https://padlet.com/ctanner1/r1x3c4bckun padlet by Claire Tanner en-us 2017-08-30 22:57:56 UTC 2025-11-08 03:23:47 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/183828584 2017-08-30 23:04:01 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/183828584 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/183828993      This quote about urban education reminds me of this same savior complex when people go on missionary trips and post photos or feel as if they are saving the poor, when, most of the time, they are leaving children or poor individual with nothing but an empty building or something of that nature. This is why I chose the photo below. Of course, missionary trips can be great and worthwhile, but often times a savior complex can get in the way.  Edmin makes a great point in how we devalue one's personal story if we go into a classroom trying to 'save' them from their life (p. 20, 36). Instead, I believe we should use what is going on in their personal life to bring out the best in every individual. Their story and/or personal struggle is what made them who they are today, so we must not deny who they are.

Hadyniak, Bartosz. (Photographer). (2016, November). Faim enfants africains demandant de la nourriture, Afrique [digital image]. Retrieved from
http://www.gettyimages.fr/detail/photo/hungry-african-children-asking-for-food-africa-image-libre-de-droits/619643870.]]> 2017-08-30 23:08:58 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/183828993 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/183829072      The school to prison pipeline concept instantly came into my mind when I read this quotation. Schools tend to focus on a zero-tolerance policy where students comply to their norms of behavior, or else they may be punished and even expelled. When they are punished, students are taken from the classroom and their education, which perpetuates the pipeline. Students fail in classes because they are always in trouble, and soon they may drop out or go to juvenile prison. It's disappointing and saddening how this is so prevalent that students are now wary to getting in trouble because they see where it leads. Instead, a student like the one mentioned in the book has to stop defending themselves to avoid further punishment.

Dignity in schools. [digital image]. Retrieved from http://www.usprisonculture.com/blog/2014/10/03/noschoolpushout-defining-the-school-to-prison-pipeline/.]]> 2017-08-30 23:09:50 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/183829072 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/183829081      From studying Peggy's McIntosh's essay White Privilege: Unpacking the Invisible Knapsack and Bobbie Harro's Cycle of Socialization, I could not agree more with this quotation. McIntosh's work opens ones eyes to all the ways we have privilege that we do not see due to our 'invisible knapsack' (McIntosh, p.1). It clouds our judgement and we only view others as seeing what we see. Therefore, we believe our 'norm' is everyone's norm unless we break from the knapsack. We would not be able to see student's personal stories and struggles without recognizing our biases and what we can do to fix, or at least work against, them. Harro's cycle shows how we continue a cycle of bias and ignorance, until we break from it, which all teachers should strive to do (Harro, 1982). It is the first step in creating a classroom that is fair, not equal.

Blind [digital image]. Retrieved from https://brettfish.wordpress.com/2014/05/09/i-will-not-apologise-for-my-white-privilege/]]> 2017-08-30 23:09:58 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/183829081 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/183829089      I really like this quotation, because I see it in my coordinating teacher's classroom at my placement school. She always tells her students how we and the school are a family unit. It gives the students a since of comfort with her. It is not an urban school, but it does have an impact. One student is a foster child who has moved to 7 different families since kindergarten, so we want to give him family when the student may feel alone at home. Also, family means students are able to speak their ideas freely and with comfort, which I find to be very important to include in my own classroom someday.

School family photo wall [digital image]. Retrieved from https://www.pinterest.com/pin/170362798378429990/]]> 2017-08-30 23:10:05 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/183829089 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/184369807      It is hard to believe that the science teacher Edmin came in contact with denied her students a more engaging, educational experience in her classroom because she was afraid of a stereotype against urban youth. She would rather hinder their education based on a stereotype that was not backed up, than give them engaging materials. Typically, students will be frustrated and 'act out' because they are not engaged (p. 29). In fact, those science materials may have help changed the classroom atmosphere and allowed for a connection to science. I connected this passage to the fact that schools are now putting metal detectors and security forces at the school entrances. Not only does this scare students, but it instantly puts them in a place of feeling like criminals needing to be checked. If one cannot trust a young child walking into the school, then should one be in education?

