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One of my students shared this with me after our conversation!

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Stormy Stark Culturally Responsive Teaching Student Profile & Self-Reflection Workbook

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my goals: look up more scientists to teach about who are from Spanish speaking countries and other countries where my students are from, as well as African American

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my goals: look up more scientists to teach about who are from Spanish speaking countries and other countries where my students are from, as well as African American

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- connect with other teachers to work together to connect with students who are not logging  on to class
- continue to call families and connect with them
-encourage students to do a zoom lesson on how to cook food from their culture

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The inner petals are the surface qualities, the middle the shallow qualities and the green leaves the deep culture.

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C. Howell's Culture Map

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Liz Player's CRT Vision Statement (September 2020) This year I see myself doing the following things:
1. Journal to capture the glimpses of myself I see in my CRT .
2. Read outside myself to challenge myself to connect with a greater breadth and depth of life experiences.
3. Capture more details of my students' family cultures, especially taking note of their gifts, rituals, and mantras (their assets).

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Maybe I should do one of these every year? This year Chocolate Chip Cookies are clearly important:-) And one-bowl chocolate cake recipes--I didn't even add that.

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C. Edgerton CRT Module 1 PD: 1.2 Reflection Questions

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1. I will continue to expand student exposure to multicultural texts.
2. I will work more closely with families and incorporate their cultural expertise and experiences into my instruction.
3. I will build trusting relationships with my students and their families, and then ask some hard questions and hold difficult conversations.

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https://docs.google.com/document/d/1FlWwBY_wn--jF1yWffbk1tiPeo1q4AQMCR_WocqbtGk/edit?usp=sharing
Reflect and answer the following questions

1. How does race and cultural background (i.e., mine or my students’) influence my teaching?

I think it is obvious to me that all of our lived experiences are influenced by race and culture. I grew up in a very racially diverse community and the topic of race was at the forefront of mine and many of my peer’s experiences. That hasn’t changed as an adult but what has changed is the people I am around. Now I navigate mostly white spaces which can be a culture shock by how unaware white people seem to be aware of their own selves. This has informed my teaching career in a lot of ways. I’ve become more sensitive to the fact that in this area many people do not have the vocabulary or awareness of how race and culture influences who we are on a micro and macro level. Being sensitive to this and providing learning opportunities for students to reflect on their understanding of the world has been a goal of mine. As with all my teaching, I try not to tell students how it is but have them discover it through meaningful experiences and questions.

1. What is the race or cultural background of those students with whom I have difficulty relating?

I think I struggle to relate to students who have a lot of privilege and wealth. Their experiences are not ones I am familiar with personally nor do I have relationships with people in that demographic.

1. What messages do I send to the class about race and culture?

That our differences are important and should not be judged.

1. Do I treat all students with respect (e.g., correctly pronounce my students’ names when I speak to them or call on them in class)?

I do my best, and if I ever make a mistake I apologize and ask students to correct me.

1. Do I value the experiences my students bring to the classroom?

Yes :) I love hearing from my students and give them a non judgemental space to share their personal experiences.

1. Do I have prejudicial thoughts or allow prejudice to direct my actions in the classroom?

I’ve done a lot of personal work to reduce this as much as possible. Sometimes I can have my own implicit biases come up but I’ve been working on this for a while as a professional in cultural awareness in different settings outside of teaching and within my own personal journey of unlearning and learning. In times where I have felt myself overstep, I will apologize to students and recognize I let my emotions or perspectives cloud my actions and hold myself accountable. In no way do I think I am perfect but I’ve been doing this work for a long time and it has been my mission since I decided to be an educator to create spaces where students feel empowered and can thrive in their own lived experiences.

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1. I will continue to build a learning profile portfolio for all of my students that includes cultural elements such as racial identification, ethnicity, Gap Group status, interests, gender identification (preferred pronouns), academic background (content-specific and testing).

2. I will improve the level to which I incorporate the learning profiles into my curriculum and instruction.

3. I strive to add elements of a family’s “funds of knowledge”, although this is an area where I need to continue to grow.

