Another quote that resonated with me was when Nieto asked “is there respect for parents and families of different cultures? Do they feel welcome?  Are there signs in various languages and is the staff friendly?” (p. 11).  I am fortunate to be able to work in an incredibly diverse school where dozens of languages are spoken and cultures are represented.  I believe it is critical first and foremost that students feel comfortable and welcome in their school and classroom communities.  If a student does not have that sense of belonging, or see themselves reflected in the materials, it is that much more challenging for them to engage in the learning process and make academic progress.  My school hosts a multicultural night every year where students and families are able to share their own culture and experience the culture of others.  We work hard to ensure that we are going beyond just tangible cultural artifacts (food, music, clothing, etc.) to talk about the values and beliefs of the culture.  It is incredible to see so many families attend this night and appear visibly comfortable in the school environment.  A structural change that could help ensure that all families feel welcome and valued would be to ensure that classroom materials are diverse and reflect the learning community.   

The three questions that I would like to pose are:

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

Prior to becoming a teacher, I did not understand the lack of equity in our American educational system. After teaching in Title One schools for the past five years, I now understand how underserved some student populations are. I have been particularly struck by the lack of resources for my students experiencing poverty (including homelessness). I really appreciate that Nieto addressed the issue of poverty, because I feel like it is a problem that is sometimes ignored or minimized, even though it has a huge impact on student achievement. Nieto quotes Stephen Krashen as saying, “...The problem is poverty. [T]he best teaching in the world will have little effect when students are hungry, are in poor health because of inadequate diet and inadequate healthcare, and have low literacy development because of a lack of access to books” (page 10).

Here are my questions I’d like to discuss with you.

Another quote that popped up to me that I can relate to is what Nieto mentioned, “Unless students have parents who are well versed in school policy, speak English fluently (and understand educational jargon), and feel comfortable in confronting school officials about these inequities, the situation remains unchanged ” (Nieto, 2013, p. 13).  I am very lucky to be working in a DLI program that families are interested in being involved in their child’s education. I think that has to do a lot with how the school environment, classroom environment, teacher and staff make them feel. We have more than 60% of our student’s culture being Latinos and we like to as a school have Latino culture night, diversity nights, include families cultures and traditions around our school and classroom so families feel happy, safe, and welcome into our school. I know of some families that speak only Spanish and want to speak up for their child even though they're not fluent in English but get put down or don’t feel welcome by their child’s teacher or school principal. My question is to elementary, middle and high school teachers;  how do you as a teacher make parents feel welcome into your classroom especially those parents who aren’t fluent in English and don’t feel comfortable speaking up about certain concerns they have about their child?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

 I have definitely felt the powerlessness of not being able to give my students everything they need to be successful; I can’t really blame them for not being interested in language arts when they’re hungry, exhausted, or are being asked to do work that doesn’t feel meaningful. However, I think it’s crucial that teachers remember what we can do, regardless of environment or policy. We are able to do so much of the work without waiting for anyone else to get on board, and often, it is by doing the work in and among ourselves that change begins to happen.

Another quote I connected with was, “This [acting on biases] can lead to what Patty Bode and I have referred to as “the expectations gap” (Nieto & Bode 2012, p 13), that is, the expectation that students will perform based on others’ perceptions of their backgrounds rather than their true ability” (Nieto 2013). I am fully aware that I unintentionally hold some ideologies that negatively affect my students. I have heard of the opportunity gap before, but I hadn’t heard of the expectations gap. I like framing it this way in addition to the opportunity gap because it better highlights both the policies and attitudes that can negatively impact a student’s learning experience. While it is natural to frame others based on our own beliefs and experiences, it’s also important for teachers in particular to believe in each student’s ability to succeed, and to give them whatever tools they can to do so. I have seen teachers profile students they have never met based on their older siblings, their address, their previous schools, or their learning accommodations, and it’s always really frustrating to me -- but it also shows that the expectation gap can exist not only at an administrative, policy level, but also at a personal, classroom level.

