https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk Inspiration for future teaching strategies and perspectives. en-us 2021-08-27 04:34:11 UTC 2025-12-11 18:56:18 UTC hello@padlet.com elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1701696571 In this article, Sarah Gonser took a deep dive into the common tools we use to teach and encourage reading in students. Sarah compiled research and first hand testimony to see which teaching practices we should implement, as well as four strategies that may not be promoting the love for learning we wish to give our students. Two of the practices Sarah suggested we should retire stood out to me the most because of my personal experiences with them. The first being reading logs. According to a study included in this article, reading logs can actually cause students to loose interest in both academic and recreational reading. From personal experience these logs may bring excitement at first, typically students will simply fill in these logs and can also add a feeling of requirement to a time where reading should be done out of fun or desire. Ultimately resulting in a decreased desire to read, and even a feeling of inadequacy when you aren't the one winning the reading awards. Which is another strategy, Sarah says, that does not actually encourage students to read the way we initially believed. The second strategy that stuck out to me most was popcorn or round robin reading. This article highlights how this reading strategy can cause less proficient students to feel embarrassed about reading aloud and even begin to dread reading. I was lucky enough to have reading come easy to me so I did not realize until high school how this effected my peers. However, because reading aloud is an essential part of learning, Sarah provides two other oral reading practices that are shown to promote a desire to read, as well as better proficiency. Reading accountability partners allow students to collaborate and challenge each other on reading material, while building their relationships and communication skills. Reading buddies is another excellent strategy that allows older and younger students to come together and strengthen both their reading skills and desire to read. This allows older struggling students to read aloud without the same social pressure and anxiety that can come with other oral reading strategies such as popcorn reading. I believe that by taking the knowledge Sarah Gonser's provided in this article, and by continuing to strive for better, we can not only teach our students to be great at reading, but to be learners who yearn for it.]]> 2021-08-28 03:46:22 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1701696571 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1714632836 This article by Cora Goldston beautifully defines what culturally responsive instruction is, and the profound impacts it has on all students. The purpose of this article is to compile research and first hand accounts of findings by the Regional Education Laboratory Program Midwest. 

According to Dr. Seena Skelton, quoted by Cora Goldston, "...the system is not performing in a way that enables all students to access robust learning opportunities, which are needed in order to have positive out comes for all students. So it is a system issue as opposed to an issue with the students." As someone who wants to teach in middle school, this article peaked my interest because I want to ensure that no matter what biases I may have or develop, I have the knowledge on how to overcome them. This quote by Dr. Skelton highlights the need for all teachers to invest fully in culturally responsive instruction because otherwise, we are failing our students. Rather then questioning why students are failing, we should be asking how we are failing our students.

So how do we create culturally responsive instruction? What does it look like? Cora Goldston provides examples from two different studies, that are more simple then you may think. However, sometimes it is the most obvious answers that are overlooked, especially when people are not wanting to look. We can fix this by actively thinking of and doing these following things on a daily basis in our classrooms. Acknowledge the input of all students, from all backgrounds. Make curriculum relatable to students in their world, and have students work in diverse groups to expand their understanding of the world. Possibly the most important factor of a culturally inclusive class room is to use consistent body language. While it may seem obvious, Goldston reminds us of the fact that everyone has subconscious body language and behaviors. However, it is our responsibility as teachers to be aware of this, and not allow differentiated treatment, no matter what the reason.

As mentioned earlier, building a culturally inclusive classroom does not stop in the classroom. Goldston states that by reaching out and building relationships with parents, parts of the community and having open communication with teachers all builds a relationship and context for students lives. Using this knowledge, or context, we are able to adapt our curriculum in ways that can better relate to different students.

Finally Cora Goldston offers a resource, Map center for teachers in Nebraska and other states to get assistance in building cultural responsiveness in themselves and their classrooms. With all of the resources we have to make sure students of all backgrounds and cultures receive a just, quality education that is at the bare minimum, our responsibility as teachers.]]> 2021-09-03 05:07:12 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1714632836 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1732622245 This article by Kevin M McIntosh is eloquently written and puts into words the 'it' factor that teachers need to go from good to great. McIntosh explains that at the beginning of his teaching career, he would watch the experienced teachers trying desperately to find what made all of these great teachers have command over their classes. Eventually McIntosh came to realize that the thing he was missing, was something he would have to earn over time. What he was missing was a 'rep'. 

