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Share at least one quote from chapters 9 & 10 and describe why it resonated with you. Please include the quote in the provided field.

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I began my teaching career in a classroom with middle school boys who were my students because the self-contained classrooms of BPS couldn't meet their needs. I was the only female in the room and the only white person in the room. I had much to learn. I often reflect on how grateful I am to have had that experience for the first three years of my career. 

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If teachers are to be effective with students of diverse backgrounds, they must be knowledgeable about, and attuned to, their students' backgrounds, cultures, and experiences and know how to incorporate them into their curriculum and pedagogy.

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I believe that teachers that don’t hail from the same background as their students are often intimidated when it comes to connecting with them and their families. I think this quote, however, highlights that trying is the first step. I think this ties into how teachers should try and meet students and families where they are, neglecting their prejudices and baggage. For example, one of the teachers met families at the laundromat, or how they showed up to cultural events within the community. I think by forging that connection, they strengthen the foundation of education, which in turn strengthens student confidence and success.

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“Empathy is produced within networks of power relations. Teachers cannot negate their own identity and power when interacting with students, but they can attempt to understand their identity as intertwined with those of the students they teach.”

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I'm planning on becoming a teacher, knowing that I fit the exact demographic which is overrepresented in the field: young white women. To be able to connect with students on a genuine level which promotes their liberation rather than replicating the systems of oppression they experience outside of the classroom, I need to really understand my own culture (including and beyond whiteness). The dominant culture (to which I belong) starts to become "white noise," and people assert that "white people don't have culture," but this understanding of whiteness as the default reinforces notions of white supremacy and others people who don't fit that mold.

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"Culturally responsive teachers realize that before they can understand their students in all their complexity, they need to figure out who they themselves are and where and how they fit into the picture."

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I love this quote because I feel as though a lot of people who find themselves drawn to education are due in part to teachers who have changed their lives and trajectories. I know for me the reason I want to go into math is because of strong female math teachers.

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"I'm a teacher still because of what my first- and second-grade teachers did for me. I think that's what made me fall in love with it. It becomes who you are, and I think that's why I'll never tire of it."

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I think I've have struggled with, especially when tutoring, trying to appear as always having the answer. I think my biggest mindset shift has come from acknowledging it is okay to struggle with the student sometimes. It is important to dispeal the myth/power dynamic of the teacher is always right and no one should question them. I think it is also important to understand that a lot of the biggest questions in the world don't have a correct answer. But the process of searching and thinking through what the answer can be, even if we reach an incomplete solution, can be just as vauble. 

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"it's important for us to show them we are learners and that there is no simple answers in the world anyway"

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When I graduated from high school and figured out I would get to go to college, one of my neighbors wrote me a card of congratulations. "Don't let school interfere with your education," he wrote. The material we learn in school is certainly important. However, the skills of how to learn is the most important of all. I think what my neighbor meant by this is that school often have a very specific way of wanting to do things. However, teachers and classes will differ how they want things done, and students learn best in different ways. Therefore, studying for a test or for a specific class will be full-stop learning when the test is taken or the class ends. Instead, facilitating learning and learning about how to learn so that it is a tool in the student's toolbox that can be applied to novel situations, setting them up strongly to keep learning for the rest of their lives. 

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I don't see my role as a teacher to deposit knowledge into a kid. I see my role as a teacher to facilitate that student's learning for himself or herself."

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I love this quote because I think it exemplifies true education—not something that can be measured by a standardized test, but something that empowers students to take action. I also think, when considering how social issues (e.g unemployment, poverty) are often discussed/considered on an individual level, this becomes even more important. Students should be aware of the systems that affect them, even if it's in a positive way. That way, students will be less prone to self-loathing and will be equipped with the tools to critique and, eventually, transform inequitable structures.

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"Being a social justice educator is very important to Hyung Nam; he wants his students to understand larger social issues and how they affect their lives."

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The quote is powerful because it dismisses "maudlin, sentimental love" in favor of a love that is active and involves specific practices. This perspective moves beyond surface-level niceness to focus on tangible support that empowers students. Critical love, first, holds students to a high standard. This is based on a deep-seated belief in their potential to achieve great things. Second, the dual nature of being "nurturing and demanding" is crucial. It recognizes that students thrive with both emotional support and clear, rigorous academic challenges. The final clause, "working tirelessly on their behalf," implies that an educator's role extends beyond the classroom. It involves advocating for students and challenging systemic inequities that create obstacles for their success. For these reasons, the quote provides a practical and actionable framework for educators on what it means to, and how to actually, "love your students".

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"When I speak about loving one's students, I'm not referring to maudlin, sentimentalized love but rather critical love--believing in students, pushing and cajoling them, being both nurturing and demanding, and working tirelessly on their behalf."

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I feel as though I have been most affected by the educators that put on display their genuine passion for what is is they do. I had a calculus teacher who made it *so* difficult to hate calculus, because she just seemed to love it so much, and disliking it to the extent that I did almost felt disrespectful to her. Even though calculus is by no means my passion, I found it easier to engage with knowing what beauty my teacher found in it and how enthusiastic she was about getting us to see the beauty too. Beyond passion about their subject, my most effective teachers have shown that they are passionate about teaching and vow to never stop learning themselves.

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"[Amber] said she hoped her enthusiasm for learning was obvious to her students, and that they might think, 'look at that passion! You can't not catch it!'"

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Something that I have carried with me throughout all my education courses is the importance of being vulnerable. You can't ask or expect a student to feel comfortable with you, to share their struggles with you, to offer you feedback about the course, or to want to do your work and find importance in it, if you aren't reciprocating this feeling back with them. " This assignment doesn't affect me if you don't answer it, its your grade, I already graduated school" is one of the worst things you can say to a student. Its important to understand, also, that you might not know everything. I learned over the summer that you will never be prepared for every situation in the classroom but it helps to be open to learning and being there for your students as much as you can.  

