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I had a successful experience co-teaching chemistry because of the positive relationship that I developed with Mr. Papadopol. The main challenges  that we faced were Lowe attendance and getting students to put a pencil to paper. Many students did not have a positive experience in chemistry previously so it was a struggle to get them to be willing to try again. Together we strive to create a positive, fun, supportive, and engaging classroom environment to help inspire the joy of both learning and chemistry!

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In working with a cooperating teacher this summer, I realized how important team work is. Being that I was teaching content that I was not familiar with, it was really helpful that she continually provided me with support and resources to ensure that I could master the content to the best of my ability.

However teamwork only went so far with my cooperating teacher. When it came to giving feedback, I feel as if I didn't get as much as I would have liked. I appreciated the fact that she gave me freedom to do what I wanted with the class, but more constructive feedback would have been appreciated.

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1.	What was successful about this relationship? What contributed to that success? My coach and I always had eachother’s backs. We were always on the same page and helping eachother. If I taught something wrong he would correct and if he made rules I would follow up with instilling them everyday. 2. What was challenging? What contributed to these challenges? What was challenging was that my coach taught more toward regents and I taught more toward the textbook because that is what he instructed me to do. So at times the kids were learning one thing and the next day something completely unrelatable. Another challenge we faced was attendance. We did not have more than 18 students at one time when the roster had about 30 and students were very inconsistent with coming, some would come only once a week or less or not at all. 3. What norms and structures would you want in place to ensure a healthy classroom environment that is focused on student achievement? Having a better structure with my co teacher to ensure if one of us is the teaching it relates to what the other is teaching so the students aren’t completely thrown off. I would also instill from day one the importance of attendance and how it will affect the students success in the classroom to hopefully raise the attendance and have it be more consistent everyday. 

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1.	What was successful about this relationship? What contributed to that success? My coach and I always had eachother’s backs. We were always on the same page and helping eachother. If I taught something wrong he would correct and if he made rules I would follow up with instilling them everyday. 2. What was challenging? What contributed to these challenges? What was challenging was that my coach taught more toward regents and I taught more toward the textbook because that is what he instructed me to do. So at times the kids were learning one thing and the next day something completely unrelatable. Another challenge we faced was attendance. We did not have more than 18 students at one time when the roster had about 30 and students were very inconsistent with coming, some would come only once a week or less or not at all. 3. What norms and structures would you want in place to ensure a healthy classroom environment that is focused on student achievement? Having a better structure with my co teacher to ensure if one of us is the teaching it relates to what the other is teaching so the students aren’t completely thrown off. I would also instill from day one the importance of attendance and how it will affect the students success in the classroom to hopefully raise the attendance and have it be more consistent everyday. 

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My co-teaching experience this summer has been very successful and positive. Both my co-teacher and I planned cohesively so that our lessons were aligned. This was beneficial because it allowed students to have the opportunity to have their lesson from earlier reinforced through the practice during my lesson. My SCC was also very helpful and supportive during this time as well.
It was difficult to learn the content and the strategies for classroom management simultaneously.
In the future I will keep communication open with all other teachers and paraprofessionals I work with to ensure a cohesive learning environment.

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The relationship turned out to be successful because she explained clearly the ways I needed to improve. She was clear in the standard that should be kept and that made me want to stay up to par.

Something challenging for me was planning for 95 minuets and understanding the concept of the subject I was teaching.

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I believe that my relationship with my coach and teaching fellows in my classroom were successful. We all worked together to ensure that the students were being taught the vital information that was necessary for the course. Whenever someone needed assistance with anything I could ask questions and receive a valid response. I definitely believe that good communication skills was the most important thing that helped me succeed.

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I received a lot of support from my coach. He knew my challenges and was providing me with the ways I could improve my instruction. 

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I received a lot of support from my coach. He knew my challenges and was providing me with the ways I could improve my instruction. 

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I had challenges though. Some of his feedback was not consistent with program's demands.

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-I think keeping a positive, supportive, and collaborative attitude was essential to the positive relationship I had with my FCC and the other Fellow in my classroom.

-With the other Fellow splitting the period with me, I thought it was sometimes challenging to smoothly transition in a short amount of time—this was something we talked about and worked on over the course of the summer.

-I would establish norms in the classroom with my co-teacher to ensure that we were communicating clearly about lesson planning and about the needs of the different students in the class. I'd want to normalize having a collaborative environment where both teachers have input

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Working with my SCC this summer has been an awesome experience! My SCC has been very supportive in my learning and guided me with techniques, where learning and having fun is implemented.