Teachers that develop a rep, have students excited and ready to learn on the first day of school simply because of the things they have heard from other students and classmates. But building a rep isn't as simple as showing up and teaching your curriculum for a few a years. McIntosh explains that you have to have the ability to not only reflect on yourself-your skills and downfalls- but also on your students and what they need day to day. For example, cramming knowledge down a students throat when they have other things in their lives distracting them, preventing them from learning to their fullest is only going to create resentment in the class room. A great teacher has the ability to read their class, and has lesson plan a,b,c, and d lined up so that you can meet students where they are at. 
I agree that all my great teachers did more then teach. They inspired, they comforted students, their classes were both fun and challenging, not only with how they taught but how they related the material to our lives. I think McIntosh did a tremendous job writing this to new or aspiring teachers. He makes it clear that we won't be great teachers right away, and that just like parenting no one is perfect and you are always growing to be better. But he also lays the foundation of thought on how to build your reputation, to become the best teacher you can be for each individual student. 
It gives me hope, and this is an article I want to look back on my first years of teaching, when I will probably feel like I'm failing my students, or that I'm not doing enough to build a relationship with them. This article should inspire me to take a deep breath, know I'm not alone with these struggles, and move forward with better teaching strategies for my students. To remember that the teacher learning process, just like any other learning, should never stop. I hope this article is doing the same for our current new teachers in the work force. ]]> 2021-09-11 14:06:16 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1732622245 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1760793627 This article, written by Naaz Modan gives insight into the necessary steps being taken by American school districts to address the influx of immigrant students, specifically students and families seeking refuge from the tragic situation unfolding in Afghanistan. While many could and perhaps should argue that there is more we need to be doing to assist these children with the drastic change in lifestyle, culture, and community they will be experiencing, I believe it is equally important to identify what is currently being done to help both students and their families. 

Modan sites multiple people who work in and for the Austin, Texas school district who are expecting a large influx in Afghan students this coming school year due to America's withdraw from Afghanistan. Modan begins with a very important truth: these children have been through a lot. Within the past few weeks alone these children have likely seen, and been through more then what some of us, including myself can only imagine. These families need multi-faceted support, from school supplies, counseling and expedited school enrollment. I think a major aspect needed not mentioned here is that these children need empathy and support not only from teachers and staff, but from the other children in their school and community. 

Modan brings up this need by saying, "They need to feel welcomed." She also brings up that many of these students may speak multiple languages already and be ahead of the academic curve, but in order to thrive and do well anywhere-especially in school-children need to feel a sense of belonging. We know that based off of Maslow's Hierarchy of needs a sense of belonging is necessary in order to move forward in life and build your feeling of self worth. If these incoming students and families, who have just been through a struggle most of us will hopefully never know, feel ostracized, bullied, or neglected, simply from where they are from, it is easy to see how hard it could be to succeed in that environment. I believe it is necessary to educate our children before their new classmates arrive on what Afghan culture is like, the struggles these families have been through, and why it is so important to welcome them with open arms. As Modan states, building a culturally responsive classroom is necessary in these students success, I hope if teachers can build this environment long before these students arrive, then they have a better chance of being accepted by the existing students in the school. 

Finally, Modan touches on the importance of helping both students and families navigate the different technology required to enroll and participate in school. Especially with the pandemic, this has been new for lots of families, but compounded with all of the other changes the refugee families are facing, without assistance this new form of education can potentially feel insurmountable. 

I believe that by training teachers and staff on Afghan culture, and building a culturally responsive classroom and school culture we can start doing the best for our new Afghan students. I hope this training can be spread to all teachers, which can then be passed down to their students. We can't fault children for what they don't know, but I think schools need to take a strong stance on bullying and discrimination. By facing these problems before the influx of Afghan students I hope it could help not only these students as they begin enrollment, but all children. It is shown that schools that embrace and respect all cultures have higher success rates across all students. 

In conclusion, the trauma these families have been through is heartbreaking. But allowing them to take refuge in America is not enough. We need to make America, primarily American schools a place where people not only want to take refuge, but a place that can eventually become a second home. A safe haven, a warm and welcoming environment that not only encourages them to learn about our culture, but shows that we are excited to learn about theirs.

