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Band 4-6

I watched the video where people raced for $100. This video did a great job of showing how many people are at a disadvantage due to circumstances out of their control. This sparked a couple things for me. 1) Regardless of where the starting line was, everyone finished. That shows that everyone is capable of running the race - as a teacher we just have to find ways to motivate and educate students to help them get to the finish line.

2) As someone that teaches what amounts to an extra-curricular activity that often times comes at a cost, this video makes me want to find the students that want to join band, but may not have the financial means. I want to find ways and work with these students/families and get them involved.

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In this article they showed 6 examples of why it is not appropriate to claim "All Lives Matter" in response to "BLM". The best example was: someone calls the FD because a house is on fire. Another homeowner says "what about my house?" The person who called FD asked "is your house on fire?" No they responded, but my house matters too. The caller says "Your house matters, but it is NOT ON FIRE!"

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I taught in the inner-city for 5 years before coming to North Penn. The overwhelming majority of my students were at a disadvantage, to no fault of their own. In many ways, this was easier to deal with. Though at a disadvantage, students were all starting in similar places, and though the journey was difficult at times, we reached the finish line. I believe the populations of my schools in NPSD (Oak Park, Kulp, Hatfield) are much more similar to the group in the video - many of my students are starting at different points. I know through motivation and teaching, these students will successfully make it to the end, so in that way my thinking was confirmed. The challenge will ultimately be finding the best ways to educate and motivate ALL of my students, regardless of where they are starting, while making the experience as positive as possible.

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I would suggest that a better word than diversity in the thesis of this video would be empathy. Disabled students, particularly those who have both physical and cognitive issues, benefit more from the innate empathy of youth and offer an avenue for children to refine and expand upon it in accepting disabled students into the classroom community. Often you see a protectiveness toward the student by their peers as they see beyond whatever physical, cognitive, et al, challenges a student has and accept them as part of the community

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It confirms the reality that we need to address the inequalities in the treatment of black people

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I read an article that shared 6 examples of why All Lives Matter is not an appropriate response to Black Lives Matter. In a video a girl calls the FD because a house is on fire. A neighbor says what about my house. The caller says is your house on fire too? No says the neighbor,but my house matters too. The caller says your right but THIS HOUSE IS ON FIRE NOW! Yes all lives matter, but the issue is Black Lives need our attention NOW.

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It's an interesting thesis, but not one I particularly agree with. Inclusion ought to be a natural process and there is power in allowing students to demonstrate their ability to utilize it without adding more labels and methods of differentiation. 

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It's an interesting thesis, but not one I particularly agree with. Inclusion ought to be a natural process and there is power in allowing students to demonstrate their ability to utilize it without adding more labels and methods of differentiation. 

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Spark: The video about the race for 100.00 was moving.  When he said "they still got to run their race", it really brought tears to my eyes. It reaffirms the dedication that teachers have to learning someone's story and being the person that can help get them ahead in the race.

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Spark: The video about the race for 100.00 was moving.  When he said "they still got to run their race", it really brought tears to my eyes. It reaffirms the dedication that teachers have to learning someone's story and being the person that can help get them ahead in the race.

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Kindergarten

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Having raised a disabled child myself, I would encourage those who want to learn more about what it's like to have a disability to start from their heart and not from what they have read in a text book or other informational data.  Children with disabilities are people too.  They should not be defined by their disability.  As the speaker said in the video, understanding disability as diversity takes empathy.  The ability to place yourself in other persons shoes is the place we all need to start.

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It is an important reminder that all students need to finish the race regardless of where they start.

Maryann

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Challenge Gender Norms Through Classroom Practices

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Challenge Gender Norms Through Classroom Practices

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I really enjoyed reading the article about developing classroom culture for LGBTQ students. Challenging gender norms through classroom practices is something that most of us probably don't think much about, but could potentially really help some students. There are students who are very open about their gender identities, but there may also be students that we are completely unaware of their internal struggle with their own identity. Being aware of our classroom culture even in the phrases we use (boys and girls as opposed to everyone), or even separating students into groups (boys VS girls as opposed to one side of the room VS the other) could potentially really help a student who is internally struggling with their identity and isn't sure yet what their true identity may be. For students who identify as non-binary, they may feel discouraged or left out if there are only two categories or groups to chose from and neither really fit how they feel about themselves. With that being said, being more aware of those every day classroom norms that could potentially be boxing students in and trying to be more open and aware is definitely a place I would like to start.

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Disability as a Form of Disability...Amy Gads

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Disability as a Form of Disability...Amy Gads

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The spark that I found was that was kids feel included suicide rates decrease.

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I watched PBIS-Kids talk about race and racism. I wondered what my students knew about race and racism. It would be interesting to ask kids them what they thought. I wondered how many families discussed this at home.

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I really enjoyed the PBS videos of families discussing race, racism, and identity. It is a really age appropriate video to show in my K classroom or at home with my own  young children to spark these important conversations.