One of the challenges I faced was the class culture. I envisioned a different culture in comparison to the one that has already been set by my SCC, which cause some confusion amongst students.

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Working with my SCC th

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It was helpful to have another set of eyes watching me. Also, it helped having an experienced teacher in the room who provided feedback after each lesson.

Challenging was getting comfortable being in front of students and getting them engaged,

I would like to rearrange the desks in the class and perhaps do some more active group work.

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My relationship with my cooperating teacher was successful because he was hands off and let me learn as I went.  This was also challenging in some ways because I wasn't sure if my lesson plans were up to par or if my instruction was successful.  I would want to set up time to reflect on lessons together and figure out what was successful and areas for improvement, as well as what worked for students and not for others, so that our classroom was focused on each and every student's achievement.

- Tara C.

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My relationship with my SCC was very successful. I received great feedback and tips from my SCC daily. My SCC was very supportive and patient . Each day I learned how to better my classroom management skills because he would give me tips on what he would do or did and they were very effective when i implemented them.

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I

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I received great feedback, guidance and support form my SCC. Her feedback greatly contributed to my growth and success. She also provided me with great resources that enabled me to create more engaging lessons  for my students. I still learn from her and seek more feedback everyday I am in the classroom.

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I received great feedback, guidance and support form my SCC. Her feedback greatly contributed to my growth and success. She also provided me with great resources that enabled me to create more engaging lessons  for my students. I still learn from her and seek more feedback everyday I am in the classroom.

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I received feedback from the SCC after each class, I would then apply what advice that I received to the next lesson. This has helped me to develop my skills.

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I received feedback from the SCC after each class, I would then apply what advice that I received to the next lesson. This has helped me to develop my skills.

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2.  I think that learning math each day was the challenging part. I have built up a barrier to math as a student in the past, so having to re learn math concepts and apply it to a lesson plan was extremely challenging.
3.

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1) I think the successes were varied, but among the most successful aspects of this model was the feedback loop that is established between the SCC and the fellows as well as between fellows sharing a classroom. Having several people to share ideas with and get feedback from was indispensable.
2) Although the model was mostly successful, there were several difficulties as well. For me most of the difficulties were related to poor communication with the SCC, a lack of clear expectations of what he wanted us to do when implementing feedback, previously established classroom culture, and working with a poorly paced curriculum (although I do consider myself lucky that we at least were given a curriculum)
3) Some of the norms and structures I would like to see in a classroom that is focused on student achievement would be things such as a positive culture of error, where mistakes are welcome as a part of learning and students are willing to take academic risks. I would like to see clear structures and frameworks with regards to how students produce work and how their work is reviewed and graded (more peer review). Finally, I would like to make the classroom as student-led as possible to a point where students are running the classroom and supporting each other with their learning.

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While my SCC was not a co-teacher because she gave me full control of the room, she was invaluable for support and feedback, which helped me to grow. My SCC is a huge reason why I made it through this program. What contributed to the success of this relationship was MUTUAL RESPECT. She was an invaluable resource and the healthy relationship fostered productivity.

The only challenge that I can think of is that in the beginning the students were only with her, so the classroom expectations were previously established and many were different from mine. However, once I began teaching she allowed me to take full control and establish my own expectations.

Norms - remain centered on students, mutual respect the fosters healthy collaborative relationship, feedback that is always constructive

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My coaching experience has been a rewarding experience. Having the opportunity to share ideas,modeling techniques that will engage the students. As someone whom never taught before I needed guidance with time management and interactive activities.My co teacher had many of the students throughout the last school year,he provided key information with behavior.

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What made working with my coach successful was that he was able to give me valuable suggestions about my group of students as far as what to read with them based on his experience. He was able to identify when I was asking questions that were above grade level or areas of my lesson that could be simplified. What was challenging was negotiating the classroom culture that had already been established by him on the first few days. His style is different from mine so we had a sort of a good cop bad cop situation going on in the classroom. In september I hope to work on a classroom management plan with my co-teacher to decide on and implement the first day of school so there is no confusion and expectations for students are clear.

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1. What was successful when working with a co-teacher is that I was able to obtain knowledge from someone who had more experience than me. I was able to apply that knowledge to further better my plan.  I believe what contributed to my success was my ability to apply feedback. What was challenging is that I am more generated towards special education, and I do not think my co-teach understood why I felt the need to reteach a topic the students may not have understood. The norms that I would want in my classroom to create a healthy environment is having an open space for effective  communication. 

