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Reflective Journal 1 - Class Discussion:

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Reflective Journal 1 - Class Discussion:

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The classroom discussion highlighted the challenges faced by educators, such as lack of comprehensive knowledge about curriculum and instructional materials, emotional stress, co-teaching, and the need for increased support. These challenges can be transformed into valuable teaching moments by demonstrating the importance of research and finding reliable sources. Emotional stress is a significant issue in the teaching profession, as it can lead to anxiety and burnout due to the responsibility of shaping young minds, addressing diverse student needs, and managing classroom dynamics. Practical solutions include using planning periods, leveraging online resources, and gaining experience in crafting lesson plans. Schools should provide resources and support systems for teachers to manage their stress and seek help when needed. Recognizing teachers' emotional needs is crucial for building a healthier educational environment. Co-teaching, particularly working with struggling students in smaller groups, is effective in providing personalized attention and alleviating stress on individual educators. Innovative solutions like collaborative management of a single classroom by two teachers can enhance the learning experience for students and foster mutual support and professional growth among educators. The lack of comprehensive knowledge about curriculum and instructional materials necessitates lifelong learning, requiring teachers to be experts in their subject matter and stay updated with the latest resources. The resilience and dedication of educators who navigate these challenges are inspiring, reinforcing the transformative power of teaching and the importance of continuous learning and adaptation in the field of education.

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My reflective journal highlights the significance of identity and representation in the classroom. As a millennial woman of Chinese descent in Indonesia, the author of Reflexivity of Pain & Privilege highlights the complexity of identity and the need for educators to respect students' diverse backgrounds. Hurd’s experiences during events like the 1998 riots in Indonesia emphasize the need for representation in the classroom. Hurd’s pursuit of a graduate degree and scholarships underscores the importance of educational opportunities. Middle school educators play a pivotal role in motivating students towards academic achievements, encouraging career exploration, and supporting their aspirations. The transition from Indonesia to Hawaii underscores the need to recognize diaspora identities and provide support to international students. This reflection underscores the significance of respecting diverse student identities in middle school classrooms. It emphasizes the role of representation in education, motivating students to pursue academic achievements. It also highlights the role of middle school educators in guiding students in career exploration and supporting their aspirations. The transition from Indonesia to Hawaii highlights the need for recognizing and supporting diaspora identities.

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Reflective Journal 3 - Class Discussion: 

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Reflective Journal 3 - Class Discussion: 

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In TCH 207, our professor introduced an animal-personality test that divided students into four groups: lions, golden retrievers, otters, and a fourth group with unique traits. The lions were natural leaders, quick to take charge during assignments, displaying confidence and a strong desire to guide their group. The golden retrievers brought a sense of happiness and carefree spirit, making the learning environment more enjoyable. The otters were more reserved, observers and thinkers, preferring independent work or smaller, focused groups. Their reflective nature could lead to thoughtful contributions to discussions and assignments. The fourth group, similar to otters but advocating for themselves, balanced their introspective tendencies with the ability to express their thoughts and needs effectively. From the teacher's perspective, this exercise had both pros and cons. On the positive side, it allowed teachers to better understand their students and tailor teaching methods to individual preferences. It also promoted diversity within group work, encouraging students to collaborate with peers of varying personalities. However, it could potentially lead to labeling and stereotyping, where students might feel restricted by their assigned animal-personality category. Teachers needed to be cautious in ensuring no group was marginalized or overlooked.

All in all, the animal-personality test in a middle school classroom provided valuable insights into group dynamics and individual preferences, allowing for more personalized teaching approaches but required careful handling to avoid potential drawbacks. Understanding and appreciating the diversity of personalities in the classroom is essential for fostering a supportive and inclusive learning environment.