4. I will continue to call out and discuss uncomfortable topics of race, gender, and culture.

5. I want to improve on family communication and outreach with my language class students.  I will continue to maintain strong relationships with families of my ESOL students, including home visits and ongoing communication via text and phone.

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1xbXEZBW9pKfwdI8n8ZU3dYbga0ja4YBxRNYdgx7ygt8/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1K8UhclbsV4Tr7ZOVCqPzxcN53ZAsIzpNbBE_wSQi2To/edit

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https://docs.google.com/document/d/1c2MzMp0fNC2YHGcJLZRrzS9e0MeiCQzMmx4cxH8fcZc/edit?usp=sharing

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https://docs.google.com/document/d/1Ye4y5pszfpxa7hHVc4G5-GXejIErs3mTrpibpCx0Wpk/edit?usp=sharing

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https://.google.com/document/d/1jn-FrefLufQxvuEMUemYp4ZBwsQunKdC8AUHbyhpKsc/edit

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I had a great time looking through all of the artifacts. I watched the NY Times Op-Doc on "Conversations With Latinos on Race" and thought about if my students would resonate with any of these individuals' experiences. My plan is to learn more, listen to more stories and experiences, and to see how I can counteract negative stereotypes.

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https://docs.google.com/document/d/1cXU6OUkp3fIDtMuhywN9hqOHE4nKIIwAmHcUiSZZRbs/edit

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Desmond Tutu "if you are neutral in a situation of injustice, you have chosen the side of oppressor"

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Analisa:
reader
mathematician
mom
spiritual
wife
friend
listener
lover of all things sarcastic

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Andrea Walkup's Culture Map

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Mother of fiveArtistGrandmaGerman, Scotch, Irish, Native AmericanTracyteacherGrew up on the coast of MaineHappy wife

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Mother of fiveArtistGrandmaGerman, Scotch, Irish, Native AmericanTracyteacherGrew up on the coast of MaineHappy wife

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A mom's letter resonated with me and this line more than most:
If a colleague says something derogatory about a child and/or that child’s family, you must speak up. As Desmond Tutu said, “If you are neutral in situations of injustice, you have chosen the side of the oppressor.”

I will always speak up, even when it is uncomfortable.  And help my colleagues to do the same.

How can I keep an asset-based attitude during the most stressful times when it is easy to go negative?

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https://docs.google.com/document/d/1AwbpT-NIXtJ7nm_9cXjkeHirrF8V39BoRDdzmDnX0bE/edit?usp=sharing

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CRT - Student profile and Self Reflection Workbook

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The questions in this section on socio-political context really stood out to me. Especially

What stereotypes might this student and family face at school and in the larger community?

It made me think on exiting stereotypes surrounding my students as well as stereotypes their families might encounter. I am thinking on how I can utilize social groups or general social and play times in the classroom to combat those stereotypes. Also wondering if there is a way to plan and replicate social skills and social play during the school day so that parents can use the same framework for play at home.

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Talk about important matters in American life and history...

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Talk about important matters in American life and history...

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I need to do some research on  the lives and works of Ellen and William Craft, Katherine Johnson, Lewis Hayden, Ida B. Wells and Denmark Vesey. Be able to lead discussions about  racial history and ongoing racial matters.  I will find stories students can relate to and discuss what we can learn from these situations.

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I am thinking about Hammond's assertion that poverty is not a culture, even though it is a circumstance that students and their families may experience. A student's "access points" to educational materials is informed by culture, not necessarily circumstance (ie. poverty).

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Select a small diverse group of high and low-achieving students to attend a unit planning session to offer feedback and ideas for how to engage students throughout the unit. This would hopefully empower these students and increase buy-in. I originally heard a similar idea from Chris Emdin.

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Student Profile and Self-Reflection Workbook (in progress)

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Student Profile and Self-Reflection Workbook (in progress)

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I am thinking about how my expectations of student conversation in the classroom may influence one of my students. I often have the students turn and talk to each other, and she seems disengaged with this activity unless she has an adult nearby to share ideas with or support her conversation. I wonder if I need to provide more scaffolding for students to take turns in conversations and start their ideas with sentence stems.