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1. What was successful when working with a co-teacher is that I was able to obtain knowledge from someone who had more experience than me. I was able to apply that knowledge to further better my plan.  I believe what contributed to my success was my ability to apply feedback. What was challenging is that I am more generated towards special education, and I do not think my co-teach understood why I felt the need to reteach a topic the students may not have understood. The norms that I would want in my classroom to create a healthy environment is having an open space for effective  communication. 

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1. My experience with my SCC and other fellows was a very rewarding one. I was lucky to be paired with a co-planner that I clicked with before we were even assigned to the same classroom. Similarly with my SCC, we found common ground in that we are both ENL teachers and are both fellow fellows. Our SCC always checked in on us and debriefed with us on our performance, but also checked in on us in regards to our mental health and how we are coping with the stress that comes with the program. It is so important to have a good support system at home, but especially in the classroom with the people I work with.
2. The challenges I faced were rarely with the SCC and my fellows, but rather with how we can collectively help the students improve in a way that we can be sure our teamwork would cause these improvements.

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1.  What I found to be successful were the times when my SCC was present (both in mind and body) during my lessons and would add commentary and also help reinforce  classroom rules an procedures.
2.  What was challenging was that was no real collaboration, so I would teach for 4 days, he would teach for 1 and our lesson plans where never aligned, so the students had very different expectations from both of us.  This made my time with them a little difficult do to the lack of consistency.
3. In September I will hope to take take at minimum the first 2 weeks of school to establish routines an procedures, making sure to teach my students restorative practices and personal responsibility in the classroom. I believe this will support my classroom management.

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1.  My coach was extremely flexible and was always willing to provide support and guidance.  The only challenge we encountered was the fact that my coach is not a content expert in the subject we were assigned to so there wasn't much structure at the beginning.

The norms and structures I want in place to ensure a healthy classroom environment would be consistency in the classroom culture and what we both expect out of the students

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Davi - My only challenge throughout this summer was to have to learn chemistry every night so that I am better prepared to teach my students the next day. However, I was blessed to have an amazing SCC who took the time out to offer assistance whenever he could. I also had a great partnership with Vanessa who I shared my period with. Together we tackled it and now we are proud chemists! (Or so we think). 

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Davi - My only challenge throughout this summer was to have to learn chemistry every night so that I am better prepared to teach my students the next day. However, I was blessed to have an amazing SCC who took the time out to offer assistance whenever he could. I also had a great partnership with Vanessa who I shared my period with. Together we tackled it and now we are proud chemists! (Or so we think). 

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This summer, I had 45 minutes of teaching independently, however the three other fellow's in my classroom were awesome. We worked together to ensure that we had an idea of who our students were. Within out class, we made sure to give each other feedback on specific students who we might have not always been able to track. It was also super helpful if one of us were out, we were able to jump in for the other's lesson.

My SCC was really kind and very helpful.  The only challenging concept was he would sometimes talk to the students while I was teaching, making it a bit hard to reign the students back in, but it was rare and usually meant in good faith.

Some normative structures I would have in place for my classroom is a general rule of respect, and also if we were to have a 90 minute class, I would have a break time for them to stretch, or have a section in my room for them to work away from the desk. If I could do an open floor seating, or alternative seating, I would also try to implement that.

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I was successful in implementing all his feedback. He was very straightforward with me and was very understanding of my situation. His feedback was concrete but also empowering. This gave me more confidence to do better than I had the day before and made me self reflect on the day.
The main challenge was not having enough time to set up the class in the morning right after SBS, but he was very understanding and would help me organize the room, write Do Nows on the board, and prepped my computer for me while I assisted students.
I would have wanted to work as a co teacher with him just to simulate what my experience would be like in September.

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The experience was great. I got to learn a lot from my cooperating teacher and my fellow friends who were with me in that class. We all spoke to each other about the challenges we had while teaching and gave each other good advice.

For September I would like to set up some classroom rules that we should all follow and I would enforce. Make class exciting and always come with something that would make students a bit nervous. I teach math and to get students to converse about math is difficult. I started to come to class with a math joke and honestly kids were laughing. I know my jokes were really corny but for a brief second I got them to smile in a math class.

