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I related to the 1st essay from Katy Shutz.  My students do really love to talk, but it often doesn't correlate with my idea of a respectful classroom.  I would like to work on giving  my students an "outlet" for their talking to engage their learning.

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I am intrigued by the challenge of creating a nurturing environment that also offers a enough of the challenging culture to balance.

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I read and definitely relate to the expectation of the "quiet" room signifies learning. Quiet doesn't not signify engagement. The idea of call and response touched me as well. i definitely want to use this.

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I realized that my student's learning is opposite of how I learned growing up. I need to be open to the idea that just because it's different doesn't make it wrong.

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My students' parents come from a collectivist, nurturing culture. However, he exhibits predominantly individualistic and challenge characteristics. To connect with him better in class, I plan to create more challenging, independent, and creative writing opportunities for him to flex his intelligence.

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Reading  a quote that explains "I don't want to" often means "I don't think I can do it." helped me think  about how to offer help to students who say that.  I have to change my reaction to what they are putting out there.  I need to understand it and respond in a way that helps them and I need to think about how to move them toward being independent learners.

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After reading the two examples of from the Cale teachers it confirms my thoughts that we all have cultural bias no matter how intentional.  I plan to look deeper at my own background and bias. 

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After reading the two examples of from the Cale teachers it confirms my thoughts that we all have cultural bias no matter how intentional.  I plan to look deeper at my own background and bias. 

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I realized that I'm using many individual type assessments when many of my students are collectivists. I need to plan more collaborative assessments. I also want to do more call and response for transitions to allow my class to be in charge or transitions not myself.

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I read 2.1.  I also feel like I often expect students to conform to my culture even though I try not to.  I have a student who I found myself locked in a power struggle and I shifted my approach and teacher language and now see much less conflict with him.  I still have a long way to go, but look forward to walking this path.

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I read 2.1.  I also feel like I often expect students to conform to my culture even though I try not to.  I have a student who I found myself locked in a power struggle and I shifted my approach and teacher language and now see much less conflict with him.  I still have a long way to go, but look forward to walking this path.

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2 or our (classroom and ESOL) students fit into 2 very different archetypes. We discussed a
Level 6 student who is and individualist and a Level 1 student who fits the nurture archetype. Meeting the needs of such different archetypes requires specific and deliberate planning of instruction and
learning strategies.

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Whether we are trying to incorporate Responsive Classroom or Culturally Responsive Teaching, they both rely on being intentional in our attempts to change what we are doing to meet the learning needs of specific students in our class.

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These opposing archetypes are so challenging to incorporate into our over scheduled time limited lifestyle. I'm thinking about students who enjoy writing but I rarely give them enough time to complete their process. My goal is to create a schedule that will be flexible enough to allow student writers to feel that they finished. I need to view and teach writing as a process- or a event- not just something that is measured with time limits.

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2.1 Archetypes provided an interesting breakdown of various aspects of a learning environment. I am wondering if a balance between all of these sections is key to finding success in the classroom.

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2.1 Using a call and response protocol instead of quiet and always waiting for one student to raise their hand is at some points, important to consider.  Though, there are times in my lesson that i do want all students quiet so they can hear one another's response.  Raising your hand and risking saying the wrong answer can deter some students from responding whereas call and response eliminates that factor and can at times feel safer.     

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2.1 Using a call and response protocol instead of quiet and always waiting for one student to raise their hand is at some points, important to consider.  Though, there are times in my lesson that i do want all students quiet so they can hear one another's response.  Raising your hand and risking saying the wrong answer can deter some students from responding whereas call and response eliminates that factor and can at times feel safer.     

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*cooperative - enjoys partnerships
*collectivist - working with others
*benefits from a nurturing environment
*Seeks stability
*Works well with Clock Focus
Overall, I think my student needs to feel secure, comfortable, and be allowed to express herself with others to learn effectively.

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Many of my students are collectivists.  I do many activites that support this learning but need to assess them in this way as well, and not use individual assessment.  I think this will help impact those students I'm thinking about that are doing great with activities like  

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Many of my students are collectivists.  I do many activites that support this learning but need to assess them in this way as well, and not use individual assessment.  I think this will help impact those students I'm thinking about that are doing great with activities like  

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I read the Expectations article and the slide show for different archetypes.  I find that we often 'think' that we have 'high expectations' for our kids, but when we work in a school like Greer, the gauge by which we determine what is considered 'high' gets skewed by a below-grade-level average.  So we can accidentally consider 'better than the average' as having "High Expectation, when, in fact, they are not high at all.  Or we use the "Pobrecito" excuse to explain why students who are ELs or have experienced trauma or have continued stress/trauma in their homes don't meet our expectations, rather than providing the scaffolding necessary for them to meet our legitimately high expectations.

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Teacher's culture, bias, and expectation influence a student's perception of themselves in the academic setting. They then become apart of the self-fulfilling prophecy cycle.

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I am having a similar experience to what the first teacher describes in the first essay expert. I feel frustrated when students talk over me and each other, so I am trying to incorporate more opportunities for students to talk during content blocks. I find it hard sometimes to carve out time for those opportunities when I feel the pressure of getting through everything I have planned for the day, but listening to my students process with each other has been extremely beneficial to my instruction.

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High Expectations for Academics and SEL/Community

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High Expectations for Academics and SEL/Community

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The Next Ed article discussed how students will rise to meet high expectations. In implementing RC in my classroom, I am consistently reminded of the importance of high expectations for academics and how we interact and treat each other as a community. In incorporating learning structures that support my collectivistic learners, I need to refresh expectations for how students interact with one another in respectful and appropriate ways. Given the transiency of learners in our school, it is important to refresh and review how our students function as a community to continue keeping our classroom a place where students feel safe to take academic risks.