Search and seizure [digital image]. Retrieved from https://www.berniesez.com/search-and-seizure-in-schools/.]]> 2017-09-02 19:35:37 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/184369807 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/184371084 Emdin, C. (2016). For white folks who teach in the hood ... and the rest
     of y'all too: Reality pedagogy and urban education. Beacon Press.
Harro, Bobbie. (198) Cycle of socialization. (6)New York, NY:
     Routledge.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack.
     Independent School. Retrieved from        
     https://www.csusm.edu/sjs/documents/UnpackingTheKnapsack.pdf.

]]> 2017-09-02 20:09:49 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/184371084 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/191893443 2017-09-27 22:47:58 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/191893443 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/191897161 This quote really speaks to me, especially focusing on privileging the student's voice. In this particular section, the book speaks about privileging these voices in coteaching strategies, where students make lesson plans and give the teacher advice. I wanted to apply this to my classroom, but I wanted more examples of valuing student's opinions beyond their academic success. This video shows an example of picking special students to have them know they are important to the school, while learning from them. They are not chosen to teach a class or advise teachers on their craft, but they are chosen to assist administration and staff with technology resources. I thought this was really cool and connected to Emdin's idea of the student's being the teachers.]]> 2017-09-27 23:30:44 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/191897161 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/192237609   In this video, Emdin displays an example of a cypher and how it may look in a classroom. It perfectly exhibits what he lays out in his book, pertaining to Chapter Four on cogens and cyphers. Here you can easily see that all members are fully engaged, physically and mentally. Their bodies are moving, they are looking down in concentration or at each other, and you can hear the "oohs" and "ahhs" of the audience. It has the power to bring everyone together, listening closely to the MC and supporting each other, which is something I care about in my teaching. This is a perfect way for student's to show full support while being engaged in the material presented.]]> 2017-09-28 18:49:45 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/192237609 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/192267546 I loved this chapter of the book, because it resonates with my developing philosophy on teaching. I wholeheartedly believe all students need to feel valued in the classroom through extra little things, like roles in the classroom. This video focuses on how it helps the teacher. However, I like to see how it helps the students. Each student feels important and has a responsibility to their classroom family. The video does show how roles can be more meaningful than just "Hey can so and so walk this to the office for me." It's less about getting errands done for the teacher and more about giving the student's the assurance they are needed to the classroom's survival. Some of these roles including a time-keeper and a classroom counselor, which is important to every student. In my field class, one student in particular has the job of locking the door and turning out the lights. He used to have severe behavior issues, but the coordinating teacher and I truly believe he has improved because he feels valued and has his own, distinct job.]]> 2017-09-28 20:12:28 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/192267546 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/192293364      I instantly thought of this video I had seen a while ago when I read this section. I think it is truly important to communicate positivity and warmth through appropriate touch and individualization. As it says on page 127, "Researchers have identified that touch is a significant form of communication that can be associated with positive relational and educational outcomes." I try to implement this during my field experience, embracing hugs, touching shoulders, and reaching out during conversation. Here I think handshakes are a great idea as well. The teacher in the video does this at the door, memorizing each handshake to demonstrate his care and invite a fun environment. This could be modified to Emdin's idea of a handshake, where it is used to congratulate a correct answer or accomplishment. ]]> 2017-09-28 22:51:56 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/192293364 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/192296067   This video is another example of giving students more power. I wanted examples of small ways to do this with elementary students, like 1st and 2nd graders, who may not be able to create a whole lesson. Kayla Delzer gives students apps and other technologies for them to explore, and see how they can use it in the classroom. Then, they teach it to their peers and the teachers. I loved this idea. She also recommended giving students allocated time to study THEIR passions, without any restrictions. Having students do their own teaching, whether it is in cogens like Emdin's ideas or student centered technology like Kayla Delzer, is important to me as it can provide me with ideas to teach them. Seeing how a student wants to use a technology or teaches and talks to their peers about it gives me the "inside scoop" into how they communicate, something Emdin finds very crucial to his reality pedagogy.]]