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This summer, I worked with Piya Debroy to teach Biology as a part of the Summer Bridge program. Piya went above and beyond to provide astounding support, guidance and advice on my lessons and classroom management strategies. She recognized that my lesson planning was exemplar, and knew that my biggest concern was classroom management, so she really worked with me to help ensure I had 100% of the students, managed misbehavior, and provided an encouraging and engaging environment. It wasn't easy for me, but Piya helped me develop my strong voice.
I don't think I had any challenges with Piya - her feedback on my lesson plans and debrief after lessons were thorough and provided feedback on what can be immediately implemented, as well as things to keep in mind for September. I think the only real challenge this summer was joining the class after a week, so norms were already established.
In September, I would like to establish norms that encourage participation, make it okay to make mistakes, allow for students to listen to each other, and really take charge of their own learning.

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This summer I shared the class with my SCC. The relationship was successful as I received feedback everyday about what worked well with the instruction and what could be improved in terms of pacing, content delivery, assessment.
What was challenging was the conflicting advice I received in terms of my pacing - I was told to go slower and then that my pacing was not fast enough.
I would ensure setting the right classroom culture

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My SCC let me take the full control of the room. He would rarely interject. But he would provide detailed feedback after every class. Then I went to observe Jessica, and her SCC was much more involved in her lesson. I much prefer my SCC's approach. However, I understand that comes September I would be co-teaching.   

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My SCC let me take the full control of the room. He would rarely interject. But he would provide detailed feedback after every class. Then I went to observe Jessica, and her SCC was much more involved in her lesson. I much prefer my SCC's approach. However, I understand that comes September I would be co-teaching.   

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In 2017, Mr. Victor and I co-taught English to 8th grade students. What made this experience successful was the experience we had teaching from the year before. The difficulty we faced was providing adequate support to all students in the allotted time that we had. With the support of a special education instructional coach, we explored the parallel co-teaching model which created high-quality learning. When each teacher has a designated role in the lesson and learning, the results are effective.

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1. What was successful about this relationship? What contributed to that success?

2. What was challenging? What contributed to these challenges?

3. What norms and structures would you want in place to ensure a healthy classroom environment that is focused on student achievement?

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Pocket Points : positive reinforce to address cell phone use 

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Pocket Points : positive reinforce to address cell phone use 

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Trying to show a YouTube video? Use ClipGrab while you're planning! It converts yt vids to mp4s.

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ClipGrab is a free downloader and converter for YouTube, Vimeo, Metacafe and many other online video sites

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http://www.lamission.edu/devcom/ProbingQuestions.htm

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1.What are some ways you have collected evidence of student learning this summer?

I have collected evidence by collecting student handouts at the end of class, as well as by taking an exit ticket that has a question that will check for their level of understanding.  I have also given my students a rubric, so that they know exactly how they are being graded.

2.What have you learned about student understanding as a result of viewing or collecting student work samples?
I have learned two things: one is that many of them have difficulty writing in that their sentence structure isn't great.
Also that my instructions need to be clearer.

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Jade had mentioned about students responding negatively to work. She said that she would give them a chance to do it again, but it was said that we shouldn't give the paper back to the entire class.

I had a paper that the students were working on with me, and didn't finish. I asked my coach if they could finish with him on that Friday, to which I received the text that the students were working on the paper for 20 minutes, but weren't actually working (I wasn't in the classroom at the time).

I want to give them the chance to finish it for half credit, because I know they can do it, but I am unsure if this is a wise idea.

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When I first started working in the bank , a lot of the acronyms and terms that were being thrown around were extremely confusing. For example, they would talk about things like a BCA, CSA, SOEID and GEID, all things that I was not familiar with yet. It made me feel out of place, and it was a little discouraging. My manager supported me by pairing me with someone who was more familiar with these things so that she could explain it all to me, and I could learn to incorporate these acronyms into my vocabulary at work.

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When I traveled to Budapest, Hungary I did not know the native language. By the end of the trip I was able to comprehend basic greetings. Some support I used was the internet to learn the greetings.

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With my parents there are times they use words from their foreign country that they barely use at home and I am like "uhhhhhh" and ask to explain to me the word and then it all becomes clear. At them moment, when I didn't know the word I would be like 'what did you say" you would say it irritated me that I didn't understand.

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In college I took a portuguese for spanish speakers class. where we were only allowed to speak in portuguese. It was difficult at first but it really helped me develop my skills in speaking and listening because I could not rely on english to get by. This would have been even more difficult, but the professor provided several scaffolds in the form of online resources to help conjugate verbs and define words. I was able to comprehend somewhat because of the similarities between portuguese and spanish, but there are many things that are counterintuitive and false cognates that can mislead you.

