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Hip hop, grit, and academic success: Bettina Love at TEDxUGA

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What CR(L)T practices do you see utilized 

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What CR(L)T practices do you see utilized 

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What CR(L)T practices do you see utilized 

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What CR(L)T practices do you see utilized 

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I love this!! I love the idea of having students come back years later to talk to current students. I love the community it builds. As a white teacher, I love that my students could see someone who looks like them that has succeeded and listen to their advice. The CR(L)T practices I see are community building (respect) and how student centered the classroom is. 

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I love this!! I love the idea of having students come back years later to talk to current students. I love the community it builds. As a white teacher, I love that my students could see someone who looks like them that has succeeded and listen to their advice. The CR(L)T practices I see are community building (respect) and how student centered the classroom is. 

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I love that these kids were able to graduate high school and go to college and that this is such a great community. The  CR(L)T practices I see are discussion, collaboration, respect, love, and trust. The teacher is in their community. Jeff teaches to the whole person and doesn't just expect students to memorize facts. He helps them with other barriers so they are able to succeed. 

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I love that these kids were able to graduate high school and go to college and that this is such a great community. The  CR(L)T practices I see are discussion, collaboration, respect, love, and trust. The teacher is in their community. Jeff teaches to the whole person and doesn't just expect students to memorize facts. He helps them with other barriers so they are able to succeed. 

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I love that Bettina Love realized how she was connecting with her students. We should all look at our students' assets and what they are good at, instead of being focused on what they are missing. This reminds me of when I went to Medellin, Colombia last year. We did a Graffiti Tour of Commune 13, what used to be the most dangerous neighborhood. But now it is all about hip hop and love. Some people might look at hip hop and think it's not worthwhile, but it is a whole philosophy. Kids went from drug gangs to hip hop, it was an amazing transformation. I wonder what else educators are dismissing as "not academic" but is actually really valuable to our students' lives and education. 

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I love that Bettina Love realized how she was connecting with her students. We should all look at our students' assets and what they are good at, instead of being focused on what they are missing. This reminds me of when I went to Medellin, Colombia last year. We did a Graffiti Tour of Commune 13, what used to be the most dangerous neighborhood. But now it is all about hip hop and love. Some people might look at hip hop and think it's not worthwhile, but it is a whole philosophy. Kids went from drug gangs to hip hop, it was an amazing transformation. I wonder what else educators are dismissing as "not academic" but is actually really valuable to our students' lives and education. 

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I resonated with how the teacher made the students feel like he actually cared and was family almost. This video hit me hard- in a good way.

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I resonated with how the teacher made the students feel like he actually cared and was family almost. This video hit me hard- in a good way.

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It was great to see and hear how students were able to be themselves celebrated through who they were- not having to be different in class to mold into what 'school' is (drumming/beating).

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It was great to see and hear how students were able to be themselves celebrated through who they were- not having to be different in class to mold into what 'school' is (drumming/beating).

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It's refreshing to see the type of Empowerment in classroom setting, and through culturally responsive literacy, the idea of high expectation becomes realistic achievable goals for all students, rather than a getting passing score for report cards. 

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It's refreshing to see the type of Empowerment in classroom setting, and through culturally responsive literacy, the idea of high expectation becomes realistic achievable goals for all students, rather than a getting passing score for report cards. 

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The Environment is the practice that I found this program really focuses on. An environment beyond classroom settings that are fostered by both educators and the families involved. Through the program students understand the importance of connecting to the community where you're from. 

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The Environment is the practice that I found this program really focuses on. An environment beyond classroom settings that are fostered by both educators and the families involved. Through the program students understand the importance of connecting to the community where you're from. 

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So many take away from this video but I like "Bring students who they are, and still be academic" the most. I know that's what's important in teaching, but so many times I've failed my students not allowing them to be themselves, teaching others to allow each other to be themselves. 

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So many take away from this video but I like "Bring students who they are, and still be academic" the most. I know that's what's important in teaching, but so many times I've failed my students not allowing them to be themselves, teaching others to allow each other to be themselves. 

