What is one quote or paraphrased idea that stood out to you in this week's chapter? by Dr. Kendall

seconn1 — 2025-09-16 22:07:50 UTC

“Students who have spent their lives doubting their own intelligence often base those doubts on something a teacher once told them.”

suzannet3 — 2025-09-16 22:08:09 UTC

On page 2, I was surprised that Emdin said, “In an effort not to offend, I steered clear of the elephant in the room - that is, the very obvious racial and ethnic differences between these mostly white teachers and their mostly indigenous students.” Yet, previously in the preface he mentions that he wants to encourage the challenging of “white folks’ pedagogy.” Of course, the rest of the introduction addressed this, and I was interested in the idea that, before reflecting on this, his first instinct was not to address those differences. On page 3 he does talk about the importance of actually understanding your students which I whole hearted agree with!

rtoran1 — 2025-09-16 22:08:15 UTC

Robyn Toran: “How do we get disinterested students to care about themselves and their education? Why are our students not excited about learning? Why aren’t they adjusting well to the rules of school? Why are they underperforming academically? These questions were remarkably similar to the ones the mostly white teachers in my workshops in urban areas like New York City, Chicago, and Los Angeles routinely asked me. Apparently, they mattered here in Wyoming as well.”

This quote calls attention to the fact that the same issues are popping up with particular demographics regardless of the location. To me, this is an indictment of systems, rather than individuals. I think it demonstrates that there's often underlying issues contributing to students being uninterested or underperforming. It's especially important to take into consideration if or how the content being presented is actually relevant to students' lives. Educators aren't well-prepared if they are only equipped to handle the education content without culturally sensitive and responsive practices.

fengsx2 — 2025-09-16 22:08:17 UTC

I think these sentences connect to classroom management in a very clear way. The book says when students are treated too harshly, they will not join class activities, and teachers will think they are not smart. In my own classroom, if I only use strict punishment, I also see some students become quiet and stop trying.

2025-09-16 22:08:19 UTC

“I was sent out for jumping under my desk. I wasn’t trying to be funny, it was trauma from the day before.”

sdimondi1 — 2025-09-16 22:08:21 UTC

Urban youth who enter schools seeing themselves as smart and capable are confronted by curriculum that is blind to their realities and school rules that seek to erase their culture. (pg 13)

2025-09-16 22:08:53 UTC

“This denial of my reality in academic spaces signals more than individual denials of others' histories; it is a systemic denial within institutions built upon white cultural traditions that oppress and silence the indigenous and the neoindigenous”

2025-09-16 22:09:05 UTC

A fundamental step in this challenging of structures is to think about new ways for all education stakeholders particularly those who are not from the communities in which they teach to engage with urban youth of color.”

2025-09-16 22:09:38 UTC

The use of strong discipline with respect to "challenging" youth continues to be celebrated today.

2025-09-16 22:10:11 UTC

White instructors often egregiously misuse neoindigenous language (aka street slang) because they’re ignorant to its linguistic sophistication and nuance.

2025-09-16 22:10:13 UTC

“When someone with the authority of a teacher, say, describes the word and you

Are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing.”

peggyor74 — 2025-09-16 22:12:24 UTC

One idea that stood out to me this week is that strong relationships are the foundation of effective classroom management — students are more likely to engage and follow expectations when they feel respected and valued.”

2025-09-16 22:13:24 UTC

The concept of student being label ADD or ODD in urban school because of the struggle to compile with structural classroom management triggers thought of what are we missing?