https://padlet.com/carey422/4jbrbat5ux8sti8g Made with a quick smile en-us 2021-02-01 02:55:09 UTC 2025-02-21 18:44:18 UTC hello@padlet.com carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146766331 Personal wellness card 2/2 :). ]]> 2021-02-01 02:56:47 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146766331 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800133 In order to create a democratic classroom, we must create an environment that is safe for all students, regardless of background, where they can express their voices in a safe place. To do this, we must also create a trauma-sensitive classroom for students who have adverse childhood experiences. According to Souers and Hall (2016), teachers "face the impact of trauma in their classrooms every day" (fwd.). We can create a democratic, student-centered classroom by teaching our students "responsibility, respect, resilience, relationship" (p. 1). I can teach my students these four R's so they can also be a part of the making of a democratic, safe environment, while also having the safe place to express themselves and grow as learners and individuals.These four R's can act as the foundation for a student-centered, democratic classrooms. ]]> 2021-02-01 03:20:16 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800133 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800223 During this session, we focused on creating a trauma-sensitive classroom through trauma-sensitive practices. To create a student-centered, dialogic classroom space, we learned how to recognize our emotions such as our downstairs versus upstairs brain. This is such an important concept to understand because sometimes we may react to a situation in a way that we did not mean to if we just took a second to calm down and recognize our emotions and realize how our emotions (specifically downstairs brain) can affect our behaviors and reactions. Understanding our downstairs brain and upstairs brain is a significant aspect of trauma-sensitive classroom because we have to be aware of our how reactions and behaviors can affect our students as well. ]]> 2021-02-01 03:20:20 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800223 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800303 To create an equitable and inclusive educational experiences for diverse learners, teachers and other professionals should remember that students are "more than their story" (Souers & Hall, 2016, p. 16). According to Souers and Hall (2016), fixating on a students "story" often leads to "getting caught up in the trauma narrative rather than supporting and understanding the effect of that event on the young person" (p. 16). This is crucial to keep in mind when creating inclusive and equitable educational experiences for diverse learners because as educators, we want to support our students by understanding their needs. We should focus on how to help them by understanding how an event affected them, rather than focusing on the details of their story. Teachers, administrators, and other school personnel should focus on how to help students by understanding the effects of their trauma in order to create a more equitable and inclusive educational experience for all students. ]]> 2021-02-01 03:20:24 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1146800303 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174529639 2021-02-07 22:16:14 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174529639 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174742884 One classroom management procedure that we can ensure to do every single day to create a student-centered, democratic classroom space is to build strong relationships not only with our students, but amongst our students. According to Souers & Hall (2018), "strong relationships are the core of safe, predictable, trauma-sensitive learning environments". This is really crucial to keep in mind because we want to create these strong relationships so we can help our students succeed, learn, and grow. If we help to create these strong relationships among our students, and have our students take time to truly connect with one another, this can lead to a student-centered, democratic classroom space. This is because if students are connecting with one another, and we are showing that we care about our students just as they care for one another, a democratic space - place of healthy, supported conversation - can grow from this. If students are comfortable with one another, and feel supported by one another as well as feel supported by us teachers, then they can engage in democratic procedures and practices. If we take the time to foster strong relationships and really take time to connect with our students in an authentic way, we are creating a student-centered environment where their needs are being supported and met. ]]> 2021-02-08 01:09:10 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174742884 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174742971 Creating a trauma-sensitive classroom is one pedagogical approach that can help to create a student-centered, dialogic classroom space. To create a dialogic classroom space, we want to make sure that, according to Souers & Hall (2018), our environment is a "safe, predictable setting for children to be, learn, and thrive". If we create this space for students, then we can support their needs, and in turn they can feel more confident and comfortable to engage in healthy dialogic conversations. When students feel supported they will engage in healthy conversations and feel as though their needs are being met. ]]> 2021-02-08 01:09:14 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174742971 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174743023 Something this week I found really interesting was the idea that "it's the child's response and interpretation of the event that creates the harmful impact and matters most, not the event itself" (Souers & Hall, 2013). This is really crucial and really important to keep in mind when creating an inclusive and equitable educational experience for diverse learners because we would be doing them a disservice if we only associate these students with their trauma and the actual events that they experienced. Rather, we should spend time creating healthy ways to understand the impacts of the trauma to best support these students. Because we know that "children are resilient" (Souers & Hall, 2018), we also know that they can "grow, learn, and succeed" (Souers & Hall, 2018) when they are in positive and healthy learning environments. To create a more equitable and inclusive educational experience for diverse learners we should then help support them by giving them resources to create a positive learning environment so that they can grow, learn, and succeed. If we create a trauma-sensitive learning environment, we can create a more equitable and inclusive educational experience for diverse learners because we are giving them the opportunity to learn and grow through the creation of relationships, aiding in self-awareness, and more. By creating a trauma-sensitive learning environment, we can make a more equitable and inclusive learning experience for diverse learners because we are not putting them in a box of what their trauma is, rather we are working alongside them to provide support and care to help them learn and grow.]]