]]> 2021-09-22 17:49:28 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1760793627 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1775166631 I was beyond excited when I came across this article written by Anthony White. I have tried to find the book series I read as a young teenager that first inspired me about the potential of virtual reality in the classroom. I haven't had any luck, but hope to find the series one day. Anyways, this series is about a futuristic world where robots/artificial intelligence help with every aspect of our lives. Cooking, cleaning, babysitting, menial jobs etc. But these robots, these intelligent beings didn't have a choice. They were programmed and designed to look different, easy to segregate, but if they 'broke' or acted out they would be destroyed. However, that is not what drew me to the potential of virtual reality.
 What inspired me was the introduction to the very first book. A little girl, running through the woods with Harriet Tubman, desperately trying to escape the barking dogs and yelling men, running and running, until they reached their next house of safety. Then, this little girl was transported back into her virtual classroom to discuss what they had just endured. Some students were the slave owners, chasing these innocent people. One was Harriet Tubman, others slaves, and so on and so forth. They all got to live what out what we imagine so many did on their way to freedom through the underground railroad, and with that experience I imagined the endless possibilities of virtual reality as a teaching tool. 
I think we can all agree that history should not be forgotten if we do not wish to repeat it, and what better way to learn history then to live it. While we can not yet travel in time to truly live history, we do have virtual reality which I hope one day can transport us back into the past so that we can see from multiple perspectives how history unfolded. 
I also understand that this can lead to dangerous misinformation if used in the wrong way with the wrong intentions. But so can text books, lesson plans, and curriculum. This could be a beautiful tool to give students first person insight not only for social simulations, to be able to solve problems in a safe environment, as called out by Anthony White in this article, we can teach history, transport students into novels, and do so much more with this technology. Anthony White brings much more to the table then I thought of, as someone who is no where near technologically talented. He has used VR to allow students to create their own worlds and simulation, giving them valuable experience for this age of technology. Classroom teachings could be designed for students by students! With close supervision of course. 
This article truly inspired me. Through the midst of a pandemic Anthony White found a way to engage his students in new and exciting ways, while giving them valuable skills to put toward their careers. I truly believe this will be the start of some amazing changes to how we teach.]]> 2021-09-28 15:56:32 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1775166631 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1798608479 This article explains how Nebraska's first ever State Standard Curriculum for Health has sparked debate across the entire state. It may be shocking that Nebraska has previously had no previous health standard, but districts were required to have their own individual health curriculum standard. Many based this off of the National standard, or simply created their own. Upon first hearing health standard you may think nutrition, exercise, sex education, or maybe even mental health. However the first draft of Nebraska's state standard included health education on sexual identity and stereotypes, family composition, and sexually transmitted diseases. 
Many people in Nebraska, especially those who identify as LGBTQ+, are strongly in favor of this new standard of curriculum. I would have to agree because of a few reasons, while I know that many Nebraskans strongly oppose due to perhaps religious beliefs, simply being uninformed(or maybe better put, unexposed), or even fear of how this new form of education could impact their children. I would like to focus on why I believe this standard should have largely passed, because the outrage from those against it was largely heard by the district(at large thanks to our Governor, Pete Rickets).
I would like to begin with what I believe to be the least controversial. Seventh and Eighth grader should be taught about safe sex and sexually transmitted diseases. I understand the want for abstinent based teaching. In an ideal world young children and teens would not be sexually active, therefore not be transmitting STDs or resulting in teen pregnancy. However, as many of us can contest, either from personal or heard experiences, teenagers are having sex. Children I heard as young as 12 and those children deserve to know the risks and how to protect themselves. 

Secondly, I personally do not see any harm in teaching first graders that all families come in different makeups and can look different. To me, teaching a child that families can have 2 mommies and 2 daddies, or maybe just one mommy or one daddy, or maybe some kids get a mom and a step-mom, dad and step-dad, or loving guardian's, is no different from teaching a first grader that families come in lots of different colors too. I personally believe that children are much more understanding then we sometimes give them credit for. They are very curious, and can ask some bold questions no adult would ask, but that is why it is the perfect time to learn. Children are so perceptive and open to new ideas I think this curriculum would only create a inclusive environment for students without 'traditional' families', not harm or confuse students.