I have become increasingly aware during my short time in the classroom of many of the issues raised by Nieto. My educational experience up to college was in a private school, so while the issues there mirrored many of the ones public schools experience, I didn’t have firsthand knowledge of them or their depth and breadth. I tried to educate myself better on social, political, and economic factors and their influence in public education; while I want my classroom to be a nurturing environment that addresses the needs of every student, I’m also aware that I don’t always know what those needs are or how they are not being addressed. Standardized testing is a great example of an issue I didn’t experience but have come to realize is negatively impacting students; Nieto discussed how “. . . the testing companies engaged to write the standards (the College Board and ACT) also intend to design tests to accompany the standards” (2013). When I first was given the SpringBoard curriculum at my school, I thought it was super strange that the company designing the tests was also designing the curriculum, thus giving them immense control over what students learn, how it is assessed, and how achievement is perceived. I have pushed back on standardized testing and rigid curriculum implementation at my school, and while I haven’t seen progress in regard to testing, my administration has allowed me to implement the curriculum in a more responsive way. In the future, I want to continue pushing against using CCSS as the only measure of achievement, especially given the conversation around learning loss in the pandemic.

Questions for further discussion:

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

The other quote that stood out to me was about teacher perception of students. It states, “...African American and Latino/a students living in poverty are recommended by their teachers for gifted and talented programs in far lower numbers than the White and Asian students are, even though the former may be just as gifted.” (Nieto, p. 12) This is one of the topics that my school is taking a deeper look into. I teach in a Title 1 school with a principal that always leads with equity in mind. I often ask myself, “How can I defy my traditional “teacher” roles to give my most struggling students what they actually need?” The answer to that question always varies depending on the student and their unique background. As educators we need to not feel fear when stepping into new experiences and situations because we know that we are serving a much more diverse population than ever before. Repeating history never works.

With that being said, it is more important now than ever for school staff to sit down together and have deep and meaningful conversations about being anti-biased and anti-racist educators. Teachers and school staff alike should be consistently asking themselves, “What are my biases?” and then “How do I address that?”. Once teachers have been able to take a look at their own biases, it is pertinent that staff come back together to grapple with these issues. We can’t accomplish anything with students if they do not feel safe, seen, and loved. 

Questions: 

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

Nieto says that schools often bear the blame for poor education and I agree. She points to other “out-of-school” factors as having a larger impact on the opportunities students have in schools. I agree with the reproductionists in that schools are a reflection of the larger inequalities of society writ small. We should take a closer look at what goes on outside of schools to change the outcomes we see within them. We should also, as a society, reevaluate the role of schools and of teachers in raising our children and think critically about what role society plays in educating the next generation. Not to be cliché, but it takes a village.

Share how you are positively impacting (or can positively impact) the current conditions in education; and/or Offer ideas about structural changes that can "equalize opportunities for all."

This school year two other teachers, a chemistry teacher and our ELD teacher, and I have taken our newcomer students and taught them a sheltered science class during asynchronous time. We do not have the FTE or dual endorsements to offer this class officially yet. I think giving students this opportunity to learn with same-language peers in a small group setting is one way we can remove barriers to opportunity. Structurally, we should offer incentives (more tuition reimbursement) to teachers pursuing ESOL endorsements. I am pursuing this for myself currently but have had little success with administration and the professional development programs.


1. What is one instance where you’ve seen “out-of-school” factors hinder a student’s education?

2. Nieto says a lot about high stakes testing and punitive measures related to standards. I have not seen this in my teaching experience at all. Have you?

3. I personally feel (I don’t have any non-anecdotal evidence) that having more and smaller schools could help make education better for all stakeholders. Charter schools seem like one way to make that happen. Do you think otherwise?

The secondary quote I found that resonated with me was, “The ability of teachers to influence student learning has been proven time and again, not only though anecdotal evidence… but also through research.” This absolutely connects with belief about teaching and learning in that if students don’t believe their teachers care, why would they care? But when students know their teachers care about their success and their students as people, they are more likely to succeed. It appears these recent education reforms are trying to remove the teacher from the equation of student success. 