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This video made me so proud of being from the Bay Area! I love that this program "allows them to be the students they really want to be", and not what society tells them to be. The CR(L)T practice I see is the Responsive Learning Environment (equipped with resources and materials needed to learn). I wish we had this program in EVERY high school across the nation!

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This video made me so proud of being from the Bay Area! I love that this program "allows them to be the students they really want to be", and not what society tells them to be. The CR(L)T practice I see is the Responsive Learning Environment (equipped with resources and materials needed to learn). I wish we had this program in EVERY high school across the nation!

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Absolutely admire Dr. Bettina Love and I had the privilege to hear her speak at an equity conference in the spring. One of the things that really struck me was how students identities were validated and affirmed while also connecting their life experiences to the classroom. I often struggle with how I can connect with my own students (Legos, books, music, art) as it challenging for me to follow through with all the time constraints. I hope to be  able to do so better this school-year. 

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Absolutely admire Dr. Bettina Love and I had the privilege to hear her speak at an equity conference in the spring. One of the things that really struck me was how students identities were validated and affirmed while also connecting their life experiences to the classroom. I often struggle with how I can connect with my own students (Legos, books, music, art) as it challenging for me to follow through with all the time constraints. I hope to be  able to do so better this school-year. 

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This is so powerful! I really appreciate how the teacher placed the ownership of the learning with the students, EMPOWERING them to be accountable with differentiated scaffolding. 

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This is so powerful! I really appreciate how the teacher placed the ownership of the learning with the students, EMPOWERING them to be accountable with differentiated scaffolding. 

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This video really speaks to me. I think more teachers need to shift their mindsets around rigor. I like how he tells them the word they are learning is what college kids use. That it is going to be hard but they will push through together. I'll use the same word other did, EMPOWERING. We need to empower our students to believe in themselves and their community. 

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This video really speaks to me. I think more teachers need to shift their mindsets around rigor. I like how he tells them the word they are learning is what college kids use. That it is going to be hard but they will push through together. I'll use the same word other did, EMPOWERING. We need to empower our students to believe in themselves and their community. 

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The biggest take away was about the question: What's your responsibility? How the students knew it was about their community. What their role was as a community member. One student spoke about how Jeff wasn't there to push the agenda if you want to succeed they need to get out of Oakland. Instead what could they do to give back to their community. 

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The biggest take away was about the question: What's your responsibility? How the students knew it was about their community. What their role was as a community member. One student spoke about how Jeff wasn't there to push the agenda if you want to succeed they need to get out of Oakland. Instead what could they do to give back to their community. 

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"Asking you to be something you are not."  We need to shift our image of what school should look like. Students spend most of their waking hours at school. If we are asking them to leave their culture and identity at the door, how are we at all setting them up to feel a sense of success or even as basic as safety. Our classrooms need to be a place where students feel seen and validated.

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"Asking you to be something you are not."  We need to shift our image of what school should look like. Students spend most of their waking hours at school. If we are asking them to leave their culture and identity at the door, how are we at all setting them up to feel a sense of success or even as basic as safety. Our classrooms need to be a place where students feel seen and validated.

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I loved seeing many of the different CLR examples at play in Lawrence's classroom. Getting to know each child, classwork of varying successes on display, mini library, and a learning center focused on a topic. I also thought it was so cool to have the students come back and talk to the current class, that builds on the relationship theory of "I care about you more than just right now." Nice work!

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I loved seeing many of the different CLR examples at play in Lawrence's classroom. Getting to know each child, classwork of varying successes on display, mini library, and a learning center focused on a topic. I also thought it was so cool to have the students come back and talk to the current class, that builds on the relationship theory of "I care about you more than just right now." Nice work!

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This was such a touching example of CLR. Jeff was really invested in the program and his students. It was very evident that the students knew he cared about them and believed in them. He did this by telling them he would be their teacher for the next 4 years, and beyond, also that their education wasn't just for them, it's for their community. 