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Reflective Journal 4 - Out-of-Class Experience: 

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Reflective Journal 4 - Out-of-Class Experience: 

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In the Spring of 2023, I observed a fifth-grade class at a low-funded bilingual school for clinical hours for class. The classroom was chaotic and filled with challenges, including academic and language barriers. Despite these challenges, the students' resilience and potential were striking. They were remarkable, each with unique talents and bright futures. My personal observation of the low-funded school highlighted the stark disparities in educational resources and the emotional toll of some students struggling with behavioral issues. Despite these challenges, I genuinely connected with the students and deepened their appreciation for the value of education and the need for more equitable opportunities for all students. All in all, my observation of the low-funded bilingual fifth-grade classroom provided a new perspective on education, emphasizing the importance of addressing disparities and providing support to all students. The resilience and potential of the students left a lasting impression, reaffirming their commitment to promoting equal access to quality education.

It highlights the stark disparities in educational resources and the challenges faced by students in low-funded schools. Middle school students need to be aware of these disparities to understand the broader educational landscape and the importance of advocating for more equitable opportunities. In addition, it showcases the remarkable resilience and potential of the students, despite their challenging circumstances. This can inspire middle school students to overcome their own obstacles and realize their potential, fostering a growth mindset and determination. Overall, I feel like his has deepened my appreciation for the value of education is a crucial lesson for middle school students. It reinforces the idea that education is a powerful tool for personal growth and success, regardless of one's background or challenges. My want to build genuine connections with the students demonstrates the importance of empathy and building meaningful relationships with peers who may be facing difficulties. Middle school is a crucial time for developing social and emotional skills, and this reflection can encourage students to support and connect with their classmates. The reflection reinforces the commitment to promoting equal access to quality education. This can encourage middle school students to become advocates for positive change in their own schools and communities, raising awareness about the need for better resources and opportunities for all students.

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The text explores the transformative impact of a strengths-based approach in education, exemplified through the story of Alvaro Pérez and his family. The narrative highlights the diverse backgrounds and life experiences that students bring to classrooms, emphasizing the importance of a assets-based perspective. Mrs. Morales, a compassionate and culturally aware professional, plays a pivotal role in Alvaro's journey, understanding his trauma, interests, and fears. She connects the family with necessary resources and support, emphasizing the importance of embracing an assets-based perspective. Mrs. Morales, a compassionate and culturally aware professional, highlights the importance of empathy and cultural competence in education. She understands Álvaro's past, interests, and fears, demonstrating that educators should prioritize holistic well-being. Her actions highlight the role of educators as advocates, supporters, and connectors to resources. Community partnerships are a cornerstone of Alvaro's positive experience, as they demonstrate the potential of schools as hubs of community engagement, enriching students and families' lives and emphasizing the importance of schools as integral parts of their communities. Community partnerships are also highlighted, as schools can provide tailored support through collaboration with local organizations, fostering a holistic approach to education and support. Cultural competence and empathy among educators are also emphasized, as Mrs. Morales demonstrates how professionals can bridge cultural gaps through genuine curiosity and empathy. The text emphasizes the profound impact that educators and schools can have on students and their families, reaffirming the notion that education is not solely about academic content but also about nurturing the well-being and potential of every individual. The strengths-based approach provides a valuable framework for creating inclusive, supportive, and culturally responsive learning environments.

In conclusion, the text serves as a reminder of the power of education to uplift and empower students, particularly those who have faced adversity. It calls upon educators to recognize and celebrate the strengths and assets of their students and families, forging meaningful partnerships that extend beyond the classroom. The text emphasizes the importance of diversity in education, emphasizing the need for empathy and cultural competence to foster a supportive learning environment. It also emphasizes the holistic well-being of students, emphasizing that education is not just about academic content but also about nurturing individual potential. The text also highlights the role of educators as advocates, supporters, and connectors to resources, highlighting the impact teachers can have on students' lives. It also highlights the importance of schools as integral parts of their communities, emphasizing the potential of community partnerships to enrich students' and families' lives. The strengths-based approach is a valuable framework for creating inclusive learning environments, promoting a positive mindset and self-confidence among students.

