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This talk is about a Hispanic student that later became a teacher and her understanding of school expectations for students of color. This is a video where students of color can view themselves and connect and talk about their experiences in and out of school. Students can talk about how their family life impacts their choices in partners, about school, about their future. Also they can discuss their feelings about discrimination with their peers. Teacher can take notes about their discussions and look for possible connections between students interest and experiences.

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TED Talks Education: "Students Deserve a Quality School in their Neighborhood."

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Pearl Arredondo is a Los Angeles educator who overcame the odds stacked against her, beginning in middle school. She traveled out of her district 1.5 hours by bus to get to a better school. After college, she went back to the same middle school to teach, to the surprise of other teachers there.

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I am using this video to point out that a teacher can facilitate a discussion about something very real for high school students of color, and that is unequal access to higher education . I suggest a diverse cogen of students that requires better understanding of their educational future. Students can be also of different migration status. Provide good homemade food and let students take the initiative in the discussion of higher education opportunities.

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Gia Truong traces her goal of increasing equity in education to her own immigrant roots. Coming to the United States from Vietnam as a young child, she spoke very little English, and her life here gave her a sense that "language and education are transformative." Today, Truong is the CEO of Envision Education, a network of three San Francisco Bay Area high schools that serve mainly low-income black and Latino students who are working to be the first in their families to go to college.

Creating a supportive culture that "interrupts education inequity" is vital for this community, according to Truong, which is why Envision focuses on making sure that its students have "a strong sense of self" and "feel empowered to change the world." The numbers tell the story: In 2016, 99 percent of Envision students attended college, compared with 70 percent of high school students nationwide-and 90 percent of Envision students persisted in college from year one to year two.

Karimah Omer, a graduate of Envision Academy in downtown Oakland, California, is the first in her family to go to college, making her a role model to her younger siblings. But like many students in her diverse, low-income neighborhood, she faced academic, financial, and social obstacles-and almost didn't make it.

As a child, Omer-whose family is of Yemeni Muslim descent-worried that college "was not going to be an option for me." She carried a 4.0 grade point average, but her father was facing financial hardship, and she was concerned that her "appearance and ethnicity" were insurmountable hurdles. But in her sophomore year at Envision, a school at which both the cultural and academic environments are designed to prepare at-risk students for college, Omer began to flourish. Eventually she was awarded a scholarship, becoming one of the 99 percent of Envision graduates who go on to attend college.

Resources for Supporting First-Generation College Students

I'm First, a community for both students already in college and those still in high school

Straight From the Source: What Works for First-Generation College Students has recommendations for how to prepare these students to succeed in college

" How to Help First-Generation Students Succeed," from TheAtlantic.com, reports on simple interventions like providing these students with a college mentor

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Confronting Inequity on the Path to College

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Gia Truong traces her goal of increasing equity in education to her own immigrant roots. Coming to the United States from Vietnam as a young child, she spoke very little English, and her life here gave her a sense that "language and education are transformative."

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Mr. Emdin describes why reality pedagogy is important in the classroom It challenges teachers view of education. Traditional urban classrooms do not let students have a voice in their own education. He makes an appeal for students of color and teachers alike to address the collective needs of students of color, and where no voice is better than the other. The dialogue should lead to action in the classroom with their peers and their teachers.

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Reality Pedagogy: Christopher Emdin at TEDxTeachersCollege

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This video is inspiring for both students and teachers, because students are the ones in charge of their own learning. This idea fits well with letting students guide their own education in urban settings with students of color. Encourage, engage students by making studying fun by using what they are interested in, like technology. Allowing students of color use their particular idiosyncrasies and use these cultural differences as a tool that with the use of technology they can increase their knowledge of the world, and by using computers to foster their own understanding of the world and become creators of information that incorporates their view, The teacher can be the facilitator that encourages student participation in the classroom and beyond it.

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This video showcases what is needed to become a cosmopolitan classroom family. The reason I chose this video is because many students of color are placed in Special Education and may lack a nuclear family because the divorce rate in families with special needs is higher than in other families.Also these families tend to be single family homes and have poverty issues. The Teacher needs to foster the connections between these families and help them communicate between themselves and in the classroom . Special Education students establish routines that they are the ones that know how things work in the classroom and this creates the structure of a family in the classroom.