When first thinking about this statement, I immediately think of the things teachers have to do for the student: know emergency action plans, know how to take attendance, be prepared for each lesson, have students prepared for state exams, give hugs when needed, be able to do basic first aid, may even be CPR certified. Truthfully, when it comes to those things, they can be taught to first-year teachers. But the responsibilities of a teacher can go so much deeper than a certification or something that could be taught. These responsibilities are the kind that one must learn: how to love the seemingly ‘unlovable’ child, how to connect to the student that will only talk about football, create a safe space in the classroom for difficult discussion, create a space where students want to ask questions, be curious, and share. Some of these things come from experience or trial and error. Sometimes when working with children, one learns what does not work!

In James Baldwin’s article, ‘A Talk with Teachers’, it describes a teacher that stated that “I would teach him (the oppressed student) that there are currently very few standards in this country which are worth a man’s respect. That it is up to him to begin to change the standards for the sake of the life and the health of the country.” (Baldwin, page 685) As a teacher, I think it is my responsibility to teach the students that they must respect themselves to advocate for themselves. I also believe that when a student cannot do that themselves, then the teacher must function as an advocate.

To help with the shear numbers of students going to prisons, teachers have to be the understanding ones. While I cannot control the punishment that can come from the principal’s office, I can affect how my students is disciplined in my classroom. Therefore, I can show them love and kindness in that disciplinary actions. For example, if a student is touching the windows in the classroom, then I have them wipe the windows down rather than ‘writing them up’ and sending them (away from the learning) out of the classroom. I recognize that it cannot be just myself taking these actions to stop students from constantly being in the office, and eventually suspended/expelled. In ‘America’s Cradle to Prison Pipeline’ Lowers writes, “What it takes is a critical mass of leaders and caring adults with the spiritual and political will to reach out and  pull  children  at  risk  out  of  the  Pipeline  and  never let  go  and  who  will  make  a mighty noise until those in power respond to our demands for just treatment for children." ("America's Cradle to Prison Pipeline", Lowers, page 12) These students need educators to care, they need them to be invested, and they need someone to love on them, NO MATTER THE RACE!

I still think that classroom environments should allow for students to have their “differentiated learning, flexible seating, allowing for them to learn in their own learning style, and, more importantly, a space that is safe for them to express themselves in any way they choose.” After reading Weinstein, Tomlinson-Clarke, and Curran's article, "Toward a conception of culturally responsive classroom management" I have rediscovered the importance of inclusion in a classroom community. 

  In which the authors discuss the idea of whether diversity requires different approaches to the classroom, the problems that may arise in the ethnically diverse classrooms, and ways to assist teachers become more culturally competent. (Weinstein, Tomlinson-Clarke, and Curran page 27) In this article, the solutions begin with, “Culturally responsive classroom managers recognize their biases  and  values.  They  reflect  on  how  these influence  their  expectations  for  behavior  and their interactions with students. They recognize that  the  ultimate  goal  of  classroom  management is not to achieve compliance or control but to provide all students with equitable opportunities for learning.” (Weinstein, Tomlinson-Clarke, and Curran page 27) I think that educators ‘checking bias’ will allow for students to enter a space that is designed for them to succeed. The classroom’s furniture, lessons, differentiation, and community should allow for students to express themselves.

5. I believe all my future students are important. While I cannot predict my future student's backgrounds, I know that each child will filter through my classroom for a reason, and it is my job/duty to show kindness to all of them. 

The last time I wrote on this, I wrote about the “Cradle to Prison Pipeline.” I know that students in my future classroom may have odds stacked against them based on their race. There is this idea of colorblindness. In Monnica T. Williams article, ‘Colorblind Ideology is a form of Racism’ it was explained that, “Colorblindness is the racial ideology that posits the best way to end discrimination is by treating individuals as equally as possible, without regard to race, culture, or ethnicity.” Williams also states, “Colorblindness creates a society that denies their negative racial experiences, rejects their cultural heritage, and invalidates their unique perspectives.” 