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My first grad school class was SPED 7800 and the subject I found difficult was IEP. I wasn't sure what an IEP was and to have to complete on as my final research paper was over whelming. My professor provided a template and a due date. I used the internet and my classmates for support and to gain understanding.

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A situation in which a common language was foreign to me was when I traveled with friends to the Domincan Republic. When I first arrived I did not realize that the native language was Spanish. I was concerned because I did not know how I was going to communicate with people of the country and enjoy certain aspects of the trip. Based on knowledge I have learned from high school Spanish classes I was able to use basic/important words in Spanish to make my way around.

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I had started a new job that gave me limited training. I had to "figure" it out on my own. I was familiar with medical terminology but not the billing end. I had to ask health insurance companies questions, take notes, write specific terminology down and tape it up on my desk so that I could reference it throughout the day. I wish they had given me a full week of training with various scenarios that could have taken place. I was very annoyed with that establishment.

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When I moved into a new position at my last job, there was a lot of new lingo, programs, and processes that were completely foreign to me. I was feeling imposter syndrome for the first few days, because it was a lot of information. Thankfully, I received a lot of documentation and support from my new teammates to ensure that I was able to understand and use the tools and lingo correctly. I was able to take a week to take a few online courses, and slowly transition into helping the team more. I was also able to lean on my teammates for help.

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When i started working in finance department in retail corporation i was very confused with a lot of abbreviations such as store n

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When i started working in finance department in retail corporation i was very confused with a lot of abbreviations such as store n

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A situation in which the common language was foreign to me was when I first started bouldering.  There were a lot of terms that I did not know and when people would use them I wouldn't understand what they meant.  I felt inexperienced and a little lost.  I was able to slowly learn new terms using context clues.  When my friends would use terms, I would just ask them to explain them, even if it meant feeling vulnerable.  I wish I would have watched videos where they used the terms and had read up on them so that I would have come into the situation more prepared. - Tara C.

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A situation when the common language used was foreign to me was in my college Italian class. I felt lost at times as most of my peers had some knowledge of the language but I had none. Throughout the semester I was able to comprehend the basic skills needed to have a simple conversation. However, I was still struggling. My teacher offered as much support as she could by encouraging me to take advantage of tutoring labs and her office hours. Some additional things I wish I had done was to converse more in Italian. I was reluctant to speak the language because I was not confident enough. I now believe that the best way to learn a new language was to incorporate the language in your everyday lives.

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When I go to the doctors office, I sometimes get spoken to in a lot of doctor jargon. It could just be NYU being pretentious or because the doctors always have a student in the room. Either way, it makes me feel more nervous about what's wrong with me because I don't know what the things mean. When I ask for further explanation, they tell me not to worry and just give me my medicine and send me along. I would have liked for the doctor to explain what the terms they used meant or at least give me a chance to write them down so I can do more research on my own.

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As a teenager I traveled to Israel with a large group of fellow campers. Unfortunately, my understanding of the Hebrew language was rudimentary at best. I could understand some basic words and phrases, but it was very frustrating not being able to communicate. Other campers were able to help me and luckily the local people did understand some English.

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Della When I joined the workforce after taking a break, I started a new line of work where everything was new to me specially the technology used.  I asked for help a lot from a few helpful colleagues and did lots of reading to catch up. My manger did provide me with a list of books to read however the daily interaction with people using a lot of acronyms was very challenging in the beginning.

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Della When I joined the workforce after taking a break, I started a new line of work where everything was new to me specially the technology used.  I asked for help a lot from a few helpful colleagues and did lots of reading to catch up. My manger did provide me with a list of books to read however the daily interaction with people using a lot of acronyms was very challenging in the beginning.

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On my last trip to Montreal I was confronted by a population of Quebecois French Canadian speakers, although I'd taken French in high school, most of the speech was foreign to me. It made me feel especially vulnerable, and at times helpless. My friends and I took turns identifying ourselves as English speakers, and helped each other decipher menu descriptions or street signs.

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I started a new job right out of college, Research and Development at a supplement company. I had no prior knowledge of the supplement industry or the R&D process. I was given no training or orientation, and just thrown into the deep end to see if I could swim. I felt overwhelmed because my bosses were assuming that I could manage projects without realizing that I didn't understand the process (what goes to which department first, who to communicate with about what). I wish they had broken down the basic R&D process first for me, instead of letting me learn through trial and error.