However, as this article states Nebraska still as written in our state constitution that a marriage is between a man and a woman. Even with the supreme court giving same sex couples the right to marry, Nebraska refuses to change the wording out of fear of retaliation from it's citizens. It's no wonder that we are so afraid of students learning about the things they are bound to see as they grow up. We learn about the ocean, something some Nebraskans may never see because it exists and it is important. So are nontraditional families. 
The first draft also included curriculum for second graders to learn about self-identity, gender expression, and stereotypes. I truly understand some parents concern about confusing a child when it comes to gender identity, but I don't believe that would be the main focus in the classroom. I believe it should focus on breaking stereotypes, saying it is ok to be a boy and like what is assigned as 'girly things' and for a girl to like what is typically assigned as a 'boy thing'. Liking those things doesn't change who you are, but does make up who you are as a person. However, it is equally important for children to learn (maybe a bit older?) that not everyone assigned as boy or girl at birth, identifies or feels that they are that gender. And the struggles that inherently go along with feeling out of place in your own body, and that if someone feels that way they need more love and support from friends, not less. Just as you may teach older students about anorexia or bulimia and the body dysmorphia that accompanies those kinds of disorders. This again, will only create a more inclusive and welcoming environment for all students. Which we know, improves the learning capacity for all students.
In the end, I hope that one day Nebraska can grow to be loving and inclusive to all of our citizens. I am beginning to understand just how tricky that is because all citizens includes a very wide range of beliefs, ideology, religion, culture etc. I would like to think it starts by teaching children as much as we can about all different kinds of people, religion and culture, and that most importantly we are all human-all different but yet somehow the same- and that no matter what, everyone deserves love, compassion and respect. ]]> 2021-10-07 03:56:10 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1798608479 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1823107697 This article about Andrea Kane's experience in Queen Ann's County, Maryland, instantly transported me back to the horrible summer of June 2020. I watched, as much of the country did, in terror, shock, and disbelief as George Floyd was murdered under the knee of a police officer. I was already in tears, but when he cried out for his mom my heart broke. My daughter was supposed to turn one in just over a month, and this mans mother had now cruelly lost her son. I cried out for my mom in the worst parts of my labor, and I could only imagine what this grown man was feeling as he cried out for his mom one last time. Andrea Kane, as much of our country, felt compelled to speak up and take action to address the systematic racism that led to George Floyd's death. Kane was a super intendent and addressed the entire community with a letter to all parents about the death of George Floyd, and the simple statement that black lives matter. 
Many other school districts took similar actions in addressing the heart breaking events that we saw across all media platforms. And while some in her district supported miss Kane, other powerful citizens were determined to extinguish her fire. The comments that were made to her and about her, as well as the heartless 'jokes' made about George Floyds death and Black Americans in general were almost more shocking then George Floyds murder. In the age of social media, I have seen too many unarmed black men be killed by the police, and the heartbreaking reality of that statement: so many more men, women, and children have been murdered, wrongfully incarcerated, and treated as subhuman(as Ms. Kane said), then I can probably comprehend. The fact that people made jokes about a man's death to me shows there is very dangerous racism very much alive in America. Not only systematic or subconscious, but also chosen, ignorant hate.
Ms. Kane's critics not only blasted her on social media, but formulated a plan to take over the school board. Their success in this eventually forced Ms. Kane to make an impossible decision-leave the district. The black students in her district, that she directly supported and inspired, are arguably the most hurt by the critics actions. They witnessed, in a very racist county, someone that looked like them "come in and be so powerful and then be taken away." Tynay Wright. Ms. Wright went on to say the mental tole it took on her, and so many other students. 
Ms. Kane's strongest critics husband is now on the board and works for a Senator. The board undid all of the work Ms. Kane did to better the education of the counties youth when it came to race. Unfortunately, for this county it seems that they will be stuck in Jim Crow era racism for too many more years to come. This is a glimpse into the America some of us are fortunate enough not to know, but too many live in daily.]]> 2021-10-18 03:47:48 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1823107697 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1865605618 I would have to agree with the author of this article, Jay Caspian Kay about many things. First of all, accurate and full representation of history, such as housing segregation, Japanese internment camps in the United States, systemic racism etc., should be taught to students. I very strongly agree with final few paragraphs Kay wrote. I don't believe that having a separate 'ethnic studies' course is the right way to incorporate these teachings into the curriculum. I believe the best way would be to simply teach them as part of history, because they are part of our American history. I also agree that it is important to let students think for themselves and come to conclusions on their own. 
