https://padlet.com/lou11/46a6a2qv590hr7lp School Team Meetings 2021-2022 en-us 2021-11-17 19:23:03 UTC 2025-09-27 04:35:49 UTC hello@padlet.com lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897804723 Comment with your word below]]> 2021-11-17 19:25:53 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897804723 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897827542 Read aloud the passage resonated most with you (Lou will type it as you're reading it). 
The group reads and digests the presenter's passage (the presenter stays silent, no explanation yet); then, the group responds to your passage (1 min of airtime). The presenter listens. 
When all participants finish responding, the presenter has the last word and takes up to 3 minutes to respond.]]> 2021-11-17 19:36:49 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897827542 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897970938 When do we accept silence and wait for students to talk, and when we do we push students to speak so that there voices are heard? To answer both questions, I suggest we initiate conversations with our students about how, when, and why students choose to participate through both talk and silence. Rather than simply wondering about the meanings of silence, we should ask students directly about it. ]]> 2021-11-17 20:56:41 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897970938 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897979141 I suggest that teachers redefine participation in classrooms to include silence, that they consider how and when silence might constitute a valid and even useful form of participation and when it should be interrupted. ]]> 2021-11-17 21:02:27 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897979141 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897988831 Teachers must navigate two dilemmas in relation to silence. First, teachers must determine when silence is a productive marker of learning and when a student's silence reflects disengagement or a lack of understanding. Second, teachers must determine when a student's silence is an indication of individual style and when silence is a marker of racialized classroom  dynamics.]]> 2021-11-17 21:08:40 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1897988831 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898003388 Rather than privileging talk, I suggest that we include an analysis of silence in our investigation of classroom interaction. Understanding different forms of participation practiced by individuals and, occasionally, by group members allows us to recognize a wider range of student engagement. ]]> 2021-11-17 21:18:32 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898003388 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898016712 Teachers either tend to read classroom silences through individual lenses, assuming that a student is shy or reticent to speak, or understand student silences through group lenses (assuming that the student's group membership (i.e., as Asian Americans) translates into a particular style of participation or silence in class ... As antiracist teachers seeking to understand and shape our teaching in response to our students, we should allow both group membership and individual characteristics to enter the analysis when we are interpreting students' silences. The assumption that we understand a student's silence keeps us from asking difficult questions about students both as individuals and as group members and, especially, about classroom dynamics. ]]> 2021-11-17 21:27:41 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898016712 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898024678 We'll start by typing our ASKS, and at the end of the conversation, we'll reflect to see if we answered them.

We'll voice and explain the ideas we AGREE with, the ASSUMPTIONS Paris makes, and the ideas we want to ARGUE with. Feel free to add, echo, or respond to each other when you share out.

We'll close with Action steps (the fifth A!)]]> 2021-11-17 21:33:23 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/1898024678 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021791136 2022-01-31 17:15:44 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021791136 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021791810 2022-01-31 17:16:02 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021791810 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021792169 2022-01-31 17:16:10 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021792169 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021792553 2022-01-31 17:16:20 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021792553 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021795077 2022-01-31 17:17:23 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2021795077 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2080297182 2022-03-06 22:09:03 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2080297182 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2080298246 Read aloud the passage resonated most with you (Lou will type it as you're reading it). 
The group reads and digests the presenter's passage (the presenter stays silent, no explanation yet); then, the group responds to your passage (1 min of airtime). The presenter listens. 
When all participants finish responding, the presenter has the last word and takes up to 3 minutes to respond.]]> 2022-03-06 22:11:01 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2080298246 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082744581 However, when the ideology of racism is examined and racist injuries are named, victims of racism can often find their voice. Those injured by racism and other forms of oppression discover that they are not alone and moreover are part of a legacy of resistance to racism and the layers of racialized oppression. They become empowered participants, hearing their own stories and the stories of others, listening to how the arguments against them are framed and learning to make the arguments to defend themselves.]]> 2022-03-08 00:11:35 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082744581 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082756675 Navigational capital refers to skills of maneuvering through social institutions. Historically, this infers the ability to maneuver through institutions not created
with Communities of Color in mind. For example, strategies to navigate through racially-hostile university campuses draw on the concept of academic invulnerability, or students’ ability to ‘sustain high levels of achievement, despite
the presence of stressful events and conditions that place them at risk of doing poorly at school and, ultimately, dropping out of school’]]> 2022-03-08 00:20:15 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082756675 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082779624 CRT centers the research, pedagogy, and policy lens on Communities of Color and calls into question White middle class communities as the standard by which all others are judged.]]> 2022-03-08 00:32:36 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082779624 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082797615 Deficit thinking takes the position that minority students and families are at fault for poor academic performance because: (a) students enter school without the normative cultural knowledge and skills; and (b) parents neither value nor support their child’s education. These racialized assumptions about Communities of Color most often leads schools to default to the banking method of education critiqued by Paulo Freire (1973). As a result, schooling efforts usually aim to fill up supposedly passive students with forms of cultural knowledge deemed valuable by dominant society. Scholars
Shernaz García and Patricia Guerra (2004) find that such deficit approaches to schooling begin with overgeneralizations about family background and are exacer-bated by a limited framework to interpret how individual views about educational success are shaped by personal ‘sociocultural and linguistic experiences and assump-tions about appropriate cultural outcomes’ (p. 163). Educators most often assume that schools work and that students, parents and community need to change to conform to this already effective and equitable system.]]> 2022-03-08 00:42:10 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082797615 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082823041 This interpretation demonstrates Anzaldúa’s point: ‘If we have been gagged and disempowered by theories, we can also be loosened and empowered by theories’
(Anzaldúa, 1990, p. xxvi). Indeed, if some knowledges have been used to silence, marginalize and render People of Color invisible, then ‘Outsider’ knowledges (Hill
Collins, 1986), mestiza knowledges (Anzaldúa, 1987) and transgressive knowledges (hooks, 1994) can value the presence and voices of People of Color, and can re-
envision the margins as places empowered by transformative resistance (hooks, 1990; Delgado Bernal, 1997; Solórzano & Delgado Bernal, 2001).]]> 2022-03-08 00:55:52 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2082823041 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186303908 It's teacher appreciation month, and the best appreciation is self-appreciation. So, look back on this year and shout yourself out for something you did as a teacher.]]> 2022-05-16 19:16:10 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186303908 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186308831 Where did you push yourself this year? In what ways was the "push" a push? Why are you happy, relieved, or energized that you pushed yourself in this way?]]> 2022-05-16 19:19:58 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186308831 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186312505 What tough, hard, but meaningful lesson did you learn this year, if any? How, if at all, did that lesson impact you as an educator?]]> 2022-05-16 19:22:53 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186312505 lou11 https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186313050 I'm bringing ... into next year, and I'm bringing it because ...]]> 2022-05-16 19:23:17 UTC https://padlet.com/lou11/46a6a2qv590hr7lp/wish/2186313050