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back in the days when I was learning English in Russia, the teacher provided adapted books, magazines, audio recordings, videos, differentiated frequent assessments, group projects, etc.

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back in the days when I was learning English in Russia, the teacher provided adapted books, magazines, audio recordings, videos, differentiated frequent assessments, group projects, etc.

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During undergrad I interned for an organization that offered services to NYC public schools, community centers, etc., where we (as interns) were sent to these places to teach English conversation to newly arrived immigrants in the US. We would establish these conversations through videos and new vocabulary words to help students/adults formulate full sentences and grasp concepts that have to do with laws in NYC, hotlines to call in regards to domestic violence, when to contact 911 or 311 and their services, and so on. A lot of the students and adults came from different countries around the world and spoke different languages with a majority speaking more than one language at a time. It was difficult to communicate a lot of the information with the students verbally so I found myself constantly using body language and my hands to emphasize most of the conversation. Visuals, google translate, and anything that would connect these students to the material!

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When I was in high school, my band  director invited a group of students to go to Spain. While in Spain, we were allowed to go around the smaller cities/towns on our own. Most of us had High School level language skills, but most of us weren't fluent. I ended up making friends with another student who was fluent in both English and Spanish. He was able to help me translate to people, when my Spanish wasn't entirely correct.

I remember saying something to one of the other band directors from a sapnish high school, and I guess I must have said a word incorrectly, he started laughing at me, along with three of his other students. I was super embarrassed.

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In college I took French class and at times I understood but most of the time I was confused and lost.

I was able to understand phrases and terms I've heard before

My teacher assisted in our learning with the use of videos with subtitles and photos with words to provide a visual meaning or explanation

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1. Think back to a situation in which the common language was foreign to you (i.e. a language class, a new job/organization, another country, etc.).

A. How did you feel?

B. What were you able to comprehend?

C. What type of supports did your teacher, manager, or peer use to support you? Or if they did not provide supports, what are some things you wish they had done?

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I’m not an extrovert/don’t have a big personality.

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I’m not an extrovert/don’t have a big personality.

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I don't think the PST is conducive to building relationships with students because of the expectations of the program. It's not just a matter of a short period of time but the structure. 

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I don't think the PST is conducive to building relationships with students because of the expectations of the program. It's not just a matter of a short period of time but the structure. 

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I don’t want them to see me as a friend; they should see me as authority.

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I don’t want them to see me as a friend; they should see me as authority.

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The student doesn’t want a positive relationship with me.

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The student doesn’t want a positive relationship with me.

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I’ve tried to build a relationship, but this student is so disrespectful.

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I’ve tried to build a relationship, but this student is so disrespectful.

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I don’t have the time to devote to building relationships.

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I don’t have the time to devote to building relationships.

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These different components played a pivotal role in my experiences as a student in school. Being a latinx student, I always felt the bar was a lot lower in comparison to the other students around. This ultimately changed when I got to high school, where my identity became something that was used to empower me, and I saw the true potential of what I could achieve.

The only time I felt like my identity was celebrated was in high school because of the fact that their was a program in place to help low-income, minority students succeed past high school.

I think the diverse identities of my students will help check me and prevent me from falling into the same mindset that some of my teachers might have. It will be a reminder to be reflective in my teaching will remind me that my students are all capable of greatness.

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Stepa...stepa...yeah not even gonna try to pronounce that

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Stepa...stepa...yeah not even gonna try to pronounce that

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1. I grew up in a relatively homogenous community race-wise, however, diversity was represented in the different religions practiced, as well as ancestral heritage. Like many kids growing up in Central Jersey, I have a majority Italian heritage, but I am also Ukrainian and Austrian, which were fairly unique. My last name is long and apparently mildly unpronounceable, so my whole life I’ve heard so many variations, followed by, “that’s Greek, right?” That has always stood out to me as part of my identity. It wasn't until I was in high school and college that I started meeting more Greeks and Eastern Europeans, which helped people debunk the whole "oh, you're Greek. you must be Greek," but also helped me connect with people - via food of course. Meeting other people who ate the same food as me was a pretty big deal.

My students are even more diverse than myself, representing so many different races, ethnicities, religions, socio-economic statuses. I believe they have a different view of the world than me in many ways, and I want to learn more about them and celebrate it.

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In high school most of my friends and I were usually grouped in the same classes. I guess we were grouped by ability. We tended to study hard and get good grades. It just so happened that most of us were Jewish, but going to college was assumed. There was no decision or choice, you were going to college.