As someone who was raised in poverty and on the “wrong side” of the railroad tracks, I have absolutely seen the stark contrast between the “have” and “have not” schools as far as financial equity. I remember using textbooks that were nearly ten years old, overcrowded classrooms, and learning in a building that was not entirely welcoming. I hope that I can positively impact conditions in education by fighting for more current curriculum for my under-privileged students and schools. I hope that my students can see I am fighting for them. The lack of timely materials and resources are of great importance in the steps to equalize our student opportunity from school to school in each district. “Students too, especially the most vulnerable, are blamed for their failure to learn with little mention of the meager resources and lack of opportunities in crumbling schools.” (p.8) It is unfair to blame students for their lack of success when they are using textbooks that are older than them and claim, for example, that the U.S. has never had an African American president (this is actually in my classroom’s current literacy textbook – don’t worry, we’re in an adoption year.)

My questions for you are as follows: 

1.     How can teachers expand on scripted curriculum to show other points of view in history – such as from people of color?

2.    What can districts do to equalize funding for the different schools in their district so all students have the same resources?

3.    Why do you think politicians don’t (or won’t) listen to the real problems in the education field?

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

This quote really resonated with me as a teacher as well as a learner. My time in school revolved around how I could best be a model student, and how well I achieved. I was not  seen as anything other than a grade. There would be various factors happening in my life that influenced how I learned on any given day in both negative and positive ways. As a teacher I want to cultivate the whole student. Jacqueline Irvine touches on a few areas to focus on instead of the “achievement gap” that helped my understanding of how I want to teach. I think it is difficult to teach without first understanding a student. Doing so can also help to challenge teachers' bias or ideologies about a student that aren't based in reality or experience. I believe Gruenberg put it perfectly, stating that education must measure how effective it is in terms of humanism and the capacity to appreciate. When we can appreciate one another for our differences, we can “equalize opportunities for all”. 

When we address how this slew of gaps affect others, we can hone in on what is needed to “fix” the “achievement gap”, although I do not believe there will be much to do after these various gaps are addressed. There are various mandates designed to perpetuates the achievement gap. Nieto describes how the No Child Left Behind act and the Race to the Top program both focus on mandated standardized testing rather than focusing on more meaningful changes in the form of better pay to teachers and resources in underserved schools. The newest program, Common Core State Standards (CCSS), has some positives going for it; encouraging curricular conversations, and discouraging teaching to the test. However, Nieto describes how CCSS may be just as detrimental in terms of states possibly continuing to use scores to evaluate both school and teacher effectiveness, using the top five percent of students as a reference point instead, thus creating unrealistic expectations and more blame for teachers and schools. These mandates/programs perpetuate gaps in society as well as in schools: "gaps by race, ethnicity, and income have remained significant and persistent. An especially damaging report from the National Center for Education Statistics (2011) found that the “achievement gap” between Latino/a and White students has been unchanged for two decades.” (Nieto pp.25) This in turn affects that ethnic groups' influence in society. In 2001, a Latino boy's chances of going to prison in his lifetime is one in six. I believe that education is a powerful tool but it can only be effective when we address issues in our society from systematic racism, societal gaps, and our own biases in order to my opportunities available for all. 

Thank you! 