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Reflective Journal 6 - Out-of-Class Experience: 

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Reflective Journal 6 - Out-of-Class Experience: 

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As an aspiring educator, I visited Bent Elementary School in Bloomington to observe elementary education. The experience was both exhilarating and intimidating, as they were assigned to a kindergarten classroom filled with eager young learners. I observed the students' enthusiasm for learning and the power of encouragement in education. They then worked in the art room with kindergarteners, fourth graders, and fifth graders, witnessing the evolving stages of creativity and self-expression. The art room served as a platform for building confidence and fostering individuality. I observed the importance of patience, encouragement, and nurturing a love for learning from an early age from both the students and educator’s perspective. The experience also highlighted the importance of fostering creativity and self-expression as integral components of education. My experience at Bent Elementary School will undoubtedly shape their future as an educator, reminding them that every student's journey is a unique adventure waiting to unfold. My experience emphasizes the importance of early education insights for middle school students, emphasizing the role of patience and encouragement in nurturing a love for learning from an early age. It also emphasizes the significance of fostering creativity and self-expression in education, which can be applied at any educational level, including middle school. The text also highlights the diverse age groups of students, exposing them to the unique needs and growth trajectories of their peers. It also highlights the profound impact of teachers on young minds and the responsibility educators carry in shaping students' attitudes towards learning and the world. The text also emphasizes the dynamic education process, highlighting that it adapts to individual needs, encouraging flexibility and open-mindedness in middle school students' learning journeys.

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The chapter  "Envisioning a Perfect Opportunity for a New Beginning" emphasizes the importance of adapting to changing circumstances, especially for English Learners (ELs). It highlights the role of technology in enhancing the learning experience by providing flexibility and promoting focused engagement. Collaboration and collegiality among educators are crucial, especially in co-teaching. The text also emphasizes the significance of vocabulary instruction, discourse protocols, and sentence frames in fostering deep discussions and enhancing student writing skills. The text also highlights the power of peer and expert coaching, recognizing the importance of feedback for professional growth. The role of instructional coaches is well-defined, demonstrating a proactive approach to improving practices. Teachers Learning Communities (TLCs) are mentioned as a means of ongoing teacher development and collaboration. The text concludes that change, despite challenges, can lead to positive transformation and improved educational outcomes, especially for ELs.The text emphasizes the importance of adaptability and resilience in middle school students, which are valuable in their academic journey and life. It also highlights the role of technology in enhancing the learning experience, promoting flexible and engaging learning. Collaboration among educators is also emphasized, inspiring students to work collaboratively with peers and teachers. Vocabulary and communication skills are also emphasized, with concepts like discourse protocols and sentence frames being crucial for developing communication and writing skills. Feedback is also emphasized, encouraging students to seek and provide constructive feedback for professional growth. Teachers Learning Communities (TLCs) are mentioned as a model for continuous learning and growth, serving as a means of teacher development and collaboration.

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Reflective Journal 8 - Out-of-Class Experience:

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Reflective Journal 8 - Out-of-Class Experience:

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My most recent experience was at my local elementary school. Their before and after school care program is organized through the local park district (Note: I was asked to come in and substitute for a counselor because I worked at the park district for a year-and-a-half, hence why I was their go-to girl!). I was asked to substitute the A.M. and P.M. shift. The A.M was the smoother shift overal, specifically because I had a friend from high school and the shift lead there. There was roughly ten to fifteen kids, and we set up three or four different stations; a coloring and drawing station, a board games station, and a lego station. I was surprised to see how much energy kids have in the morning; perhaps not even having breakfast yet (the cafeteria opened closer to 8:15am, and they were welcome to help themselves. There were two girls, Olivia and Sawyer who were really sweet. I was excited when they told me that they’ll be in the P.M. program as well. After the A.M. shift, I regrouped at home and reflected on the experience. I felt confident in my ability as a substitute counselor. I dealt with different types of students with different learning types and behaviors. I discovered that the girls were more likely to color or play on their IPads quietly than the boys, who would be incredibly loud considering what time it was in the morning. In spite of this, the experience really aided my learning. For someone who aspires to become a teacher, like me, it represents an invaluable experience that sheds light on the workings of before- and after-school care programs. I got the chance to watch and adjust to a range of learning styles and behaviors, identifying variations in activities and noise levels based on gender. Through this hands-on experience, the candidate can critically analyze their own presumptions and become more aware of the need of using a variety of teaching methods to suit different learning styles. The reflective process also emphasizes the value of flexibility and self-assurance in handling various student dynamics, which advances the candidate's career development in the fields of teaching and educational equity.

