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I really enjoyed watching this video! Certainly some of the language, etc. is outdated—but overall I found it very informative! The point about the unproductiveness of asking a child to "look at you when you're talking to them" (which is definitely something I've heard said and was said to me when I was young!), as it is just going to increase anxiety and shutdown in that moment, was something I will take away from this video. I can't think of a time that I've told a child to "look at me" in anger, but I'm sure I've asked a young person to look at me when I was trying to de-escalate a stressful situation (something like, "look at me, let's take a deep breath together"). It's very helpful to learn more about how to better be supportive when trying to help a student who is shutting down or spiraling! I also found the speaker's insights about dysnomia and language processing as a cognitive process that requires full attention in some types of learners to be very helpful!

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It was amazing to watch this and see adults reacting to material in the same way that my own students do. The cow picture and the readings particularly struck me. It was cool to have a lightbulb moment when he said it was a cow, and it made me think about when I finally get an "ooohhhhh!" from my students. I often don't want to "give the answer away", so I'll stick with saying "It's a cow" but I won't necessarily provide the overlay to physically show the answer. But, maybe this isn't something to feel guilty about. Part of teaching is giving students the answer so they understand the entire process. Obviously I can't give the answer every time, but some students need explicit teaching to the point that my teacher questions are just frustrating.

The reading near the end was also striking because when the adults were stumbling and rereading words, it sounded just like a reading group that I do in the mornings. I have multiple students who are brave and read out loud, but by the time they're done, they are mentally fatigued and have no idea what they read. I completely agree that a big issue is decoding but not understanding. Unfortunately, I don't know how to address this well. I felt like this video gave me a lot of good perspectives, but very few ways to move forward which is stressful. I am particularly concerned about reading and want to learn more comprehension strategies, especially for students who might have a reading disability.

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You read the data and you see kids, but when you yourself never have to sit in that chair it is impossible to fully comprehend it. I want to take a seminar like this. I want everyone to take one like this.
When we talk about understanding our bias and learning to overcome them on the unconscious level this shined a light on the ones we don't really see or talk about as they are not part of the mainstream media conversation.  I know that not only have I had those moments as a teacher, but also as a parent.
Today in class I was able to take my new understanding and try to relate with one of my students in a different way so that they felt included but not have the light shine on them till they were able to process all the things happening.
This also intertwines so well with what the research says about working memory and focus and why some are able to build it quickly and very independently and others not.

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In all honesty, I have been frustrated by the lack of information that I receive both in training and in schools subbing about the needs of learning disabled children. But this video...this video helped to relieve so much of that tension and gave an abundance of new information to ponder. I feel like I actually have some answers and/or solutions to try and that is absolutely thrilling. The whole time I was watching the video, a handful of kids that I work with across the district lingered in my mind. I connected so much of what the professor was saying to instances I have witnessed or have been party to in the classroom. Now with all of this new information, I feel like I change our histories and rewrite our stories a little for the better because i now have the tools to do right by them. I would like to believe that I have never been cruel as a teacher (e.g. degrading an LD child or purposefully shutting them out), but I could not confirm that with all certainty, especially since I have only been privy to my own perceptions. Now that I readily know the difference, I want to be certain in the future that that is never my teaching style.
While watching the video, these were a few of the quotes and nuggets of wisdom that I wrote down. I can't think of a better way to process how I feel. I want to put all of these on poster board and display them in my room or shout them from the rooftops:

1. "Comprehension has much more to do with background than it does with vocabulary."

2. That’s how complicated reading is—a child can give you the correct answer and still not understand the passage. Vise versa, a child can also understand separately all of the vocabulary in a passage and still not comprehend the passage enough to answer questions.

3. "I can think of nothing a kid can write on piece of paper that a teacher the right to tear it up in front of them, but it happens in schools all the time. I have never met a teacher who would tolerate that and yet they feel very comfortable doing it to kids."

4. “Because if you take a bright person and you make it so that they can’t learn, they become obsessed trying to convince themselves that they’re not the only ones that make mistakes.”

5. “Sometimes the greatest gift that we can give an LD child is the gift of time.”

6. “The child can’t do it! So we tell them that the task is easy!”

7. “Fairness does not mean that everyone gets the same, fairness means that everyone gets what he or she needs. What you give one child has nothing to do with what you give another.”

~ London Luecht

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The documentary was very eye-opening for me! I have read or been told about some of these experiences that children go through with learning (i.e. difficulty decoding and comprehending), but seeing it played out in situations that I can understand was humbling. I (unfortunately) have been a culprit of some of the things that teachers should definitely not be doing, especially when I become impatient on those longer days. I'm excited to take what I learned from this video into practice. In particular, I like the suggestion to have a chat with the student(s) prior to the whole class discussion or give them extra thinking time and call on them first to ensure their voice is heard.
- Kaitlin B.