> 2021-02-08 01:09:16 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174743023 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174743116 "Trauma is an exceptional experience in which powerful and dangerous events overwhelm a person's capacity to cope" (Rice & Groves, 2005). I want to make sure that all of my students are comfortable and feel safe in my classroom, regardless of their past. You cannot learn if your brain is constantly in a heightened state of distress - I want to work to create an environment where students can feel safe, supported, and successful. ]]> 2021-02-08 01:09:19 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1174743116 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1201482087 It is okay to fail - we have to learn how to get back up, and remember it is okay to be vulnerable. Being vulnerable can help us accept our mistakes and how we can learn and grow from them. As an educator, it is important to remember that we are not perfect - we will make mistakes but we can learn from our mistakes and grow from them both inside and outside of the classroom.]]> 2021-02-14 17:28:53 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1201482087 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1201505196 Inside of a classroom may be the one place a student can take the armor off their heart, and we want to make sure that our classrooms are safe for all students to be vulnerable. To create a more equitable and inclusive eduational experiences for diverse learners is to never shame our students, and give them the chance to grow. This is important because "the one thing that will kill [vulnerability] is shame" (Brown, 2017). Shame can change how we view ourselves, and can impact us for the rest of our lives.  ]]> 2021-02-14 17:41:19 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1201505196 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1204458621 Being vulnerable is important for both students and educators to help create a student-centered, dialogic classroom space. According to Brene Brown (2017), "no vulnerability means no learning" (Brown, 2017). To me, this means that we cannot grow and learn if we do not give ourselves the chance to expose our emotions and to really get in touch with what we are feeling and how we can reflect on that. We can reflect on our emotions which in turn can help us engage in healthy conversations and create a dialogic space. If we give students the opportunity to reflect on their emotions - to be vulnerable - this can help them grow and can help foster conversations within the classroom. Giving students the opportunity within the classroom to be vulnerable and eventually lead to learning and growing. ]]> 2021-02-15 18:02:20 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1204458621 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1204466192 One classroom management style we can do within our classroom to encourage a student-centered, democratic classroom is to model vulnerability to our students. Vulnerability can foster growth by having individuals take time to get in touch with their emotions and reflect on what they are feeling. Amanda Blaine (2014) explained that when she trusted herself "in front of the class...I was vulnerable and afraid, I was showing that [my students] were worthy of trust" (para. 2). This idea is really crucial to think about when inside of the classroom because if we are vulnerable to our students, then they would feel respected in return and may show the same amount of vulnerability toward us. If we are vulnerable, we can be reflective. Reflection in turn can aid in the foundation of a student-centered, democratic classroom space as students can reflect on what they say, how they feel, and how they are impacting others inside the classroom. When we take time to be vulnerable and reflective, we are showing to our students that we care and hopefully they reciprocate the same language. In turn, a democratic, student-centered space can come from this as students can show vulnerability toward each other when engaging in conversations and classroom decisions together which can foster growth. ]]> 2021-02-15 18:05:27 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1204466192 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1224406488 One pedagogical approach can be seen through a reflective approach. One way to be reflective within our classroom is by checking in with our emotions and the students emotions within the class. As educators, we must put students feelings, emotions, and needs first. To do this, we must separate their behaviors from the individual. For example, "students should hear 'you made a poor choice' but 'you are a bad kid'" (Berger et al., 2015, p. 37). Thinking this way can positively affect a students self-image and sense of self-worth, thus creating a better, safer environment that is student-centered and positive. When we dedicate time to reflect on our emotions or reactions, we can open up dialogic conversations and create a safe space for students to express their feelings without judgement to learn and grow moving forward. ]]> 2021-02-22 00:30:29 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1224406488 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1224409042 When we allow students to have their voices and opinions heard in building the classroom norms and establishing expectations, we are using classroom management to help create democratic, student-centered classrooms. For example, letting students suggest rules or expectations, creating a class-contract, etc. helps students to take ownership of their classroom and feel as a part of the classroom community. We can create a democratic-classroom space by letting students help co-create decisions and expectations within the classroom. According to Berger et al. (2015), "co-creating norms