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This was such a touching example of CLR. Jeff was really invested in the program and his students. It was very evident that the students knew he cared about them and believed in them. He did this by telling them he would be their teacher for the next 4 years, and beyond, also that their education wasn't just for them, it's for their community. 

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I love how Bettina broke down the science and scene of the student banging on the table. I have experienced this exact situation in my classroom this past year! A few mos. later the student played his music out loud and it was awesome! Not what I thought he was listening too and we had a great small group discussion about his likes and his background. Thanks to Bettina's message I now feel better equipped to respond students tapping into their culture in my classroom as a way of learning.  

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I love how Bettina broke down the science and scene of the student banging on the table. I have experienced this exact situation in my classroom this past year! A few mos. later the student played his music out loud and it was awesome! Not what I thought he was listening too and we had a great small group discussion about his likes and his background. Thanks to Bettina's message I now feel better equipped to respond students tapping into their culture in my classroom as a way of learning.  

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"Real heroes have faces like us!" What a powerful statement to validate each student's lived experiences and unique skill set. I loved that this teacher linking knowledge to creating change for not only his students, but extending that to the community, as well.

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This program stresses accessibility to education, through building relationships and trust, not only with students, but within their family and extended community. How beautiful that the cycle of responsibility to your self AND the community continues after participants leave. Not only is there value on who students "really are", but value in how their talents and gifts can impact others.

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So much to comment on here, but I really loved how Bettina Love gives concrete examples of how the methodology continuum plays out in her classroom. Students engaging with peers in culturally affirming ways! She also stresses that difference is not equivalent to deficiency, and the importance of using a culturally responsive lens to recognize alternative perspectives that could be blinded by bias.

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Engage, experience, empower, enact! Laurence is building students for the future and teaching them how to have a confident voice to make change within their community. He's educating students at a higher level of learning, while supporting social justice along the way. I really appreciate how he is creating a collective cycle where students are forever involved and come back to his school to hype up other students and get them excited about what's to come in their near future.

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This teacher is making a huge difference in the lives of students and his community. He is flipping the script and empowering students to be who they truly want to be, helping them defy all the obstacles around them. He is a progressive role model and teaching students the importance of being a positive, contributing community member. He's an aspiring educator, showing students that any personal goal is attainable and that he's there to support them along their educational path and beyond. 

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This teacher is making a huge difference in the lives of students and his community. He is flipping the script and empowering students to be who they truly want to be, helping them defy all the obstacles around them. He is a progressive role model and teaching students the importance of being a positive, contributing community member. He's an aspiring educator, showing students that any personal goal is attainable and that he's there to support them along their educational path and beyond. 

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Bettina Love shares so many amazing perspectives in this video, stressing how essential it is to link student's culture and identity to learning, promoting the "construct of masterful narratives" to educational success. Her principals of LOVE, INTEGRITY, and PERSEVERANCE shine brightly through the lens in which she encourages educators to approach instruction through a cypher that enhances listening, engagement and investment, continually supporting student's spirits. 

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Bettina Love shares so many amazing perspectives in this video, stressing how essential it is to link student's culture and identity to learning, promoting the "construct of masterful narratives" to educational success. Her principals of LOVE, INTEGRITY, and PERSEVERANCE shine brightly through the lens in which she encourages educators to approach instruction through a cypher that enhances listening, engagement and investment, continually supporting student's spirits. 

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I love the idea of having your classroom open for students to come back to. You are not just a teacher to a child for 180 days and the student can come back and be a teacher to younger students. I think the "engage"ment "E" is crucial for motivation and creating meaningful experiences.

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Providing high expectations and opportunities and giving underserved students the opportunity to meet those expectations.

Not just your teacher for this year/class, staying connected beyond.

Creating a community and creating a partnership with the community

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The idea that differences in learning styles does not mean deficient resonated with me. I love that Dr. Love didn't just connect to students, but had awareness of what/how the connection was created and used that connection to engage and motivate students. There is work to do in redefining academic, opening up the definition to incorporate cultural identities.

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I was so inspired by this!