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In one of the articles I read the author mentioned how they would often look at her boy students when talking about math, science and history and then look to the girls when talking about writing, art projects, descriptive words and so on. This of course makes me what to pay more attention when I'm giving a lesson to who I am looking at while I'm talking-I'm wondering if I do this as well without realizing it. 

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In one of the articles I read the author mentioned how they would often look at her boy students when talking about math, science and history and then look to the girls when talking about writing, art projects, descriptive words and so on. This of course makes me what to pay more attention when I'm giving a lesson to who I am looking at while I'm talking-I'm wondering if I do this as well without realizing it. 

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Reading the articles opened my eyes to how my biases play out in a daily basis from class to class. Thinking directly about my target student I would believe that he/she would be individualistic, challenge, and authoritative. I believe that I could try to give my student more voice in my lessons, and talk to him/her about my decisions and tell him why I'm doing particular things.

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Children interrupting and calling out is also one of my triggers.  Our new reading series encourages a lot "turn and talk" with your partner.  I did not think that this would go well with kindergarten students, but boy was I wrong!  My children have done a wonderful job with this and even my ESOL students feel included and engaged in their lessons.

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Children interrupting and calling out is also one of my triggers.  Our new reading series encourages a lot "turn and talk" with your partner.  I did not think that this would go well with kindergarten students, but boy was I wrong!  My children have done a wonderful job with this and even my ESOL students feel included and engaged in their lessons.

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The essays very much struck home.  My expectation of an engaged classroom means "quiet" is often my norm.  I really need to adjust my expectations.  The idea of call and response is great, But I often forget to use it. 

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The essays very much struck home.  My expectation of an engaged classroom means "quiet" is often my norm.  I really need to adjust my expectations.  The idea of call and response is great, But I often forget to use it. 

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A quote that resonated with me from  "The Power of Expectations" article: "positive correlations between what teachers expect and what students ultimately accomplish might simply result from Teachers being skilled observers". 

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A quote that resonated with me from  "The Power of Expectations" article: "positive correlations between what teachers expect and what students ultimately accomplish might simply result from Teachers being skilled observers". 

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Causality between bias in teachers' expectations and student achievement:

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Causality between bias in teachers' expectations and student achievement:

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The part of the article that hit home for me was this quote:  “You have to ignore it when a child says, ‘I don’t want to,’ because what they’re really saying is, ‘I don’t think I can and I need you to believe in me until I can believe in myself.’”

I've been implementing some growth mindset work in my small math groups - highlighting both our academic learning target as well as a motivational statement that we repeat together. "I believe in the power of yet" or "I can do hard things" or "I'm on my way to rocking this!". I know that it's sometimes hard for adults to hear (and believe) positive statements about themselves. Our kids are the same. They may not believe that they're capable of amazing things YET, but if we keep reminding them, maybe the little voices will echo louder inside their heads as they move through school into their future.

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I read the essay excerpts from 2.1 and notice that I feel the same in some ways.   I too get triggered by students talking over each other or me.  I know a lot of this goes back to feeling not heard at times and worrying that quieter students are often overlooked. 

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I read the essay excerpts from 2.1 and notice that I feel the same in some ways.   I too get triggered by students talking over each other or me.  I know a lot of this goes back to feeling not heard at times and worrying that quieter students are often overlooked. 

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Transitions: I realized that I shared some of the same biases as the teachers who shared in the essays in 2.1. Transitions in particular are a sticking point. Considering call and response transitions is interesting to me. We don't always transition with the same materials, or even from the same activities. I feel the need to share specific instructions for successful transitions. I will need to think through what these transitions could look like in my classroom.

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Transitions: I realized that I shared some of the same biases as the teachers who shared in the essays in 2.1. Transitions in particular are a sticking point. Considering call and response transitions is interesting to me. We don't always transition with the same materials, or even from the same activities. I feel the need to share specific instructions for successful transitions. I will need to think through what these transitions could look like in my classroom.

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The article shared research about the discrepancy between white and black teachers' expectations of their white and black students. Not only is there a discrepancy between the expectations of each group, teachers have different beliefs about their students based on their race.

This is powerful. It exposes two issues. First, biases need to be eliminated among white teachers so that their expectations of ALL their students are high. Secondly, the critical need of a diverse teaching force! Students need to have mirrors! Teachers who see them and understand their deeper culture because they two have experienced it. Both actions are necessary.

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There are many connections between CRT and RC. In the RC Core Belief, teachers believe in teaching students academic compencies AND SEL compenencies. These examples connect to the academic compencies.  We have the tools, but need to use them. Try Interactive Learning Structures from the Joyful Classroom. It supports the way the human brain learns and works with information. 

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There are many connections between CRT and RC. In the RC Core Belief, teachers believe in teaching students academic compencies AND SEL compenencies. These examples connect to the academic compencies.  We have the tools, but need to use them. Try Interactive Learning Structures from the Joyful Classroom. It supports the way the human brain learns and works with information. 

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I read the 2 excerpts by teachers who were reflecting on the ways that they either are or are not being culturally responsive. The one example given was that the teacher wanted to allow students to respond collectively as opposed to expecting silence at transitions and then was feeling frustrated as the group is chatty. By doing a call and response type of activity for transitions, the students follow directions as they respond collectively and the teacher doesn't have to battle with them to be quiet individually.

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The lack of nonwhite teachers could be a consequence of biased expectations during the student's earlier years of instruction.  I taught at a predominately African-American school in NOVA.  One thing that the school did was a K-College program.  Every grade level went on a field trip to a college.  Second grade went to Virginia State.....it was an incredible experience.  Maybe we should consider that in ACPS.