embodies the essence of self-management" (Berger et al., 2015, p. 30). Co-creating expectations and classroom norms can also help students feel "as part of the community" (Berger et al., 2015, p. 30). When students co-create norms and expectations, this also helps students understand that "they are collaborative partners with you in this process" (Berger et al., 2015, p. 30). ]]> 2021-02-22 00:33:00 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1224409042 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280159371 2021-03-08 03:38:57 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280159371 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280162792 Creating time to get to know your students as well as their backgrounds including creating relationships with their families can help make classrooms more equitable and inclusive for all learners. If we take the time to get to know students and understand their diverse needs, we can better help their needs. One aspect of this and one way to approach this is by taking time to "treat [our] students the same way [we'd] want [our] own kids to be treated" (edutopia.org, 2015). I feel as though thinking this way along with treating your students this way can help us show empathy and compassion for students with varying backgrounds and we can help to be inclusive of all of their specific needs. ]]> 2021-03-08 03:40:29 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280162792 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172686 One great way our classroom management can act as a foundation for student-centered, democratic spaces is through the routines we set into place. For example, creating classroom responsibilities and jobs is just one routine we can implement into our classroom. Creating classroom jobs helps students "learn responsibility" (Berger, Strasser, & Woodfin, 2015, p. 58) and "take pride in their classroom" (Berger, Strasser, & Woodfin, 2015, p. 58). Having jobs within the classroom can teach students real-world skills and can help them to demonstrate respect for both their learning and for their classmates. Classroom jobs can also open the door for active, open collaborative contribution. This is a key aspect of a democratic classroom - having a space where healthy collaboration is fostered and supported. When each student has a specific role to uphold within the classroom, this can help students feel like a part of the community and can make way for a democratic classroom. ]]> 2021-03-08 03:45:32 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172686 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172824 Creating a collaborative classroom is one pedagogical approach that can help to create a student-centered, dialogic space. One way to create a collaborative classroom is by creating expectations and routines to help establish a community for students within the classroom by giving students choice and options. According to Berger et al. (2015), "using the language of choice and giving students options builds maturity and ownership" (Berger et al., 2015, p. 68). We can create student-centered, dialogic classroom spaces by giving students choices and options. Students can express their desires and wants, as well as their interests when we give them room to make choices and have options. According to Berger et al. (2015), "students assume more ownership of their actions and work when they are engaged inn making choices" (Berger et al., 2015, p. 68). Even small choices can allow for students to express their interests and desires, which can result in a more student-centered, dialogic classroom space. When we open up conversations about choice and options, we are engaging our students in dialogic classroom spaces in which they have room to grow. ]]> 2021-03-08 03:45:36 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172824 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172903 To help create a more equitable and inclusive educational experience for diverse learners, we can engage in better communication practices to help make sure we are responding to the needs of all learners including those with diverse backgrounds. Engaging in better communication practices, such as using praise within the classroom, can help students feel "seen, heard, and understood" (Berger et al., 2015, p. 63). We want to acknowledge our students and their positive behaviors rather than focus solely on their misbehaviors. This can help create a more equitable and inclusive educational experience for diverse learners because we want to take time to validate their experiences and identities within the classroom and we can do this through communication.]]> 2021-03-08 03:45:39 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172903 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172987 I am becoming aware of the significance of transitions as well as routines and how that can positively (or just as easily negatively) affect a student's day. I want students to feel safe and comfortable within the classroom, so by having set routines in place they can know what to expect at all times. Purposefully planning for transition time can also help avoid confusion and can make sure students are ready to move on from subject to subject with no surprises. ]]> 2021-03-08 03:45:42 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280172987 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280182998 submitting personal wellness card for session 8 EQ and session 2 EQ :)]]> 2021-03-08 03:51:14 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1280182998 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331026 One way classroom management can act as a foundation for student-centered, democratic classrooms is by incorporating cooperative learning into our lessons. Cooperative learning ensures that students are learning but are doing so in a way that relies on the success and interactions between one another. According to Oklaed Instructional Coach Blog (n.d.), cooperative learning "involves creating environments where group members genuinely want their partners to do better" (para. 3). This is important and can help create a student-centered classroom as students are given the chance to work with one another and help build on the success of each other. This can also help establish a democratic classroom as students are given the chance to collaborate and work together and come up with solutions together through a democratic process.]]