Teaching To and Through Culture by Ayanna Mitchell https://padlet.com/amitchell93/ae5ruofl8jz8 en-us 2019-11-01 15:21:22 UTC 2019-12-13 14:56:41 UTC hello@padlet.com Response: https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423542095 I read the 2 excerpts by teachers who were reflecting on the ways that they either are or are not being culturally responsive. The one example given was that the teacher wanted to allow students to respond collectively as opposed to expecting silence at transitions and then was feeling frustrated as the group is chatty. By doing a call and response type of activity for transitions, the students follow directions as they respond collectively and the teacher doesn't have to battle with them to be quiet individually.  

]]> 2019-12-12 20:39:07 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423542095 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423543619 The lack of nonwhite teachers could be a consequence of biased expectations during the student's earlier years of instruction.  I taught at a predominately African-American school in NOVA.  One thing that the school did was a K-College program.  Every grade level went on a field trip to a college.  Second grade went to Virginia State.....it was an incredible experience.  Maybe we should consider that in ACPS.

]]> 2019-12-12 20:42:34 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423543619 There are many connections between CRT and RC. In the RC Core Belief, teachers believe in teaching students academic compencies AND SEL compenencies. These examples connect to the academic compencies. We have the tools, but need to use them. Try Interactive Learning Structures from the Joyful Classroom. It supports the way the human brain learns and works with information. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544137 2019-12-12 20:43:42 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544137 Power of Teacher Expectations https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544430 The article shared research about the discrepancy between white and black teachers' expectations of their white and black students. Not only is there a discrepancy between the expectations of each group, teachers have different beliefs about their students based on their race. 

This is powerful. It exposes two issues. First, biases need to be eliminated among white teachers so that their expectations of ALL their students are high. Secondly, the critical need of a diverse teaching force! Students need to have mirrors! Teachers who see them and understand their deeper culture because they two have experienced it. Both actions are necessary. ]]> 2019-12-12 20:44:28 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544430 Transitions: I realized that I shared some of the same biases as the teachers who shared in the essays in 2.1. Transitions in particular are a sticking point. Considering call and response transitions is interesting to me. We don't always transition with the same materials, or even from the same activities. I feel the need to share specific instructions for successful transitions. I will need to think through what these transitions could look like in my classroom. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544654 2019-12-12 20:44:59 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544654 I read the essay excerpts from 2.1 and notice that I feel the same in some ways. I too get triggered by students talking over each other or me. I know a lot of this goes back to feeling not heard at times and worrying that quieter students are often overlooked. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544989 2019-12-12 20:45:42 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423544989 Causality between bias in teachers' expectations and student achievement: https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545130 The part of the article that hit home for me was this quote:  “You have to ignore it when a child says, ‘I don’t want to,’ because what they’re really saying is, ‘I don’t think I can and I need you to believe in me until I can believe in myself.’” 

I've been implementing some growth mindset work in my small math groups - highlighting both our academic learning target as well as a motivational statement that we repeat together. "I believe in the power of yet" or "I can do hard things" or "I'm on my way to rocking this!". I know that it's sometimes hard for adults to hear (and believe) positive statements about themselves. Our kids are the same. They may not believe that they're capable of amazing things YET, but if we keep reminding them, maybe the little voices will echo louder inside their heads as they move through school into their future.]]> 2019-12-12 20:46:02 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545130 A quote that resonated with me from "The Power of Expectations" article: "positive correlations between what teachers expect and what students ultimately accomplish might simply result from Teachers being skilled observers". ehudson17 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545328 2019-12-12 20:46:31 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545328 The essays very much struck home. My expectation of an engaged classroom means "quiet" is often my norm. I really need to adjust my expectations. The idea of call and response is great, But I often forget to use it. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545597 2019-12-12 20:47:08 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545597 Children interrupting and calling out is also one of my triggers. Our new reading series encourages a lot "turn and talk" with your partner. I did not think that this would go well with kindergarten students, but boy was I wrong! My children have done a wonderful job with this and even my ESOL students feel included and engaged in their lessons. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545718 2019-12-12 20:47:25 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545718 Choice 1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545873 Reading the articles opened my eyes to how my biases play out in a daily basis from class to class. Thinking directly about my target student I would believe that he/she would be individualistic, challenge, and authoritative. I believe that I could try to give my student more voice in my lessons, and talk to him/her about my decisions and tell him why I'm doing particular things. ]]> 2019-12-12 20:47:49 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545873 In one of the articles I read the author mentioned how they would often look at her boy students when talking about math, science and history and then look to the girls when talking about writing, art projects, descriptive words and so on. This of course makes me what to pay more attention when I'm giving a lesson to who I am looking at while I'm talking-I'm wondering if I do this as well without realizing it. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545902 2019-12-12 20:47:52 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423545902 High Expectations for Academics and SEL/Community https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546071 The Next Ed article discussed how students will rise to meet high expectations. In implementing RC in my classroom, I am consistently reminded of the importance of high expectations for academics and how we interact and treat each other as a community. In incorporating learning structures that support my collectivistic learners, I need to refresh expectations for how students interact with one another in respectful and appropriate ways. Given the transiency of learners in our school, it is important to refresh and review how our students function as a community to continue keeping our classroom a place where students feel safe to take academic risks.]]> 2019-12-12 20:48:07 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546071 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546090 I am having a similar experience to what the first teacher describes in the first essay expert. I feel frustrated when students talk over me and each other, so I am trying to incorporate more opportunities for students to talk during content blocks. I find it hard sometimes to carve out time for those opportunities when I feel the pressure of getting through everything I have planned for the day, but listening to my students process with each other has been extremely beneficial to my instruction. ]]> 2019-12-12 20:48:09 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546090 Food for thought... https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546109 Teacher's culture, bias, and expectation influence a student's perception of themselves in the academic setting. They then become apart of the self-fulfilling prophecy cycle.]]> 2019-12-12 20:48:12 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546109 Choice 1: https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546200 I read the Expectations article and the slide show for different archetypes.  I find that we often 'think' that we have 'high expectations' for our kids, but when we work in a school like Greer, the gauge by which we determine what is considered 'high' gets skewed by a below-grade-level average.  So we can accidentally consider 'better than the average' as having "High Expectation, when, in fact, they are not high at all.  Or we use the "Pobrecito" excuse to explain why students who are ELs or have experienced trauma or have continued stress/trauma in their homes don't meet our expectations, rather than providing the scaffolding necessary for them to meet our legitimately high expectations.