Teacher has past students come back to share and mentor current students. For example, he has past 8th graders come in to talk to 5th grade class about how middle school is. He uses past students coming back to share their experiences. This helps with transferring knowledge and experiences whole, also helping students make connections.

E- engage

E- educate, we must learn to help us have a voice to create change

E - experience, learning about each other and creating new experiences

E- -empower,  help students realize their potential

E- enact- we have large toolbelt of skills, how can we change ut lives, communities and school, how can we inspire, ordinary people doing extraordinary things

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What an amazing program for students to graduate and go to college in difficult areas. The teacher made deep connections with his students beyond the classroom such as giving them his number to let them know he will always be there for them if they need anything. Many students attested to his inspiration on their learning and lives. This video highlights the power educators hold as an influence in our students' lives. Many students mentioned they learned that learning is not just for self but for the community. Others stated they learned they can’t fulfill themselves unless they fulfill others. The more you know, the more you owe.

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Fascinating and eye opening to see a different perspective of what learning can look like, particularly in a predominantly African American setting:

Kids using everything they had to learn, students who identify with hip hop culture. Example: Students are banging on the table, the teacher asks them to stop, they don't even realize they are banging. To them they are drumming. Students construct narratives using rap and poetry. Using their body’s to access learning. They learn differently, but that does not mean they are deficient. From the outside view, they are not learning but in reality, they are in their own way. They are tapping into their cultural legacy to learn. The traditions and customs of hip hop are linked to African customs.

Character strengths:

Social and emotional intelligence

Improvisation

Curiosity

Optimism

Grit

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This Step to College program for high school students shows a teacher “VABBing” with his students over 4 years of school. Jeff, the teacher, validates his students while affirming who they are as individuals. He has built relationships with these students over the years and is bridging the high school to college gap. Hollie writes, “CLR means that teachers jump into the pool with the learners, guide them with appropriate instruction, scaffold as necessary, and provide for independence when they are ready.” This Step to College program gradually releases students to access their future, while simultaneously offering support along the way.

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Dr. Bettina Love’s interpretation that Hip Hop was created and directly influenced by Black and African American culture goes beyond just finding a connection with students. Bettina Love understands that we must meet students where they are, exactly as they are, for them to succeed in education and life. Love recognizes that hip hop embodies all characteristics of what we are striving for our students to learn: SEL intelligence, the ability to improvise, curiosity, optimism, and showing grit. Additionally, the idea that Dr. Bettina Love’s school’s first character trait is “love” sits strongly with how I try to be as an educator. I strive for all of my students to feel loved, respected, and heard as individuals. I, too, believe that just because a student learns differently does not mean they are deficient in the ability to learn.

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I was really impressed by the commitment to community in both the teacher and students. Engaging, empowering, and getting his students to enact has clearly worked well for this school.

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This video also emphasized the importance of connections. It was especially intriguing to learn that the teacher has the students for all four years of high school. This allows for deep connections to form, which provides ongoing support for students to be successful. What amazing results this program has!

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This was an interesting concept shared by Bettina Love on the connection of hip hop and using a cultural legacy to fuel students to success. Learning how "hip hop sensibilities" translates into academic strengths was fascinating and a completely new idea for me.

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I am inspired by Laurence Tan's emphasis on community building. It is evident that he has a positive impact on his students. I love that his former students visit his 5th grade classroom to share their experiences and provide vision for younger students. The se older students are giving back and positively influencing their community. Laurence helps his students believe in themselves, which guides them toward contributing to the betterment of their community. He sets high expectations and instills the confidence his students need to meet those expectations.

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I appreciate Dr. Love's perspective, and she gave me many ideas I would like to consider further. I am thankful for her passion, and her desire to help others see the value in recognizing students' cultural DNA or legacy. Educators will be successful when they put student culture first. Students need to feel loved and welcomed. Educators must meet each student where he/she is. It is so important for students to be able to see their cultural DNA as strength. Dr. Love helped me better understand the detrimental effects of expecting students to conform to traditional classroom norms. I certainly don't want to "murder a student's spirit". We must love students and embrace their cultural identity. This is the only way they will thrive in school.