> 2017-09-28 23:22:53 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/192296067 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/198059090 2017-10-18 00:22:15 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/198059090 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/199213674   I really enjoyed reading about Edmin's experience in this part of the book. It was a genius idea of him to go out and be a part of the community, just by playing basketball, with those students. Not only did he get to see the students out of the school context, but the students got to see him out of the school context, as well. It is hard for students, and teachers, to remember that we are people outside of the classroom...with our own stories, struggles, and contexts. In addition, it gave Edmin the necessary tools to incorporate engaging material. It also gave him an idea of how the students work together outside of the classroom, both in verbal and nonverbal cues. This goes back to his idea on special handshakes with students, where he saw the significance of the neoindigenous culture. Every teacher should aspire to what Edmin has done in creating such a culturally response classroom. He was able to find the things that are significant to them and bring it into the school, in order to fully engage and empower them.]]> 2017-10-20 20:48:52 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/199213674 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/199214411       I looked into Edmin's Genius BATTLES before reading this section of the book, so I was excited to read what his thought process was on it. Traditional institutions have a tendency to put their own culture on students or impose cultural 'norms' on students. Therefore, students feel put down and not included in the typical norms of the world. Their ideas of expression, learning, and assessment vary from what is forced on them every day. The battles of this project let students have a voice in their preferred learning style. Now, students feel pride not only in their learning, but their culture as well. This video shows a perfect example of how students can show their learning in nontraditional formats when it is fully embraced by institutions and the community. I think institutions are scared or apprehensive of letting students take the control on their own learning, because of biases and stereotypes of the neoindigenous culture. However, it clearly pays off when you watch this video and all the other Genius BATTLES that are posted online.]]> 2017-10-20 20:54:09 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/199214411 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/199264283   This piece on the clothing and aesthetics of the neoindigenous is something almost all of us recognize in our day to day lives. Edmin gave me a new perspective of why certain cultures express themselves with clothing in such lavish ways. I find it important to dress well and look my best, but not to the extent of other cultures. Therefore, I may have a bias like the teacher did who could not understand why her students dressed so well, but did not have money for other necessities. The overall symbolism of the sneakers, to me, is about finding those important pieces of student culture that embrace who they are. Then, a teacher must show that they recognize it and embrace it in the classroom, so students can trust and be comfortable in the classroom. This goes along with other pieces of the book, like the graffiti artwork. All of it means allowing for neoindigenous culture to flow and exist within and beyond the classroom in order to give students what they need to flourish in a natural state.]]> 2017-10-21 12:47:39 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/199264283 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/199266300   I truly feel that this piece of the book is spot on when it comes to education. If students do not feel they are able to speak up and ask questions in the classroom, then all hope is lost for powerful learning. I have felt this way throughout school, as a shyer individual. Therefore, I really liked Edmin's idea of having a bulletin board or designated area in the classroom for questions, no matter how high of a level it is, as long as it is related to content. It is equally empowering that Edmin offered extra credit to those students who try answer the questions. I saw this bulletin board and thought it had a similar idea. Students can post questions or interests related to content, even if the teacher can't answer it, and students can share their ideas to the class. Not only is that one individual getting to pose questions, but the classroom community is getting interested by helping out and being intrinsically motivated to answer those tough questions to the class. It is also important that the student express to student's that they won't always have the answers, and students are the teachers here, too.]]> 2017-10-21 13:18:08 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/199266300 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/199289081      This picture relates back to the quotation, because it is graffiti art of science content. I know many students during my school career have been extremely artistic or interested in their own culture, but teachers would not let them express it. I love Edmin's statement on this. Letting students bring in their culture is important. However, it is also important that the teacher embraces it and brings it in themselves, too. Material that directly relates back to their personal lives, whether it is something they see on the street or a concept close to them, has the power to engage them in a whole new respect. Just like how students are more interested in topics that relate to their future career or interests. They will be more motivated when they see that school and outside of school ARE connected to each other. Therefore, letting students make graffiti art or do rap battles about something they have learned can make a huge impact on their learning and their sense of self and community in the school's eyes. Otherwise, students will feel that their world is not included or respected in the school's view.]]