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In chapter 7, Zacarian states, “As a classroom community, whether meeting remotely or in person, the same strategies for instilling student motivation apply, including establishing high expectations and setting clear goals with students…”. Although she is talking about student assessments, I feel like this quote captures my experience during the P.M shift at the after-school program. It was more difficult than I expected. There were twenty-five kids this time around, ages all spanning from kindergarten to fifth grade. But what truly threw me for a loop when I arrived for my second shift of the day was the fact that I was the only counselor who arrived on time. Instantly, I was bombarded by a crowd of little bodies tossing questions at me: “Are you the only counselor today?”, “Where’s Miss Grace?”, “Can we do something? I’m bored.”, “Where are the games and supplies?”. Instantly, I felt overwhelmed, but tried to maintain my composure. My boss informed me that Grace, the shift lead for the counselors, was sick and she stepped in to fill her place. I know that if she wasn’t there, I wouldn’t have been able to handle twenty-five kids who just got off of school and were releasing their pent-up energy and were extremely excited that they only had one day of school (due to Thanksgiving break). The boys were especially rowdy; climbing over and under tables, yelling, throwing objects, running around the cafeteria, etc. Towards the end of the night I began to lose my patience for the group of rowdy boys because they insisted upon playing (what it seemed like) an school-inappropriate game in the gym. My coworker and I began to get incredibly frustrated with one boy, Elliot. Eventually, I gave up on the idea of doing one, big group activity and let them run around until their parents picked them up. I wanted to talk to Eliot, or his parents, and explain that his behavior wasn’t easy to handle. But I chose not to say anything because I was only a temporary stand-in for one day. After all, his parents had probably heard complaints about it before. All in all, I learned a lot about patience during the second shift of the day. I’m glad that my patience is starting to improve, but I also have a long way to go in order to become an educator. The overall experience provided valuable insights for me. Specifically in classroom management and patience cultivation. I faced the challenge of being the sole counselor on time for the PM shift, managing a large group of energetic children. The chaotic atmosphere required quick thinking, composure, and adaptability. Overall, I feel that the Zacarian quote relates to my experience because high expectations for the group of students were set, but some of them didn’t meet them (occasionally multiple times throughout the night). In addition, I feel like my coworkers and I should’ve created strategies to instill (as well as communicated better).

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The reading emphasizes the interconnectedness of learning across communities, schools, and classrooms, promoting educational equity through an asset-based philosophy. It emphasizes the importance of positive relationships, creating a safe environment for student agency, and fostering metacognitive awareness. I feel like I witnessed this when I observed both elementary schools in the past. Their sense of community and promoting educational equality was incredibly strong, and it showed through the students; with  willingness to work together as a team in and outside the classroom. It also highlights the significance of collaboration and efficacy in education, encouraging evidence-based conversations and empowering teachers, families, and communities. The reading emphasizes the significance of ongoing professional learning, particularly directed by teachers, which leads to teacher agency. The future envisions strong partnerships among communities, schools, and classrooms, where classrooms take center stage, fostering educational partnerships, agency, and empowerment. The journal entry aligns with these principles, providing a practical example for future educators to learn from and apply in their own teaching contexts, enhancing their ability to promote agency, build awareness, and collaborate effectively.

