This resonated with me on a personal level because, in my own experience working with students, I’ve seen how much they respond to authenticity. When I bring my real self into the classroom, whether that’s showing excitement about a story we’re reading or being honest about something I don’t know, they engage with me more. Palmer’s words challenge the idea that there’s only one “right” way to teach and instead highlight the importance of teaching from a place of self-knowledge and integrity. It reassures me that my presence and values matter just as much as the strategies I use.

This quote reaffirms an often-forgotten purpose of teaching: that teaching is more than covering standards or delivering content. Ayer reminds us that education is a humanizing project. Its purpose is to nurture students’ growth, curiosity, and dignity, not just prepare them for tests or compliance. For teachers, this is both an inspiration and a wake-up call. This quote highlights the transformative power of teaching; every lesson can affirm students’ potential and sense of worth. It encourages us as teachers to look beyond behavior management and deficits, and to create spaces where students can explore who they are, what they care about, and how they can engage with the world. This quote really resonated with me while reading Ayer’s The Hope and Practice of Teaching, because it captures why many teachers like me enter the profession in the first place: to help students grow into thoughtful, capable, and compassionate people. It’s a reminder that teaching is not just about academics but about shaping lives.

"Authority comes as I reclaim my identity and integrity, remembering my selfhood and my sense of vocation. Then teaching can come from the depths of my own truth—and the truth that is within my students has a chance to respond in kind."

This resonated with me for a couple of reasons:

1 I can't wrap my head around "classroom management" and "control". I don't know how to do it. It seems to me that it will happen organically out of the relationships that develop in the classroom and I don't know how to impose on that. So his suggestion that authority comes from being authentic is liberating and also something to which I can relate.

2 This was an element of his argument that there is no right way to teach - other than teaching as yourself. After this summer I feel that I have been showered with techniques, but my experience in the classroom was that it was all about connecting with the students as a person... So I read this as "permission" to teach as myself - and that will be "effective".

Will follow up with a survey of interests - favorite food, animal, game, etc.

See if you can pick out my lie...

I coach my son’s and daughter’s soccer teams.

I once worked as a newspaper journalist.

I grew up in California.

I can speak five different languages fluently.

out of generosity and mutual love will be mostly the right thing to do." (Ayers 2006)

This quote stuck out to me because it succinctly captures the main points of the Ayers reading, and it feels extra relevant to my experience teaching so far. I have been focusing a lot of my effort so far on finding allies - both allies who are other teachers who can help provide feedback and support, but also student allies who will be good leaders and encourage other students to get involved in learning. I've always been one to speak truth to power, so I'm excited to be in a profession where that is valued. I know this can be tricky when the "power" is the administration or other teachers, but sometimes it may be necessary. The focus on "act on what the known demands" is a bit reassuring to me, because right now my school is running on an alternate schedule until September 11, and I still don't know my classes or students or co-teachers for certain, so there's a lot of unknown. However, this quote reminds me to focus on the known, and what it demands of me. Lastly, I like the way the last sentence emphasizes generosity and mutual love. There are a lot of behavioral problems at my school, and a lot of teachers are clearly fed up with the students. I'm trying to find a way to balance this frustration with still seeing the students' full three dimensional humanity like this reading says, and I think reminding myself to act out of generosity and mutual love will be important.

reduced to technique; good teaching comes from the identity and integrity of the teacher" (Palmer, 1997; pg 2). For me, this quote stood out because I found myself struggling to my own identity to my pedagogy when it came to working through my fellows program in the beginning, because I focused so much on following a lesson plan formula that if I'm being honest, even I found myself bored with the work I was doing. However, when I started to incorporate components of not only my own but also the identities of my students as well, I saw engagement (including my own) soaring because lessons began to carry personal meaning and value for not only myself but many of my students. When I started to be animated and turn a lesson plan into a really engaged, fun class conversation I saw myself and my students so much more animated and excited- I loved getting to see that shift from droning on in front of a class off a lesson script to having students close to jumping in their seats out of excitement to share the answer or their thinking, and more importantly to them, an aspect of themselves which we were able to connect to our lesson. One example would be when I started to make do-nows about existing foods that we both enjoyed, or starting out mini lesson segments by asking a question in relation to a visual such as "When I say go, can everyone shout out their favorite animal they see here?" before asking "How many ___ do you see in the picture? How do you know?"

“Multicultural education can help prepare all students to live in our multicultural society, with attention to the complex social challenges - including racism, discrimination, and other issues of inequality - that continue to plague our society.” This section goes on to highlight the work of Banks (2018) on how schools should provide multicultural education by providing interventions on 4 levels - “contributions”, “additive”, “transformative” and “social action”.