> 2017-10-21 18:04:33 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/199289081 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201939018 2017-10-30 21:17:56 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201939018 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201942700   This section of the book was incredibly frustrating to hear. It reminded me of the story about the teacher who did not allow students to use the advanced science materials because she was afraid they would break them. This is like a cycle. Teachers are afraid of misbehavior, so they do not let students have access to more engaging activities, therefore students are frustrated and express it through various ways. Then, teachers see this as straight up misbehavior and lack of care for their education. It's unfortunate and I think we have all witnessed this throughout our educational careers. What are teachers goals and hope in students if they don't even trust them to be engaged with material? I believe teachers should reflect on themselves if their students misbehave in this manner, as there is usually an underlying cause. In this time, students NEED access to the Internet and other technologies in order to survive in the real world. Cutting off students from this crucial material is shutting down their hope of a successful future beyond primary school.]]> 2017-10-30 21:33:44 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201942700 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201943634   This quote relates back to Maslow's hierarchy of needs. Students must first feel safe and belonged to in order to achieve higher levels of esteem and reach self-actualization. It is the teacher's job to help students reach this level in each student, as students may not get these needs met outside of school. What the teacher thinks of the student has the power to transform them and unlock their fullest potential. Teachers who think of their students in the highest regards can help students reach Maslow's different levels in order to be successful after school. Teachers should think of the student in these high regards AND show it, so students feel a sense of belonging and love in the classroom community. Therefore, their self esteem can heighten and transform them to a successful adult.]]> 2017-10-30 21:38:21 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201943634 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201959319   As I begin my teaching career, I make it a point to constantly self reflect on my practice. I know I can improve in so many ways and not being open to criticism and student attitudes would be slamming the door on my success as a teacher. Every day, I find 'mistakes' I make with students or behavior management. However, I don't like to call these mistakes as I am constantly growing from them. For example, the other day I had a student clip down for constantly being distracted by his shirt and surroundings during whole group instruction, after multiple reminders. He began to cry and get upset, but after a chat with him he seemed to still be aware of the lesson and insisted he was still listening to instruction. It made me see that I just possibly doubted his learning and engagement to his face, and how this upset him. It made me feel awful afterward, but now I must self reflect on how I can improve myself and work with students like in this regard. If a teacher cannot self reflect, then they are at a standstill in their practice. If they do not try to strive for better, especially as research and times change, then their practice will potentially hold students back in both personal and academic needs.]]> 2017-10-30 23:04:05 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201959319 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201960506   I loved this idea with the implementation of social media in the classroom, especially when students do not have access to the Internet and the actual social media sites. Students still need to learn the basics of communication through social media as a new life skill for their generation. Therefore, I found this picture of a cool 'ticket-out-the-door' style. The teacher could have the students fill out their own social media account in class, with their own username and profile picture, and send a tweet to get out of the class. Like Edmin said, having students create their own presence lets them bring in their own style and culture into the classroom, where it is embraced by this exercise. Then, the tweet promote feedback, communication, and development of social media skills and etiquette. It goes back to the quote I listed, in which social media embraces the different types of conversations and collaboration in conversation and sharing one's own personal story.]]> 2017-10-30 23:13:24 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201960506 ctanner1 https://padlet.com/ctanner1/r1x3c4bckun/wish/201962910 I cannot agree with this quote from Edmin any more. I have seen it time and time again with students and kids where they can pick up on a 'fake' person: one who does not truly believe in or have a true care for the student. This hinders the relationship, because the kid will see that intentions are not true, and trust is lost. This quote also means to me that one cannot truly put forth their best teaching practices when they do not believe in a student. Why would a person go through a lot of effort when they don't even believe in someone? I don't like the label of 'trouble kids,' but this photo has good meaning, too. Teachers must believe in each student, as they may be the only one who does. These 'trouble' kids always have a reason behind their misbehavior, in my opinion. Therefore, if teachers do not truly believe in them and their power, then the student will lose all hope in themselves.]]> 2017-10-30 23:29:56 UTC https://padlet.com/ctanner1/r1x3c4bckun/wish/201962910