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1.	I grew up in Bushwick, Brooklyn where majority of the population was Puerto Rican or Hispanic in general. So for my elementary schooling most if not all of the students and teachers were Hispanic. When I went off to high school, I didn’t go to a zone school – instead I went to a technical school where students came from all different boroughs throughout the city. The school was very diverse with different backgrounds of teachers and students because everyone was coming from so many different locations. The high school I went to was also over 90% male because it was an aircraft maintenance school and due to the minimal population of females there weren’t many sports teams for the girls- only volley ball and track meanwhile the boys had several different sports to choose from. 	

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1.	I grew up in Bushwick, Brooklyn where majority of the population was Puerto Rican or Hispanic in general. So for my elementary schooling most if not all of the students and teachers were Hispanic. When I went off to high school, I didn’t go to a zone school – instead I went to a technical school where students came from all different boroughs throughout the city. The school was very diverse with different backgrounds of teachers and students because everyone was coming from so many different locations. The high school I went to was also over 90% male because it was an aircraft maintenance school and due to the minimal population of females there weren’t many sports teams for the girls- only volley ball and track meanwhile the boys had several different sports to choose from. 	

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2. In school we did have different days where the food in the cafeteria would be based on different cultures. We also had student shows that represented different cultures.

3.

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Coming from a country where there is just one culture, this has never been a topic to ponder upon. However, having come to America and seeing the various cultures of our society it became evident that the conversation be brought up. I remember walking into my college on the first day and seeing a flag of my country on the wall. This made me felt that I was already accepted and that my college fosters an environment of cultural diversity. .

I believe that the diverse identify of me and my students will play an important role in how my classroom will operate. As a new teacher, I will strive to have a space void of all biases and stereotypes. I will aim for a classroom of inclusiveness where each and every culture and ethnicity is celebrate and where everyone has equitable access to education.

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As a student I didn't not see many people that reflected my background. I once went to a school in Florida that did not celebrate MLK day.It made me feel like my identity was not important, especially since I was the only person of color that attended that school. Being that I am an immigrant, a minority and a woman, I know I will be able to relate to my students in urban communities because I share many of the same experiences and struggles that they might have.

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As a student I didn't not see many people that reflected my background. I once went to a school in Florida that did not celebrate MLK day.It made me feel like my identity was not important, especially since I was the only person of color that attended that school. Being that I am an immigrant, a minority and a woman, I know I will be able to relate to my students in urban communities because I share many of the same experiences and struggles that they might have.

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-Shamica

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As a Latina who comes from a working class family, I didn't have access to resources the same way other peers may have had. Despite this, my teachers always found ways to help or to at least make it easier for us. From what I remember, I dont think we celebrated our culture, the way it is celebrated today. I think having students of diverse backgrounds will allow me to be a better teacher, as it will expose me to various cultures and advocate for them and celebrate their culture.

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My students and I will have engaging and fun conversations while learning from each other.Our experiences illustrate the journey you have conquered and now you can tell the world(classmates) your story. As a new teacher it will help me culturally responsive,being open minded. Diversity is key.

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1. What role did race, ethnicity, class, gender, sexual identity, ability, language, national origin and/or other dimensions of your identity play in your own experiences as a student in school?

As a young female, I felt pressure to participate in more female-centered activities in class and at recess, even though my interests like skateboarding and video games were seen as "boy" things.

2.To what degree were your own dimensions of diversity represented or celebrated in school?

In terms of my race, there was definitely representation in my school.  Most students were also from a middle class background as well.

3. What role do you think the diverse identities of you and your students will play in your experience as a new teacher?

I will want to make sure that all students feel represented in my classroom.  I will include culturally relevant readings in my curriculum.
Tara

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When I transitioned from a public school with a diverse student body to a private school with a largely white (non-Latino) and upper class student body, I was suddenly very conscious of my Latino background and my family's socioeconomic status. It was sometimes an uncomfortable transition to make, as I had to learn to navigate an environment that often made assumptions about students that did not apply to me. Because of this, I felt my ethnicity and class were very important to how I experienced my middle and high school education.

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1. Growing up, race, ethnicity, class, gender, sexual identity, ability, language, national origin all had a significant impact on me. Being a white latino always had interesting implications on how I was perceived by other people and how I thought about myself. As a student I took these things into account, but luckily I went to a school that celebrated diversity greatly and made me feel included.