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Disability as a form of diversity....Amy Gads

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Disability as a form of diversity....Amy Gads

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This spark that when kids feel included suicide rates decrease confirms to me the importance of forming a community in each class. I think this is something that is easy to create and cultivate in a class and it is very important to the growth of the students. Every person in the class is important and they need to be acknowledged and celebrated. I hope that the students in my class know that they are important to me.

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I also really liked the video Race for $100 for many of the reasons listed above. However, I also found an interesting link on the National Museum of African American History & Culture site about whiteness and it actually connects to the video perfectly. The article was very eye opening for me and the section with examples of what white privilege  looks like on a daily basis really stopped me in my tracks. There are so many things listed that I have never had to think about, have never had to experience, and have never had to worry about throughout my day. The article goes on to discuss how people who identify with being white rarely have to think about their racial identity because according to the article, in our culture whiteness is "normalized".

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I think sometimes we think that kids are "too young" to have these conversations or maybe it is difficult to find a resource for younger students to understand and process. The Sesame Street video on race and the PBS video are really great resources for helping teachers and parents have important conversations that they may not know how to begin.

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Vik-
This video sparked that those who do not ask to start behind in the race of life tend to feel as if they cannot get ahead unless someone recognizes that. I need to make sure that those who are not speaking up may not know how and I need to spend more time with them so they feel as if they can be in the race.

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Challenge Gender Norms Through Classroom Practices

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Challenge Gender Norms Through Classroom Practices

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This spark confirmed my thinking - that some people/students could feel left out or boxed in by practices that only use two genders instead of using language and practices that would be more inclusive. I don't think it necessarily challenged my *thinking* but challenged me to think about the things I say and do in the classroom to be sure I'm being open and inclusive, especially when a student's identity isn't something that can always be physically seen and they could be hiding it. It's not something that can always be seen, so it may be harder to stop yourself and make sure you're being inclusive because you don't know what identities are in your classroom.

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Disability as Diversity confirmed for me that being able to place ourselves in other peoples shoes starts with empathy.

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I watched the PBS video of families discussing race and racism. It allowed me to see some firsthand discussions with younger children and see how open and willing they are to discuss what can feel like "hard" topics for adults. The Conscious Kid has some great book resources that would pair nicely with discussions like those seen in the PBS video.

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Opening up the conversation to my kids about their thoughts about racism is a little scary to hear racist comments taught home. It is an important topic and reinforce everyone should be treated fairly and everyone is wonderfully unique.

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Sam Ard's Spark: 4th Grade All-Areas, General Education Teacher

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Sam Ard's Spark: 4th Grade All-Areas, General Education Teacher

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I did several of the choices, but the PBS video with the parents discussing race, inequality and racism with their children really resonated with me. I liked that the kids and parents were comparing skin color, hand-to-hand and arm-to-arm. When the one mom said along the lines of "And that color looks good on you," that really stuck with me.

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Work with those that are quieter and may not "show up" to school so that these students feel as if they are part of the class and not just on the outside looking in.

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The whiteness article really made me reflect about what is "normal" as the article implied. They mention that historically we have been a white-dominate culture which is why whiteness is normalized. However, our country and people are becoming more and more diverse. It is time for a "new normal" where everyone can be treated with respect, fairness, and equity as mentioned in the article.

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The PBS video confirmed what most of us that teach younger kids know - they're so open to discussion about almost anything. If adults approach race and racism as important topics to be openly discussed, then the kids will be there ready and willing to participate.

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It is okay to be aware and proud of the skin color that one has, and there should never be any negativity in regards to someone's skin color. I loved when the parents were comparing skin colors with their kids, and positively reinforcing to their children that they were perfect the way they are. This challenges me to continue to spread positivity and "color awareness" not "color blindness." It's okay to be colorful, and be proud of who you are! Spread the love!

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I listened to the book "Something Happened in Our Town." It was really interesting to hear the many ways in which the different families talked about and took in the event. This along with the PBS videos made me think of how have my young students been hearing about recent events. While they have not talked about them in school, are they thinking about it? Are the confused? I also thought about my own child. While she has been to rallies and protests, does she really understand what we are doing?

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Allison Schaeffer- 1st grade

I would love to do an interview panel with the students in my classroom and ask them to tell the class what they think race and racism is. I would you the interview as a starting point for conversation. I would also want to show the video of the kids being interviewed and have them compare and contrast how are class defined the words with the kids on the video.

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Watching the video where young children talk about race and racism with their families generated my SPARK thinking. It was really interesting to see the conversations that children were having with their parents about racism and how everyone should be treated equally. In my first grade classroom I would incorporate this into content and would be curious to see if my students would be able to define race and racism. I think this initial conversation could spark into more detailed conversations.

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The book and videos all had me thinking of how much more our young children take in than we are aware. They need adults to help them sort through the bits and pieces they hear and see so they can make sense of it all.

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My SPARK changed my thinking because it made me realize how much students truly know and understand race and racism. I never realized how much these conversations are happening at home and I want to help have these conversations at school.

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1st grade
After watching the PBS video, I think it confirmed my opinion that race and racism is not being talked about in some of my students homes. It will be important for me to help guide and model my students through some of these tough conversations.

