy and excitement about being in class. Whenever I wasn't energetic enough, people would always ask me if I was okay.

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"Good student" and "bad student" will be things you might hear at your placement.. from other teachers, sometimes students, even families. Consider how you might support the shift in language (and mindsets) to emphasize that ALL students are learners and engage in different ways, and that everyone has moments where they may be unengaged for all sorts of reasons.

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Balance is key (the ultimate trope I know)

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Balance is key (the ultimate trope I know)

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I reflected that i've had classes where there was TOO much collaboration and I felt that my teachers were not guiding me enough because everything was based on my peers - and I've also had classes were I wasn't allowed to talk to others at all, to which I would CRAVE for a social aspect at that point.
All in all, boils down to allowing both engagement styles in the class

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Sitting up straight, making eye contact with the teacher, raising hand, only taking notes, no doodling

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One thing I thought about was that there are so many ways/needs for students to be engaged and that it does not look the same for everyone. I personally, was better engaged when I was talking to others or up moving around because sitting still made me incapable of focusing.

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an engaged student can look very different depending the individual. some students need to take notes, while others may need to just listen, and fidget. it is important for us to be aware that there is no right way to be engages

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My group discussed how teachers would treat students they believed were "unengaged," including cold-calling or sending them out of class (i.e. "think times), rather than assessing in a more appropriate way whether the student was paying attention (i.e. exit reflections, etc)

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Though I use to think of engaged learner looking one kind of way, I've realized throughout college and pre-service that there isn't one way to be engaged in class. It's important to deconstruct the "traditional" way of being engaged to make room for the dozens of different ways students can be engaged

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Engagement looks different depending on the strengths, needs, and preferences of each learner.

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engaged students often interacted with the lesson in some way visually either by note-taking, asking questions, or silently giving their attention to the instructor.

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An engaged student was always quiet at their desk, taking notes, and following along with the lesson.

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I think engagement can be increased and sustained by allowing the students to input their interests and knowledge into the content. Whether that means they bring up questions involving the content, give examples of ways they've seen the content in their life, etc.

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-collaborating w/peers on an assignment
-asking questions