I found these levels to be helpful measures of how well a school is doing in their provision of multicultural education. This connects to my experience teaching summer school through the Fellows program. My school provided me with a curriculum centered on celebrating Christoper Columbus that lacked any perspectives from indigenous communities. In order to address this gap in the curriculum, I provided materials from the perspective of the Taino and other indigenous peoples. My students then wrote argumentative essays expressing their views on colonialism in the 15th century and how it connects to neocolonial projects in Latin America such as mining and deforestation.

I also did an activity where the students drew a self portrait that had something representing their culture, their favorite food, favorite animal, and favorite place. I googled students' flags so they could see them and color them in, and it definitely made them feel good to have a way to represent their culture.

"A teacher who takes up this fundamental

challenge is a teacher working against the

grain—you have got to have the nerve. All the pressures of schooling push teachers to act as clerks and functionaries—interchangeable parts in a vast and gleaming and highly ratio-nalized production line. To teach with a heart and a brain—to see education as a deeply hum-anizing enterprise opening infinite possibilities for your students—requires courage. Courage is a quality nurtured in solidarity with others - it is an achievement of colleagues and allies. To teach with thought and care and courage, you really need a home."

I'm in an ICT class (4th grade) with an untenured co-teacher who is definitely in the clerk/functionary vibe. She is obsessed with "keeping up and keeping things moving" and being in lock step with the bilingual class next door, even though our students face more significant challenges. Her energy is frantic and irritating to me and so far it has also bothered the students, some of whom have told me they're scared of her.

The worst is, so far she seems really defensive when I have brought up what to do about one of our students who needs the most help. I feel like I am going against the grain and I just feel unsupported so far. This whole weekend I've really questioned why I'm doing this. Why teach when it feels like the schools don't actually want you to teach in a humane way? And how can I fight against it when the senior members on my team are just "numb" (literal words of one of them) or are committed to "keeping things moving" above all else?

In the age of AI, and the mechanization and standardization of many areas of life, including education, I really resonated with this quote, which underscores the continuing value teachers have amidst all the changes. I think language teachers are especially in a position to serve as a humanizing force in the lives of their students, who may be overlooked and underserved otherwise. To create a community across language barriers in a shared goal of "enlightenment," or at least language acquisition (the two may be linked), is the important, challenging goal of our career.

First, I showed a few slides about myself — my name, where I’m from, the languages I speak, and something I like. Then, I asked the students to create their own introductions using the same format. One by one, they shared simple sentences like: My name is____. I am from ___. I speak ___. I like ___.

After that, we played a fun “This or That” game using slides with options, like “Pizza or Burgers” and “Summer or Winter.” Students showed their choices by raising their hands, and it helped everyone relax, laugh, and learn more about each other.

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. Parker J. Palmer

Why does it resonate with me?
This resonates with me as an ENL teacher because It teaches me that being a good teacher means bringing my whole self to the classroom, not just my techniques. My students connect with me when I bring my true self into the classroom, my experiences, my passion, and my care for their learning. 

Every day, I work with students who come from diverse backgrounds, speak different languages, and face unique challenges. To truly reach them, I need to be authentic and show that I care about who they are, not just what they know. When I share my passion for learning and create a safe, supportive space, my students respond with more curiosity, effort, and confidence.

This quote encourages me to trust myself and embrace my own identity as a teacher. It reminds me that my personal values, experiences, and integrity are powerful tools in helping students grow, sometimes even more than any single technique or method could ever be.

Not only will this help me get to know my students so I can find readings/activities structured to their interests, but it will be a creative outlet for them to express themselves.

It was also encouraging to read "she reminds educators not to be afraid to go back to the drawing board if it doesn't go well the first time!" I am really struggling to engage my students in class, so it is reassuring to know that I can go back to the drawing board and try, try, try again!

there’s a fly-by-the-seat-of-your-pants resigna-

tion, as well as concrete reinforcement of the

worst aspects of the experience in all too many

schools, such as contempt for parents, fear of

students, lowering expectations, an unhealthy

obsession with control, and a culture of confor-

mity and complaint. It’s an anticipatory set for

mediocrity and failure." This quote sticks with me because it reminds me of the school to prison pipeline. Holding on to the traditional, or standard, way of educating students creates a cycle that actually harms our students more than helps them. Just as we work to challenge our students to be critical thinkers, and to use their imagination and creativity, it is equally important that educators build those habits within themselves. Educators can have pre conditioned notion, and implicit biases that they are unaware of that impacts the way that they show up in the classroom and interact with their students. We must always be cautious that we are acting in their best interest and not allowing conditioning to stunt their growth through us.