]]> 2019-12-12 20:48:26 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546200 Many of my students are collectivists. I do many activites that support this learning but need to assess them in this way as well, and not use individual assessment. I think this will help impact those students I'm thinking about that are doing great with activities like https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546276 2019-12-12 20:48:35 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546276 2.1 Using a call and response protocol instead of quiet and always waiting for one student to raise their hand is at some points, important to consider. Though, there are times in my lesson that i do want all students quiet so they can hear one another's response. Raising your hand and risking saying the wrong answer can deter some students from responding whereas call and response eliminates that factor and can at times feel safer. MTolley31 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546491 2019-12-12 20:49:07 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546491 I realize that my student is... https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546510 *cooperative - enjoys partnerships
*collectivist - working with others
*benefits from a nurturing environment
*Seeks stability
*Works well with Clock Focus
Overall, I think my student needs to feel secure, comfortable, and be allowed to express herself with others to learn effectively.

]]> 2019-12-12 20:49:11 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546510 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546652 2.1 Archetypes provided an interesting breakdown of various aspects of a learning environment. I am wondering if a balance between all of these sections is key to finding success in the classroom. ]]> 2019-12-12 20:49:29 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546652 Clock or Event focus https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546854 These opposing archetypes are so challenging to incorporate into our over scheduled time limited lifestyle. I'm thinking about students who enjoy writing but I rarely give them enough time to complete their process. My goal is to create a schedule that will be flexible enough to allow student writers to feel that they finished. I need to view and teach writing as a process- or a event- not just something that is measured with time limits.]]> 2019-12-12 20:49:55 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423546854 Archeypes https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547336 2 or our (classroom and ESOL) students fit into 2 very different archetypes. We discussed a  
Level 6 student who is and individualist and a Level 1 student who fits the nurture archetype. Meeting the needs of such different archetypes requires specific and deliberate planning of instruction and 
learning strategies.]]> 2019-12-12 20:51:02 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547336 I read 2.1. I also feel like I often expect students to conform to my culture even though I try not to. I have a student who I found myself locked in a power struggle and I shifted my approach and teacher language and now see much less conflict with him. I still have a long way to go, but look forward to walking this path. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547555 2019-12-12 20:51:35 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547555 Choice 1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547592 I realized that I'm using many individual type assessments when many of my students are collectivists. I need to plan more collaborative assessments. I also want to do more call and response for transitions to allow my class to be in charge or transitions not myself.]]> 2019-12-12 20:51:41 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547592 After reading the two examples of from the Cale teachers it confirms my thoughts that we all have cultural bias no matter how intentional. I plan to look deeper at my own background and bias. https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547724 2019-12-12 20:52:00 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547724 Choice 2 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547768 Reading  a quote that explains "I don't want to" often means "I don't think I can do it." helped me think  about how to offer help to students who say that.  I have to change my reaction to what they are putting out there.  I need to understand it and respond in a way that helps them and I need to think about how to move them toward being independent learners.

]]> 2019-12-12 20:52:07 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547768 CRT 2.1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547924 My students' parents come from a collectivist, nurturing culture. However, he exhibits predominantly individualistic and challenge characteristics. To connect with him better in class, I plan to create more challenging, independent, and creative writing opportunities for him to flex his intelligence.]]> 2019-12-12 20:52:28 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423547924 Intentionality with our instruction https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548093 Whether we are trying to incorporate Responsive Classroom or Culturally Responsive Teaching, they both rely on being intentional in our attempts to change what we are doing to meet the learning needs of specific students in our class.]]> 2019-12-12 20:52:52 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548093 Choice 1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548483 I realized that my student's learning is opposite of how I learned growing up. I need to be open to the idea that just because it's different doesn't make it wrong.]]> 2019-12-12 20:53:42 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548483 Cale https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548556 I read and definitely relate to the expectation of the "quiet" room signifies learning. Quiet doesn't not signify engagement. The idea of call and response touched me as well. i definitely want to use this.]]> 2019-12-12 20:53:54 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423548556 Choice 1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423549008 I am intrigued by the challenge of creating a nurturing environment that also offers a enough of the challenging culture to balance.

]]> 2019-12-12 20:55:03 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423549008 CRT 2.1 https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423549103 I related to the 1st essay from Katy Shutz.  My students do really love to talk, but it often doesn't correlate with my idea of a respectful classroom.  I would like to work on giving  my students an "outlet" for their talking to engage their learning. ]]> 2019-12-12 20:55:19 UTC https://padlet.com/amitchell93/ae5ruofl8jz8/wish/423549103