This article made me think of something Morgan Freeman said in an interview: "Would you want a white history month?" when the white interviewer replied no Morgan Freeman responded, "Well I don't either. Black history in America can't be consolidated to one month, it IS American history ." And we should teach it that way. ]]> 2021-11-03 18:50:25 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1865605618 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1890383545 Michelle Goldberg explains in this article that there is a wave of book banning occurring in school boards, mainly in Texas and South Carolina. While districts banning books is nothing new, and is necessary for certain books such as an 50 Shades of Grey which clearly contains erotic material. I think that book banning in many cases is morally and constitutionally wrong. Freedom of speech and press, I believe also gives people the freedom to consume the content they relate to. Especially for students to develop a love for learning that lasts a life time, they need access to material that intrigues, inspires and excites them. I think my library had a lot of books that may not have been allowed in some districts, some including drug abuse, sexual abuse or sexually situations etc. But those were the books I was interested in and related to. I obviously enjoyed others, but my favorite author writes book on very hard to handle topics for some people. But her writing inspired me and touched me in a way that I hadn't felt from reading in years. Reading is a treasure, and every book banned or burned, is a treasure lost to a students a mind. ]]> 2021-11-15 05:10:19 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1890383545 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1919234703 This article by Sarah Mervosh, takes a look at the impacts of the change to school district lines that took place in Minneapolis, one of the most segregated school districts in America. At first I was hesitant, and disheartened that in order to better the schools of predominantly minority students, this district needed to 'force' families of all race to change districts. Upon reading further, I believe that it might just make perfect sense. The change in the financial makeup of families in school districts, will allow for the underfunded schools in urban, predominantly minority school districts, to get consistent access to the same funding and resources as the more affluent predominately white schools. Khulia Pringle said it best, as quoted by Sarah Mervosh, "It's the reality that wherever white people are comes with resources."
 The schools in their district offer very different opportunities for students, but I am hopeful this will begin to allow schools the resources necessary to provide all students the same access to quality education. I know sudden change is hard for parents and students alike, but Minneapolis allows students to transfer school districts, granted they have to provide their own transportation.
 This will not suddenly solve the achievement gaps that come with de facto segregation, but by using the system designed to segregate schools to reach more financial and racial equality, I hope Minneapolis can begin to serve all of it students equitably.]]> 2021-11-30 00:44:50 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1919234703 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1929971003 In my opinion, this article did not go far enough to call out the flaws of active shooter drills at this school. I watched in heartbreak, with the rest of the Nation, as the details of this senseless act were repeated on the news. These students were taught ALICE. Alert, Lockdown, Inform, Counter, Escape. I watched a short clip on the news play of the training they watched, a student running up to the door, shutting it on the gun man with his pistol wielding hand still inside the classroom. One of these children, Tate Myre, lost his life trying to fight-or counter- the gunman. While, heroic, and he likely saved many other children's lives in that moment, I can't imagine the pain of his family. His mother, is she questioning if he had ran would he be alive? Teaching our children to fight back may be the smart thing to do, to arm them, but if that is the case they need to know how to de-arm someone as safe as possible.  Not simply how to wrestle them, or use their body as a shield. 
However, as this article called out it is true that all of our students will at sometime be faced with the threat of gun violence. Some of them already live with it daily just outside of school. How do we change this, while protecting our second amendment rights? Do we start by not allowing children to have guns in their possession unless directly supervised by a licensed gun owning parent, or instructor? I believe we setting that precedent by indicting the shooters parents. 
Finally, we need to address the mental health crisis facing our nation. Addiction, violence, suicide, etc. can all be symptoms of our underlying unhappiness as a nation. There is not a lot of support for many communities when people are struggling. There is no excuse for what happened, yet we all want to know why. There will never be a blanket fix, but if we simply leave it up to gun control or training, the weapon of choice will change but the problems, the tragedies will remain. ]]> 2021-12-05 22:49:24 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1929971003 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1932322100 As a mother of a two year old, this article by Lauren Camera, added facts to concerns I have already about the access to early childhood education in America. Compared to other developed countries, we do not do well. Less then half of four year old's are enrolled in PreK with only seventeen percent of three year old's are enrolled. We know that the first five years of a child's life are crucial to their development, so to me it only makes sense that we are pushing for more access and options for early childhood education. Not only will it hopefully help bridge achievement gaps between high and low income students, but this bill passing will also help working parents. Finding quality childcare is a major concern for working parents, and if we provide not only child care, but education for our 3-4 year old's then I believe it will allow more parents to enter the workforce, rather then feeling the need to stay home with the kids. It will also help decrease the amount parents have to spend on child care, which will financially help millions of low income families. This bill also addresses the need to pay early childhood education teachers, the same rate as elementary school teachers. Just because children are younger, does not mean their teacher should make less. We can't find quality teachers for children when they are making a poverty wage. I hope that this bill will pass, and be the beginning of putting children, and their education, before the bottom line. ]]> 2021-12-06 23:38:53 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1932322100 elorahiatt https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1942245754 The most impactful part of the article, came from the Michigan school shooter's cry for help: "The thoughts won't stop. Help me." I was unsure before reading this article if the school should bear responsibility for this tragedy. No one wants to think this will happen to them, or that a student in their school is capable of this level of violence. However, it is their responsibility, especially after such blatant cries for help. 
Personally I believe they need to create strict policies for how schools hand mental health issues. A school will not keep a student in class if they have a fever, they should not send a student back to class displaying warning sign of violence to themselves or others. I agree that there is no one person to blame in this situation, but if we don't take dramatic action at a school level, policy changes won't solve the problem of gun violence at schools. ]]> 2021-12-12 02:45:56 UTC https://padlet.com/elorahiatt/kiiqhs3lv1dx6erk/wish/1942245754