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"...when differences between the teacher and the students are present and go unaddressed, they multiply quickly" (p.83).

Why? I believe this is true because it pertains to the outside world as well. When differences overshadow a relationship, without being acknowledged, then differences will win. There is a way to acknowledge differences between the teacher and students, and then turn the conversation around by saying, "With these differences being known, how will we prevent them from interfering with our learning environment or classroom culture?" Differences aren't a bad thing, but they should be mentioned and worked around, leveling the playing field for all involved.

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Dear Teachers: Learn to Pronounce Ethnic Student Names

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As an educator that has worked in the classroom, I have witnessed the worst butchering of Latino, Muslim and African American names. Names hold ancestral importance for many people of color. Our "name" bring with them passion, history & stories. It is sad when I say that students are forced to adopt to an "Americanized" version of their name.

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"...teachers cannot fully meet the needs of students unless the students have an opportunity to show the teacher what they need and then demonstrate what good teaching looks like for them" (p.87).

Why? I chose this quote because I believe that if the students learning styles are met, then they will not learn. You can come in with some of the best anchor charts, worksheets, textbooks, and centers materials but, if you aren't reaching your students and how they perceive information then it is all for nothing. Allowing your students to have an input in their learning gives them some of the responsibility, as well as their parents. This could simply giving them options in their centers, allowing them to choose writing topics appropriate to the content, having open discussions before creating your plans, etc.

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Student Teaching Class.  Whole Brain teaching.

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""For white folks who tech in the hood, this means that they can be open about their ignorance of youth culture while welcoming it in the context of the cogan" (p.66).

Why? I always loved when teachers tried to fit in with us when I was in school. At some point during the day they'd ask about shows we watch, bring up artists we listen to, or used lingo that we used. For one it showed us that they were listening even when we thought they weren't, and also that they cared enough to look into it and come back to us with input on it. Whether they sounded good rapping it, or made sense saying it did not matter, just the fact that they took time to listen. Using material (rap song) that students can relate to as part of your lesson will show students that you're coming to their playground willing to learn how to play their way and open to them teaching you.

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We Are One, Interdependent on Each Other!

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We Are One, Interdependent on Each Other!

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"In reality pedagogy, cosmopolitanism is an approach to teaching that focuses on fostering socio-emotional connections in the classroom with the goal of building students' sense of responsibility to each other and to the learning environment" (p.105).

Why? I Chose this definition because I believe this is how a good classroom should be. I would want my students to be like the girl he talked about in this part of the book. Although she hadn't seen her father in many years, she chose school over him, not because she was mad at him but because she knew she had a responsibility in her classroom and thought that it wouldn't run smoothly without her. A student in one of my CT's class missed a week of school, and when she came back she said it was because she had to visit her family out of town. she felt no remorse to missing those days, even after seeing the pile of work. when students aren't connected to their classroom and their learning, then missing school means nothing to them. It's shocking when parents put family trips over their child's education time, as if that time is optional.

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Attendance Works: A Community Imperative

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"Their white employers, who didn't speak any Spanish, did not appreciate their employees speaking Spanish when customers weren't around" (p.110).

Why? When i read about these three women, i instantly thought about what is going on in football today. three women, hired to increase the business from the Latino community, fired for speaking their native language after "business hours". Their white employers were fine with them speaking Spanish for their benefit, but not anytime else, as if they could turn their cultural ways on and off. It's selfish of them and disrespectful. As a teacher, we can never tell our kids to be themselves and then punish them for it when it doesn't benefit us; like after Hispanic heritage month, not talking about it again, or after black history month, telling them not to wear their dashikis to class again. That would be using their culture for the benefit of the holiday, and then throwing it away after, which is disrespectful.

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Sacramento Fans React To San Francisco 49ers QB Colin Kaepernick Kneeling

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Kaepernick took a knee and was joined by teammate Eric Reid while 248 military members held the flag over the field as the anthem was sung.

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According to Christopher Emdin (2016), "The best classroom teachers develop ways to make the classroom feel like a family that has its own distinct rules, ways of speaking, and power dynamics" (p. 60).

Why? I chose this statement because I agree with the author. I believe that in order for students to understand that your room is a safe space for them and their ideas, you have to create a classroom culture that exudes that. From the moment that they walk in, they have to know that what is acceptable at home or in second period is not necessarily going to be acceptable in your classroom. Let them know that there is a different dynamic in your room and that rules have to be followed in order for it to run properly. The rules that are followed could be rules that you make with them so they feel like they have a say so in your classroom.

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Emdin (2016) concludes that, "Teachers are reduced to test prep machines" (p. 37).

Why? When I read this part of the book, I immediately thought of Sir Ken Robinson and his TED talk on schools killing creativity. As a teacher, I don't believe it is their intention to be test prep machines; but they are under so much pressure to make sure that their students pass their standardized testing, it happens. Teachers teach to the test to make sure that their students know exactly what they need to know to pass. This method prevents creativity from students because teachers simply don't have enough time in a school year to allow it.

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Emdin (2016) stated, "To MC or move the crowd is to be able to share information, spark thinking, invoke dialogue, and keep an audience engaged" (p. 52).

Why? I love the way the Author related the way preachers and MCs talk to their crowds, to the way teachers should talk to students. It is true, when in church (pentecostal service) or at a concert, the words that the announcer says to you, is said in a way to move you and make you want to do something different; that is their purpose. Students from lower income neighborhoods are surrounded by influencers that are preaching bad things to them. I Believe it is our job, as educators, to preach louder than them, everyday, their worth and their potential, so that they don't forget it.

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"If we are truly interested in transforming schools and meeting the needs of urban youth of color who are the most disenfranchised within them, educators must create safe and trusting environments that are respectful of students' culture."

Why? I chose this quote because it reminded me of a website that I found really interesting in one of my previous classes. The website is teaching tolerance.com and it basically gives information on how to teach tolerance with lesson plan ideas for teachers. There are students that do not have a safe space to express what they are going through in their lives. So as their teacher, if you had somewhere in your class, a symbol that meant, this is a safe space for all cultures and ways of life, then they would know they could be themselves in your classroom.

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Emdin (2016) reflects on a workshop experience by stating, "I had given them the tools to pacify their concerns, but nothing to truly get to the root of their problems" (p. 2).

Why? This quote (in image) came to mind when I read this sentence because Emdin basically gave the teachers fish without teaching them how to. I recall him saying that he could have replied to them by stating the elephant in the room (their cultural difference from their students), but he didn't. I think that if he would have, then he would've began teaching them to fish (teach) instead of giving them fish (ways to teach). The methods he gave them pacified the situation but it did not help them understand the divide and how to find appropriate ways to bridge it.