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While watching the PBIS video, I thought back to Black History Month in school. I remember how open my students were to discussing racism and segregation. The children are always the ones with the most sensible questions and solutions!

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I noticed that those students who didn't get to move off of the starting line in the race for $100 didn't even try to race for the money. I realize that some of our students aren't even going to try because they already feel like they don't have a chance to succeed.

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I was reminded that caring for ourselves helps to bring balance, focus and mindfulness to our lives.

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African American Museum I have never been to and has so many relevant artifacts to what we have been learning this year 

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African American Museum I have never been to and has so many relevant artifacts to what we have been learning this year 

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I need to remember that others are starting from a very different place than I am through no fault of their own. - Bev

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Understanding the importance of culturally relevant experiences connected to concepts learned in class.

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One spark that was reintroduced to me was not to teach kids to be color bilnd.

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One spark that was reintroduced to me was not to teach kids to be color bilnd.

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Planning a virtual trip to the African Americ

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Planning a virtual trip to the African Americ

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My spark reminded me to highlight all cultural backgrounds. 

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My spark reminded me to highlight all cultural backgrounds. 

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Healthy Self Care" is as much about "letting Go" as it is about acting"

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Healthy Self Care" is as much about "letting Go" as it is about acting"

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I sometimes take on too many responsibilities and it can lead to burn -out. The hardest thing I have had to learn for healthy self care is saying, "No" .Diana

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Is there such a thing as ALL LIVES MATTER?

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Is there such a thing as ALL LIVES MATTER?

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The one spark I found was in the video on the choice board box #3. I was reminded of how I work with students to accept who they are. I was reminded that they had no control over where they came from or what opportunities they were/were not given.

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The spark that I had was browsing through the MANY books on the French Fry slide.

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2nd Grade
In Wayne Dyer's quote(Mrs. Park's website): "See the light in others as if that is all you see in them" was the "spark"  that tied all of the articles, podcasts and websites together for me.
My task is to encourage my students to view themselves as a beam of light and celebrate their differences as thing of beauty before I open my teacher manual.

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I read aloud to my students daily. I have a very large classroom library and have added to it recently to include many books with diverse characters and diverse topics. I have been thinking that some of my favorite books are outdated and I need to include more from the list.

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I enjoy listening to this podcast created by Dr. Bauer and Dr. Diegue. Many of the episodes feature a guest speaker, but sometimes it is the two hosts discussing a variety of topics. Today I had the opportunity to listen to an  interview with John Biewen who is well known for his Ted Talk entitled, "The Lie that Invented Racism." The podcast is open conversation  around race, culture, and equity. I appreciate the honesty and openness between Dr. Bauer and Dr. Diegue..

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Kulp Elementary 1st Grade 1:1/All subjects

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Kulp Elementary 1st Grade 1:1/All subjects

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I read "100 Repetitions" and came to the realization that if students don't get something right the first time this isn't a direct reflection of what I have done. I will stand back and reflect upon these moments more to give myself a "break" and not be so hard on myself. Also realizing that some students need more time to process concepts.

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Resources and professional books for teachers to read.

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This spark has helped me to remember that all of our students need to be treated in the same way. They have no control over where they have come from. It is a daily challenge.

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This spark has helped me to remember that all of our students need to be treated in the same way. They have no control over where they have come from. It is a daily challenge.

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Watched the video of the story "Something Happened in Our Neighborhood." I found it interesting how they portrayed the conversations between families and the questions that the children were asking. I think it is important, that as adults, we answer children's questions as honestly as we can and not shy away from answering them.

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2nd Grade
"Seeing the light within each of your students" confirms the essential ingredient necessary in building relationships with your students.

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Teaching empathy and compassion through 

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Teaching empathy and compassion through 

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This phrase was discussed on the "Time for Dinner" podcast. Often there is a misconception about its meaning. Often people believe this does not apply to them because they do not view themselves as having had a difficult life. What is missed is that white people have avoided negative interactions or experiences simply because of skin color. White people aren't able to identify with the feeling people of color may have when being pulled over by a police officer or being watched by a store owner.

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2nd Grade
Adding continuous resources for teachers for use in the classroom.

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Kulp Elementary 1st Grade 1:1/All subjects

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Kulp Elementary 1st Grade 1:1/All subjects

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This spark changed my thinking by allowing myself to make mistakes and grow as a person and an educator.

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I really enjoyed watching the PBS Kid's Talk about Race, Racism, & Identity.  I appreciated the candor of the discussion the families were having.  I think it would be a good model for how to have difficult discussions with children within families.

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(Heather H. )                     I think the spark I felt from the PBS Talk confirmed what I already knew about the need for difficult conversations.  It also helped fill my cup with questions that we can ask our families and our students and how to ask questions in a safe and nonthreatening way.

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(Heather H. )                     I think the spark I felt from the PBS Talk confirmed what I already knew about the need for difficult conversations.  It also helped fill my cup with questions that we can ask our families and our students and how to ask questions in a safe and nonthreatening way.