I also tried the "Train Wreck" game the other day where student sit in a a circle and say one thing about themselves that is true. If it is true for other people in the group then they all have to switch seats.

Then I'd like to have them build on this by bringing in an item to "show & tell" why it is significant to them and where it comes from.

Eventually, I would like to use this to jump off into the traditions/"my background" quilt, where they can write about the things we have been discussing. Since we will have talked about this in a few different ways, I'm hoping it will make it easier for them to focus on the writing aspect of the quilt.

When I do not know myself, I cannot know who my students are. I will see them through a glass darkly, in the shadows of my unexamined life-and when I cannot see them clearly I cannot teach them well. When I do not know myself, I cannot know my subject... Intellect, emotion, and spirit depend on each other for wholeness... (and none can be ignored)...

I want to teach to the whole child and understand my student as best as I can. And I completely agree that I cannot do that if I am not being vulnerable with my own self and reflecting on my own actions before blaming the student for slow progress or anything else. I think we have to understand the student to teach them in the way they can process information best and be mindful of the fact that this person is more than just a child or a student. If I can tap into the inner self of the student, I can motivate them to learn without pushing them. I can activate their intellect, emotion, and spirit to be receptive to my teaching. And I will reflect and look at my own intellect, emotion, and spirit to offer myself to them so they know that I am accessible and they trust me and my teaching. Ultimately, I want to teach them to be strong, new citizens in our damaged world, to bring about positive change and make a home for themselves everywhere they go.

I think about what it means to start by learning from my students, before anything else. It means I can’t come into the room with assumptions, and I can’t teach like I already know who they are or what they need. I have to listen closely. I have to notice the small things. In being curious about them, I want to model how to be curious about what we are learning in class. 

This idea of building a community through dialogue reminds me that I don’t want compliance, I want conversation. I want students to feel like this space is theirs too, not something they pass through. And when it says to defend the downtrodden, that feels personal. That reminds me of why I do this. It reminds me of the kids who get overlooked or labeled too fast, of how easy it is to get caught up in the pace and forget who I’m really showing up for.

The last part is the hardest. Seeking balance. I’ve been trying to find it between what I expect of myself and what’s actually possible. Between pushing my students and protecting their peace. Between being reflective and not overthinking every move.

This quote is a reminder to return to purpose. To keep working, not because I’ll ever feel like I’ve arrived, but because the work is worth doing.

I love this quote. It resonates with my personal experience as the daughter of immigrant assimilationist parents who tried to make my brother and me Americans - but simply could not separate our cultural identity from our lives. I ended up divorced from my native culture while still unable to fit into the American mold, unable to belong anywhere but this "third space." Ultimately what took its place was growing up in New York City - something I didn't realize until I went to Ohio for college. Being a New Yorker encompassed my American-ness and ethnic diversity all at once, but the struggle of finding that continues to inspire me to help my students feel welcome and embrace their commonalities and differences as what makes our community so singular.

This quote from Ayers resonates with me because I admire the call to action to stay proactive in learning about our students. Understanding another person is a continuous journey, and we will never fully understand every aspect of our students. I value Ayer’s recognition of the vast complexity of our students and his encouragement for teachers to continue learn about their students and challenge our preconceived notions. All of the actions described in the passage require active engagement and ongoing vigilance. There is also a sense of humility that resonates with me in the description of a radical role reversal with our students. We must accept that we are always students and will never be true experts on human subjects that are constantly changing and evolving. Our students need space to grow and change, and it is our responsibility to create conditions where they can expand and evolve, and we can adapt to their changing needs, goals, strengths, and challenges.

takes a thoughtful, reflective, and caring person

to do it well. It takes a brain and a heart." This could be seen as such an obvious saying but it has heavy meaning for me. Coming from an education experience where teachers treated students differently based off their cultural backgrounds, this quote hits home. Teachers really need to love what the job comes with rather than just focusing on teaching content and going home. They have to take time to understand their students and all that comes with them. Teachers need to accept that everybody is different and learn to adapt to those differences. Not just adapt but embrace those students they may feel are different as well. It really is important for me as a new teacher to learn how I can accommodate to all students needs.

The reason this quote stood out to was because I believe one of the most important mindsets to have in the field of education is a growth mindset. Everyday is an opportunity to get better and it’s essential as educators we reflect and constantly strive to reach our students in deep and meaningful ways. When working with ENL students its vital to constantly find tools and methods to better engage our students in learning.