2. The extent to which my own culture was celebrated in school was not large. My school celebrated diversity in many different ways, but the way that I connected my culture to education was through my experiences with other students with a similar background. This manifested in many of my friends being hispanic through high school, where I still remember sharing many cultural anecdotes and having conversations about certain traditions with them.

3. Diversity plays a huge role in my life as new teacher. I think that harnessing those diverse identities can help create an inclusive learning environment where students feel comfortable with themselves and are able to take academic risks. Particularly with young latinx students, their identities resonate with me in a way that allows me to tap into some of their insecurities and cultural norms. Regardless of race or ethnicity though, diversity should be celebrated in every classroom.

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This goes back to Culturally Responsive Teaching. I would differentiate my instruction to include materials & activities my diverse students can relate to.

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We all see race, ethnicity, gender, sexual orientation, etc. and when we are young we use this to be in groups in our young years. That's all well and good because students find it easier to be friends with someone they have things in common with.

When I was in school the way our culture was celebrated was through hispanic heritage month. Wear something that represents your culture. There was also a time when our school will tell us to bring food from our culture to school so everybody can try it out and experience new things. That was actually pretty good.

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Alejandro: My identities have  a large role in shaping my experiences as a student. As an afrolatino immigrant, I look at issues from the POV of oppressed minorities. Growing up, my education was pretty solidly color-blind which meant issues of race, gender and class were un-examined. I believe the diversity of myself and my students will play a large role in my experience as a teacher as I will seek to center our shared experiences within our system in class lessons.

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Alejandro: My identities have  a large role in shaping my experiences as a student. As an afrolatino immigrant, I look at issues from the POV of oppressed minorities. Growing up, my education was pretty solidly color-blind which meant issues of race, gender and class were un-examined. I believe the diversity of myself and my students will play a large role in my experience as a teacher as I will seek to center our shared experiences within our system in class lessons.

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1. In my own experiences in public school, my race made up about half the student body, and the staff was predominantly white. I was of a significantly lower economic class than most of my white peers/friends, and as my understanding grew I felt a bit alone. I was reading texts written by mostly white men, in my native language, so while I heard plenty of voices from cultures like mine, I didn't hear a lot of female ones.
2. I remember when I did chorus throughout middle and high school, we always sang different religious songs during the holiday season.
3. I know as an educator I will encounter innumerable unique identities, and I will have to learn how to respond to the needs of my diverse student body with decision and tact.

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1. I went to a pre-dominantly Caucasian school during high school and my ethnicity and at times gender alienated me from being considered apart of the group

2. My diversity was not represented or celebrated in school as there weren't many of the same ethnicity in my school.  The administration never made an effort to celebrate diversity or discuss its importance.

3. Diverse identities will play a crucial part in my role as a student because promoting inclusivity and making your lessons relatable on some levels to the students allows the students to better engage in the content

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Della I grew up in a multiracial community and the only place where our cultural backgrounds were "equalized" in a way was in the classroom.  My school taught us to focus on what we could achieve as an individual without the layers of race.

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Della I grew up in a multiracial community and the only place where our cultural backgrounds were "equalized" in a way was in the classroom.  My school taught us to focus on what we could achieve as an individual without the layers of race.

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My school was very diversed and we did not celebrate our diversity - the focus was academics/
I will bring in the diverse identities in my everyday teaching to empower students more and also to  have students look beyond the biases and prejudices that they have been saddled with.

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1. For the majority of my childhood, I attended k-12 in an Islamic School in New York where most of the student body and staff were Middle Eastern, so in regards to experiencing racial differences, I didn't have that struggle. Everyone for the most part looked like me or shared a similar culture so there was always a connection. However, in regards to gender, there were very obvious biases and differences between the boys and the girls. The boys were given more opportunities than the girls in regards to physical education to say the least.

2. In my school, we would celebrate diversity by holding an international day and each and every student from different backgrounds would share parts of their culture such as food, attire, history, artifacts

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Within my school the only bias I really faced was gender. As w woman, we were babied or made to seem weaker than our male peers. If we didn't walk, talk, or look a certain way way we were made to be different. Within out school, we had a lot of younger female teachers, that really tried to empower us through our lessons, as well as after school activities.

Within college, I began to hear about other biases from friends and colleagues. I heard their stories and empathized with them. I knew even from that point as a teacher, I would want to empower all of my students. I want to help as many students as I can know that they can achieve their goals, or work towards the smaller one to accomplish bigger ones and that no one should be discriminated against for any reason.