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Chapters fifteen and sixteen of "Reflexivity of Pain & Privilege" are deeply personal and relatable for me. I have been on a journey with a learning disorder since childhood. I was initially diagnosed in elementary school, specifically for math. However, my struggle became more profound in middle school and high school. Despite being open about my IEP and learning disability with my friends and classmates, the classroom became a place where I felt alienated. Despite this, the feeling of unity with friends who shared similar challenges provided solace for me, and reassured me that I wasn't alone; both physically in the classroom and emotionally. The text's lines, such as "Gripping my soul" and "Yearning for release," reflect the emotional nuances of my overall journey; from elementary school to the present day. Even now, I still feel the big, black cloud that is my LD loom over me. It’s not an easy thing to live with, by any means. Today, I am now accepting of my  learning disability without shame, reflecting a profound acceptance of their identity. The line "LD pain. 'Just get over it.' 'Stop being so sensitive.' Lost in other's opinions.” captures the challenges I have faced my entire life. In fact, I feel as if Hurd had captured and summarized my entire existence in one sentence. However, I do not let my LD hold me back from pursuing what I love. Just because I struggle a little more than an average student doesn’t mean that I am not capable of doing anything. I am also fortunate because of my experiences of living with a learning disability. I know that I will be able to support my future students who may suffer from an LD, and reassure them that they are not alone in their unique educational journey.

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Similarly to Reflective Journal 11, Hurd’s poem resonated with me greatly. I am not entirely sure if she has an LD herself (or if she knows or observed students with it), but I feel that she captured my feelings precisely, almost taking the words right out of my mouth and putting them on paper. “So ever present, so-ever felt, so-ever that desire to repeal.”. Although I felt this more so in high school than in college (most likely because I haven’t had to deal with any sort of mathematics since I transferred to ISU), it doesn’t mean that my LD just disappears. Subconsciously, I know it’s there and that it won’t just go away despite me wanting to be rid of it. The question, “How can we be free from such inequity and our capacity to dehumanize self and other? Through love, through compassion, through the range of positive emotions and feelings that are social in origin, for human development’s sake and through voice.”. This, in my opinion, is such an important question. It is an unasked one, one that those with LD’s and other disabilities wonder often. While I was not bullied for my LD, I know that many young students are. This breaks my heart to think about because it is something they cannot control. If they had the power to, I’m sure all of them would in a heartbeat due to the cruelty of their classmates. Love and compassion is so important and needed right now; both in the world and the classroom. Through these emotions, it would make these students feel much less alienated and alone in the classroom. Like Hurd stated, through voice—what I’m interpreting to speak up for those with LD’s, to support them, representation, etc— can help those with LD’s in so many different ways and make a positive impact on them for years to come.

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Reflective Journal 13 - Class Discussion: 

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Reflective Journal 13 - Class Discussion: 

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I didn’t know what identity wealth was until last Monday during our in class discussion. We were told to read the passage, the definition of the subcategories of identity wealth, and then relate it to our own background and experiences (along with prompted questions to help us get the ball rolling). I found that I was most drawn to Familial and Resistant Capital. For familial capital, we were asked to describe the role of my family in supporting my educational journey and how family values and experiences influenced my approach to teaching. Both are excellent questions that I instantly knew the answer to. My family is incredibly supportive of my educational journey. I am my dad’s youngest daughter, and the only one to go to college. He is thrilled and constantly tells me how proud he is of me, and to keep working hard. This positive reinforcement encourages me to work harder, even when I’m struggling in my classes or with my workload. My family's unconditional love, positive reinforcement, belief in me, and constant support is something that I’ll carry to my future classroom with me because it genuinely makes me feel so loved and less alone. I hope I can make my future students feel that way so that my classroom can be their safe place (especially if they don’t receive that type of interaction at home). Resistant capital also stood out to me. The questions provided were: reflect on a time when you faced challenges or stereotypes. How did you resist or overcome these challenges, and what did you learn from the experience? This happened in middle school, my IEP study hall teacher told all of us that we weren’t smart and that was why we were sitting in that room. I remember being offended then, and I am still today. That has stuck with me for years. That teacher couldn’t be more wrong, but that is talked more in depth in Reflective Journals 11 and 12. Overall, I feel like identity wealth is extremely important, and something I haven't necessarily sat down and thought about before our class discussion. It was really interesting to hear other’s experiences and what their identity wealth is, and how that is going to impact them as a future teacher. Overall, I feel that it is extremely important for a classroom environment.