> 2021-03-14 23:58:39 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331026 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331151 Cooperative learning can help create a student-centered, dialogic classroom space. For example, cooperative learning involves having students work through a process together to come up with a solution. In order to do this, they must each collaborate together and work as a team to come up with solutions which in turn fosters dialogue and conversations. Oklaed Instructional Coach Blog (n.d.) explains that in cooperative learning, "every students' contributions add to the understanding of group members" (para. 9). This is important for a student-centered, dialogic classroom space as students much work as a team and engage in conversations with one another to help better their understanding of classroom content. ]]> 2021-03-14 23:58:43 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331151 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331241 Cooperative learning can help to create a more equitable and inclusive educational experience for diverse learners. Because cooperative learning involves students working collaboratively, it still also involves students engaging with their own learning. According to Oklaed Instructional Coach Blog (n.d.), cooperative learning can "involve students to collaborate together while still holding each student accountable for their learning" (para. 11). This can help create a more equitable and inclusive educational experience for all learners because it gives them the opportunity to use their peers as a resource in guiding their education, while also still holding everyone accountable to engage with their own learning as well. ]]> 2021-03-14 23:58:47 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331241 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331314 2021-03-14 23:58:50 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1308331314 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1348877842 We can utilize guided notes as an aspect of classroom management. Guided notes are a great way to make sure students are still engaged with class content, while also checking for student understanding. According to Interactive Central (n.d.) "guided notes promote active engagement during lecture or independent reading". If we create interactive guided notes, we can help manage our class and help them become more involved and engaged in our lesson. We can create a democratic, student-centered space through the construction of our guided notes by making sure our notes are interactive, as well as help to guide learning. We can also make sure to take breaks and spend time hold classroom discussions over class content as a way to continuously make sure students are involved. ]]> 2021-03-24 16:29:30 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1348877842 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1348892600 We can create a student-centered, dialogic space through the construction of our class materials such as PPTs and guided notes. We can do this in a way that ensures that students are engaging with their learning and in a way that is still exciting for them. If we utilize and create intriguing PPTs and notes for our students, we can set up the appropriate time and space for students to engage in meaningful conversations with one another around the content area.]]> 2021-03-24 16:32:16 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1348892600 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1350385557 We can create an equitable and inclusive educational experience within our classrooms through the materials that we use and present to students, such as guided notes and PPT presentations. If we utilize PPT presentations within our lessons, we can make them more inclusive if we consider students with disabilities. For example, if we are using a PPT and we have a student with a visual impairment, we can verbalize everything that is on the slide so they can be included and receive an equitable educational experience. Also, if a student has a visual impairment, we can make sure that our PPTs are conducive to that so we would not use a PPT that has bright colored fonts with similar colored backgrounds or very tiny print. We would rather use PPTs with large print with only a few key points per slide, and we can make sure to verbalize everything else. The choices we make through the materials we give to our students can help create a more equitable, inclusive experiences for all learners. ]]> 2021-03-24 22:42:55 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1350385557 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1350394225 I want to make sure that my lessons are accessible for ALL students, as well as engaging for all students. I can do this through the deliberate decisions I make through my materials such as notes and powerpoints in my classroom. ]]> 2021-03-24 22:47:17 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1350394225 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354058631 I have always been one to say "everyone is entitled to their opinion" - This week I learned why that can be problematic. I understand now the significance of supporting opinions with backup when it comes to justifying and/or arguing opinions. This is so crucial because I want everyone in my classroom to feel respected and with lack of support comes a lack of respect. ]]> 2021-03-25 17:16:03 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354058631 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354064148 To create a more equitable and inclusive educational experience for diverse learners we can make sure to create a classroom where healthy dialogue can flourish. I believe that the first step in doing this is being aware of what an opinion is. According to Patrick Stokes (2012), an opinion "has a degree of subjectivity and uncertainty" and it can range from 