Truthfully, I struggle with this concept. Not because I disagree, but because the line between acknowledging race, culture, and ethnicity and ignoring those aspects of the student is very thin. I have little to no problems connecting with students in conversation; but in matters of race it is unfamiliar territory for me. I think my original statement, “... I know that each child will filter through my classroom for a reason, and it is my job/duty to show kindness to all of them” is still true! The students I work with have a relationship with me, and that is why there can be conversations about their culture. I have learned that students will tell the adults in the room things about home, often expressing how their culture plays into traditions. I have learned a good amount about some Indian culture from the students at work. I think that this is a way for me to ease out of the colorblindness that was installed in me as a young adult, and move to a more observant adult. This observation can gain me knowledge about other cultures, often through conversations in a non-offensive way to my students. 

1. I believe my responsibilities as a teacher are to keep a child safe, be an adult they can confide in, create a safe space for students to express themselves free from judgement, and have a classroom that encourages students to seek their own answers (find/discover answers for themselves!) 

In Christopher Emdin’s book, “For White Folks Who Teach In The Hood...and the Rest of Ya’ll too” he states, “Students who are treated harshly in classrooms are less likely to academically engage in classrooms, which results in there being perceived as academically inferior. For teachers to acknowledge that the ways they perceive, group, and diagnosed students has a dramatic impact on student outcomes, moves them toward reconciling is the cultural differences they have with the students, a significant step toward changing the way educators engage with urban use of color.” (Edmin, 2016, page 10) I wrote in my original statement that my responsibilities would include my keeping the students physically safe, as well as emotionally protected from judgement (specifically in my classroom.) Emdin explains that teachers that acknowledge their own biases and their actions regarding them can help students and educators better connect. These relationships are key between teacher and student! A student that trusts a teacher will, potentially, confide in the teacher if needed. These types of relationships can allow a students to engage in school! This is a goal I have for my future self: To connect with my students in order to allow them to see that I care for them. I need my students to trust me, so that when I push their thinking, they do not push back physically by disengaging from the lesson. I need my students to know that I have created a space for them to grow, in order to benefit them.

8. I believe community/family is everything. I think that family should not be defined by DNA, and that members of the community can become one's family. I also believe that when adults are involved in a student's academics the student is more likely to complete homework when assigned. For this reason, I think that it is important for teachers to know their students, and their backgrounds.

In Christopher Emdin’s book, ‘For White Folks Who Teach in the Hood...and the Rest of Y’all too’, it was explained that family structures are no longer nuclear/traditional. The idea that it takes a village to raise a child is true! Families do not have to share ‘biological bonds’ in order to still share values, language, and similar experiences. (Emdin, 2016, pages 59-60) Emdin goes on to explain that, “For the educator, knowledge of the process by which familial funds are created, in the command of tools that supports their creation, is integral to being effective. The best classroom teachers develop ways to make the classroom feel like a family that has its own distinct rules, way of speaking, and power dynamics. Pentecostal pedagogy teaches us that one student voice is prominent in the classroom, and a classroom family structure has been established, issues that traditionally plague urban classrooms, like for management and low participation, or quickly addressed or even self corrected.” (Emdin, 2016, page 60)

I originally stated that, “when adults are involved in a student's academics the student is more likely to complete homework when assigned.” I still agree with my original thought process that when students are helped with their homework, they are more likely to finish it and retain the information. However, my original statement implies that a parent needs to be the one to help the student. I didn't mean to give any implication of this, rather someone in the students ‘village’ of adults helping/involved in the child’s life. That could be any adult they see regularly. I agree that educators should know their students well enough to know if they will receive homework help from anyone to begin with.

As a student who grew up with ‘adopted’ family members (from church, the community, etc.) I know that the term family is loose, but special. I want to be the teacher that creates a ‘classroom family’ atmosphere. Students learn from each other, and benefit from that! I want a space where students can rely on each other.