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We are invested in putting pedagogy in students that we do not focus on what works best for our kids.

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High expectations, while sometimes helpful, may also be problematic if we aren't taking into account every part of a childs' life in and out of school

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New pedagogy vs. authentic student learning (Group 4.2)

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New pedagogy vs. authentic student learning (Group 4.2)

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"Pedagogy should work in tandem with students' own knowledge of their community and grassroots organizing can prepare students and their families to demand the impossible in the fight for eradicating these persistent and structural barriers." -page 19

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I do, we do, you do VS  inquiry based lessons

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I do, we do, you do VS  inquiry based lessons

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If we rely too much on showing students everything (I do) without a healthy mix of inquiry, it robs students of the experiences that help them learn to be learners. This is oppressive.

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We should be open to having high expectations for every child

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-Flexible in finding the words used in academic discourse
-Using student choice and relevant context
-Key  academic vocabulary and language structures are identified  prior to a lesson

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Experience as a teacher and better understanding of political and social constructs affects pedagogy- "we need pedagogies that support social movements"

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Recognizing the value the families bring. "...the paradox is what it means for your culture to be visible and invisible at the same time" (20)

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Asking students how to pronounce their name - shows you're making an effort, value them and their language, cultural background. Asking students to share about their culture.

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The connections I can make to the CRIOP pillar is that as educators we are tasked with ensuring that our curriculum is representative of our students, their families and cultural backgrounds. It is more than antiracist pedagogy, but also systematic actions (both in and out of the classroom) that can be taken to promote and normalize the positivity, beauty and brilliance of Black, indigenous and other non-white people. It is our work to do every single day!

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We don't always see students as the "giver" of knowledge.  Tend to think we as the teacher in the room has all the knowledge--deficit-based thinking

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We don't always see students as the "giver" of knowledge.  Tend to think we as the teacher in the room has all the knowledge--deficit-based thinking

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Being mindful as an educators that schools "mirror our society." How does this impact planning and instruction.

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What affirming messages are we sending/can we send to students about languages other than English? When it comes to labeling, are we including ASL? Spanish? Sara Burns suggested we create visuals in our social spaces that help students communicate with each other. How cool, right?

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What affirming messages are we sending/can we send to students about languages other than English? When it comes to labeling, are we including ASL? Spanish? Sara Burns suggested we create visuals in our social spaces that help students communicate with each other. How cool, right?

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Students need to feel they they and their culture are respected and valued by the teacher and fellow students ...this helps get the best out of the class and raise healthy learners.

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Maybe there might be a mis-labeling of "high expectations" with the description of "no excuses" in Dr. Love's book- schools that present their school as having high expectations, when they actually have a "no excuses" approach that disproportionately targets black and brown students and sets many children up for failure simply for being children.