"tastes or preferences...to views grounded in technical expertise" (para. 5). If everyone has a general understanding of what an opinion is, this can create a more equitable experience as all learners can understand the definition of an opinion so they can contribute their opinions. Certain opinions, however, such as the ones grounded in technical expertise can  lead to arguments and false distinctions between fact and opinion.  We can create a more equitable and inclusive educational experience for diverse learners if we teach the definition of opinion to all students, and teach how to support your opinion with information to back it up to be able to engage in healthy conversations rather than disrespectful arguments. ]]> 2021-03-25 17:17:03 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354064148 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354065823 We can create a student-centered, dialogic classroom space for our students when we establish the expectations for opinion sharing and receiving. According to Patrick Stokes (2012), if we mix up the distinction between being "entitled to an opinion" and "entitled to have your views treated as serious candidates for the truth" (para. 9), this can be problematic. To create a student-centered, dialogic space we must make sure that students are aware of this distinction so they can support their arguments with factual evidence so it does not resort to circular, disrespectful arguments. In a student-centered, dialogic classroom space, we want to make sure that all students feel comfortable and supported in what they have to say so they can engage in healthy conversations. To make sure that students feel supported in what they have to say, rather than disrespected, dismissed, or even attacked, we can establish an expectation and a culture within our classroom that emphasizes the importance of not only respecting what others have to say, but making sure what we say is supported and backed up by fact. ]]> 2021-03-25 17:17:22 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354065823 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354067624 One classroom management act we can enact in our classroom to serve as a foundation for student-centered, democratic classrooms is by creating the expectations that opinions and arguments must be rooted in facts. This is important because if we make statements such as "I'm entitled to my opinion", this can become problematic. According to Patrick Stokes (2012) "the problem with 'I'm entitled to my opinion' is that, all too often, it's used to shelter beliefs that should have been abandoned...continuing to argue is somehow disrespectful" (para. 4). This is important to keep in mind when establishing a democratic classroom because we want students to be able to have conversations with one another and engage in healthy dialogue, but they can do so in a way that is respectful to one another by backing up their statements with facts and information. To help establish a student-centered, democratic classroom, we can make sure that students are aware of this expectation to avoid being disrespectful to one another and avoid resorting to arguments with no resolutions. ]]> 2021-03-25 17:17:42 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1354067624 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386792871 According to Kumashiro (2015), "what students learn depends significantly on the unique lenses they use to make sense of their experiences" (p. 39). I feel as though this is a really important concept to understand when creating a student-centered, democratic classroom. In democratic classrooms, students work together to make decisions and collaborate together while sharing their experiences with one another. To really create that environment, we want to encourage students to express their perspectives, and what they have experienced in their life can impact the way they learn. Students interpret everything differently, especially in regard to the experiences that they have had. To create a democratic classroom space, we want to engage with all lenses that students bring to the table, and connect with all of their experiences and perspectives. ]]> 2021-04-06 12:25:45 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386792871 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793045 Recognizing hidden curriculums and hidden agendas is one way that we can create a student-centered, dialogic classroom space. Hidden curriculums, according to Kumashiro (2015) are "unintentional lessons...permeates our schools and complicate any movement to reform curriculum and teach toward social justice" (p. 37). These can show up in our classroom when we do things like only call on boys to do physical things (move tables, etc.), or calling on more boys than girls in general. This kind of behavior can reinforce stereotypes and reinforce gender norms which as aspects of the hidden curriculum. If we recognize that our curriculum alone includes hidden messages that reinforce oppression, we can acknowledge this inside of the classroom and have conversations with our students about why that is. When we have these conversations and create a safe space for these conversations to happen, we are creating a dialogic space as students can engage in discussions and examine other perspectives while also sharing their experiences and perspectives. ]]> 2021-04-06 12:25:48 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793045 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793204 One classroom and school approach that we can engage in to create a more equitable and inclusive educational experiences to diverse learners is to practice anti-oppressive education. Kumashiro (2015) notes that anti-oppressive forms of education are "forms of education...that explicitly work against multiple oppressions" (p. xxv). This means to me that education that is anti-oppressive actively works in challenging oppression by challenging the majority beliefs and practices in place while providing representation and listening to the perspectives of marginalized groups (in comparison to the dominant groups). To do this, we can make sure that we are actively engaging in all perspectives around all content areas. As teachers can be sources of research, we must use our research in anti-oppressive ways because, according to Kumashiro (2015), "some research can also perpetuate oppressive social relationships between teachers and students" (p. 12). This is something that is important to think about when creating a more equitable and inclusive educational experience for diverse learners because we want to always consider the intent of what we are teaching to our students. For example, when we think about textbooks, we want to think about for whom were they written for/ target audience? What is missing? Why is it missing? Questions like this when we conduct research can help us engage with all perspectives and really engage with an anti-oppressive education. This in turn will help create an equitable and inclusive education experience for diverse learners because we are making sure to meet their needs and get representation for them and all of their perspectives.]]> 2021-04-06 12:25:50 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793204 carey422 https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793522 2021-04-06 12:25:56 UTC https://padlet.com/carey422/4jbrbat5ux8sti8g/wish/1386793522