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It is so encouraging to see the way Jeff has transformed the lives of students in his community. He believed in them and led them to believe in themselves. I like the way he termed it "flip the script". Jeff's students know he is in their corner. They have his phone number and know he is committed to them not just for a year or two but for life. Success for his students stems from the sense of family and belonging he establishes. His students recognize they had been given freedom and learned that "you can't fulfil yourself unless you fulfil others".

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It's amazing to see a culture of connection and community that starts in a classroom. How cool that middle and high school students return to help younger kids, and to model academic success, the importance of community, and the civic responsibility that the 5th graders learn about. The fact that older students return to Mr. Tan's classroom shows that his approach has a significant and lasting impact on kids. Students realize their potential in elementary school, and continue to build up others as they get older. Very inspiring educator!

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I laughed when Dr. Love brought up the moment when kids raise their hand to answer a question after just a few words, and then forget what they wanted to share. It's so common throughout my day. I appreciated that she pointed out that that some kids aren't listening or engaged in that moment; kids do want to talk and share, but are does school allow them to do it in a way that feels comfortable, natural, and culturally relevant? Are kids listening to each other (or even the teacher) if we're all communicating in one certain way? Her ideas help me think about how I can help students share, listen, and engage with each other in more meaningful ways.

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I am struck by the walls in this teacher's classroom packed with the faces of heros of color in big overlapping posters and phrases. I see a teacher encouraging and inspiring students to tackle complex academic terms. He has former students come in to inspire and model for his elementary students.

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The students were told that they were going to college. They had the same teacher for the 4 years they were in high school so the relationship was strong enough to last when they went to college. This teacher became a part of his students' lives not just in school but outside of school. I see an educator inspiring students to give back to the community.

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The speaker explained how she was able to see kids strengths that could be translated into academic achievement. She mentioned grit, social emotional awareness and improvisation as some of the ways that an artistic form of expression could translate into academic success. I understood this to mean that to be culturally and linguistically responsive we need to recognize the languages that our students use to explain their understanding of the world.

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This teacher uses CRL by asking higher order questions and having them use their own experiences in the learning process. Furthermore, he helps them develop a toolbox for learning.

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This teacher practices CRL by building a relationship with his students over a four year period. These students who have not been very successful in school are taught that they can be successful. This program teaches them tools for preparing for college. Most of his students complete a college program.

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This teacher practices CRL by teaching students to express themselves through their culture of Hip Hop. These students learn important skills by creating Hip Hop songs. They are totally engaged by using their whole body and minds.

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Mr. Tan engages in CRL by using the 5 Es: engage, educate, experience, empower, enact. I see powerful representation of brilliant people of color around the room and building strong relationships with current students who then come back as mentors after they graduate. Strong relationships and community are so important in the motivation to learn and create a classroom with high rigor and accountability.

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The CRL practices were brought to life by creating interconnectedness in the learning community that extended to the homes of these high school students. The program gave the students the tools they needed to go to college with the responsibility to give back to the school. Each student felt valued and held, leading to high achievement and planning for the future.

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This really captivates the importance of connection and honoring culture before any learning takes place. There is celebration of art and creativity. It's so powerful to have a teacher who engages students with their emergent interests and encourages them to connect their passion to the learning and to their success.

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I see CLR practices in the way Laurence uses the 5 E's to go from validating and affirming his students' cultural and linguistic behaviors, to building and bridging to other cultural/linguistic behaviors so the students are ready to enact their "toolbox of skills" in situationally appropriate ways

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Giving students a learning environment that allows them to "be who they really are" but also bridge from their starting point to a college-level academic setting is great CLR practice. The piece of challenging them to consider their own responsibility to the community ensures that the ripple effect of their learning will continue.

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Dr. Love's message of how students already have the key indicators of success is powerful because it is rooted in cultural and linguistic behaviors with a strengths-based, rather than a deficit mindset. She explains a pathway for educators to show students how they are already academics when they tap into their cultural legacy to help them learn new things.