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"When teachers are authentic, students pick up other essential messages as well: the importance of being truthful, the fact that teachers do not know everything , the need for personal connection." (127) 

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It's easy to say that you'll embrace your students no matter their backgrounds (therefore looking outwards), but I think it's another thing to look inwards at yourself. Teachers bring their own experiences into the classroom, just as their students do. Thus, the teacher needs to recognize how their values and biases may come into play when interacting with students or being in the classroom. That's not to say that this reflection is just a self-criticism, so I like how the quote acknowledges the teacher figuring out their own strengths in order to utilize them. You need to figure out what you need to unlearn so you can start learning. Sometimes I think we all forget to stop and think about the places we are coming from, so this quote is a good reminder. - Natalie Osako

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"Culturally responsive teachers realize that before they can understand their students in all their complexity, they need to figure out who they themselves are and where and how they fit into the picture. This requires critical self-reflection about issues that are easy for teachers to avoid because they are difficult to face. It means critically examining one's values, assumptions, and biases, particularly when these get in the way of teaching a diverse group of students effectively. It means seriously assessing one's talents and also one's limitations. It means understanding one's privileges and how those privileges may obstruct one's understanding of those who are different" (139).

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This quote resonated with me because I feel a lot of the time the school system leaves out working parents or immigrant parents who do not have the resources to attend school events or aren't aware of the opportunities their students could be a part of due to the language barrier. I feel if teachers are the ones reaching out, it creates more trust between teachers and parents to help the students succeed and ensure that their students aren't left behind. Sometimes parents struggle with reaching out to teachers, however, if teachers initiate conversations and offer support, it can help parents feel like they belong in these activities and the conversations surrounding their children's education.

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"One way teachers do this is by reaching out to parents who might not be able to attend meetings and other school activities, as Carmen Tisdale did to a parent who had never come into the school. As a consequence, a strong bond was created between teacher and parent. Angeles Pérez, to encourage the fathers of her students to at- tend Dad's Night, ran out to greet parents as they picked up their children and even offered them rides to the event. Three hundred fathers showed up, a remarkable result, particularly in a school where all the parents are Hispanic and little parent involvement is expected. 
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I loved this term for it because I recognize it in teachers that I've had, and how it has positively affected me. Having high standards can be detrimental if it feels impossible, but done right, it can be very inspiring as it shows care! Students do well with teachers who believe in them.

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"... warm demanders. While communicating personal warmth, these teachers also practice "active demandingness," insisting that students preform at high levels."

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When I think back to the teachers that have been the most effective for me, I think of those who cared about the thought and opinions that I brought into the classroom. I always felt the most respected by those who cared about what I had to bring to class and not those who were more focused on seeing if I could effectively memorize a set of facts. I learned the most from the teachers who allowed me to bring my experiences into the classroom and apply them to the concepts that we were learning in class, it was always easier for the lesson to stick with me if I could understand how it related to the world around me.

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"'I don't see my role as a teacher to deposit knowledge into a kid. I see my role as a teacher to facilitate that student's learning for himself or herself'"

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I believe this quote represents what many teachers could be missing. There no exact "good teacher", but what I've observed is that effective teachers are usually the ones who take the time to get to know their students. When they listened, they were more inclined to understand the circumstances outside of academia. They were able to make slight changes or exceptions that overall helped my learning. 

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"These teachers recognize that teaching is advocacy. The decisions they make- curricular, pedagogical, other- are primarily for the benefit of their students. Advocacy can be as simple as listening to one's students"

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Nieto is describing how a warm demander talks to their students. It reminds me of my favorite teacher. On the first day of classes he instilled in the class that we were not taking honors because we were smarter but because we were signing up for more work and higher expectations. It scared me the first day of class. He was always abrasive, but he clearly cared deeply about all of his students. He regularly called students out and challenged them, but he was also the teacher I talked to about my mom's cancer and my struggles during the pandemic. Despite being a man, I think he would have happily taken on the Black mama title that another teacher used to describe this teaching style. I know that I want to be a teacher like him.

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"This kind of talk is not often viewed as a positive thing, presumably because it might seem abrasive. But when it is done with care and knowledge of the students being addressed, it sends the undeniable message that the teacher both cares about them and expects a lot from them." (142)

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Not only should teachers learn to be culturally responsive, they must also create a community in their classroom where every student has the opportunity to learn from each other's experiences and develop cultural responsivity. I had this experience in one group-oriented class where we discussed our previous experiences -- especially microaggressions -- in the classrooms. Students have a responsibility to learn about each other, which will create a safe and brave space where students learn how to support and take care of themselves and each other.

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"Being exposed to issues of diversity, race, privilege, and power expanded Amber's world and taught her that issues of identity were significant for all of her students. She has made it a point ever since to have open discussions about identity, encouraging students to speak about who they are and why it's important to them."

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I thought this quote shows how powerful education is to others and how encouragement from teachers can change the path of a student. Although I did not include the entire context, this section discussed enthusiasm from teachers and how that spreads to students to become lifelong learners, such as Amber who later became a teacher and obtained multiple degrees. This resonates largely with me because I have always had enthusiasm to learn, and especially in college have become more motivated to continue my education in a place that was not originally made for people like me because of professors displaying their love for their subject.

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For Amber, education is also the way out of poverty and hopelessness: "I see education as a path to make your dreams come true. You can be anything you want to be. You can go wherever you want to whether it's in a book, whether it's in a school."