Another quote from Nieto emphasizes America’s historical structural problems for students' success, “Societal barriers to equal education have existed since the beginning...These barriers have been created and in place, through various means...”(Nieto, 2013 p.9) Nieto following this quote then lists various barriers for marginalized student populations through our country's history, such as Jim Crow Laws against African Americans or Native Americans being offered substandard schools. If you are not white and male during this country’s history, then one’s journey for equal education has been a constant struggle. I believe it is a teacher’s job to realize the barriers that have been “baked” into our country’s educational systems for our students from various racial and cultural backgrounds. Then use this knowledge to craft instruction that acknowledges these barriers as past and present issues, and craft a culturally responsive curriculum that uses and embraces our diverse cultures as a strength for a better society. I am constantly trying to give my students “context” about the world they live in today, so they better understand the deeper history embedded within our unequal society, such as with educational outcomes. The “bootstrap” myth about America and one’s success in life, teaches students that people and their classmates are the problems and not the system itself. I have had students discuss the Black Lives Matter movements as “unneeded”, “inappropriate”, and “dangerous”. These comments always take me aback and remind just how much my students, who are mostly white and middle class, do not know about how our society has historically targeted marginalized groups and set them up to fail and feel inferior. I believe that the riot on the capital last week emphasizes how important it is to teach our students the truth about our country's long history with discrimination and white supremacy. These are difficult conversations to have in the classroom, so I would like to learn more strategies for facilitating discussions on sensitive topics, such as “white privilege” amongst my students. Here are further questions I have following this reading:

3. Have you experienced the economic divide in your classroom, and the varying degrees of success with students with more means than others?

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. classrooms. Portsmouth, NH: Heinemann.

This quote resonates with me and my personal beliefs on teaching and learning, as well as life in general, is that there are so many more obstacles and boundaries in place that keep people from achieving their full potential and that systematically limit their ability to succeed, find joy, become a functional adult and member of society. 

In my own professional practice, I am well aware of the systematic boundaries and gaps that children (and their parents) have to overcome in order to find a place in school where they can thrive. With the lack of funding and avenues for students to show their talents, grow their skills and show what they know in creative or out-of-the-box thinking is apparent in the elementary school that I currently work. And it is apparent in the lack of training that teachers have in order to successfully teach (or even interact with) students with any kind of limited disability. 

The school in which I work is also a Title I school where many of my students also would be in that category, as well as being a student of color. They individually and collectively have so many gaps stacked against them that it is a true wonder that through their grit, perseverance and the community around them that they are able to succeed and find some ways to grow and learn.

Questions:

References:

Nieto, S. (2013).  Finding Joy in Teaching Students of Diverse Backgrounds.  New Hampshire: Heinemann. 

Questions:

As a teacher, have you ever unintentionally put blame on a student for their failure to learn?

How can we provide students of color, poverty, trauma, ect. with the proper resources in order to help them achieve?

How often do you believe teachers should be reflecting on their own teaching practices and beliefs?

 

While reading the first chapter one important aspect struck me, despite many significant problems in the United States education system Nieto seemed to convey a message of hope. For example, “..teachers can challenge the misinformation on poverty by emphasizing students' competence, focusing on teachers' cultural identities and developing a professional development model based on ongoing collaborative work among teachers”(Nieto, 2013, p. 11). Here Nieto gives clear examples of how teachers can work to ensure their classroom is a place where all students have the opportunity to succeed. The suggestions that Nieto presents require attention but are practical. I also appreciate that they can be taken on as an individual as well as in a community. One of the examples given that I am constantly reminding myself to focus on is to embrace the talents of my students. All students are talented and it is important that they are celebrated. A student may not have a strength historically embraced by education such as art or a sense of humor but It is important for teachers to value these as well. 

There are a couple of questions I would like to pose to you all.
1)  What effects of standardized testing and accountability have you seen in your own experience?
2) What activities do you do to identify and overcome your own biases?
3) In your opinion what is the most constructive way to point out someone else’s biases?

Works Cited 

Nieto S. (2013) Finding Joy in Teaching Learners of Diverse Backgrounds, Heinemann

1. “Our received ideas about students and their intelligence, capabilities, and learning potential often have more to do with ideology than with science, research, or reality. Two of the most damaging (and unfounded) societal ideologies are that students’ social and cultural identities and backgrounds determine their intelligence and ability, and that intelligence is fixed and unchanging” (Nieto, p. 12).  

2. “Given the current context in which many teachers work, it might be hard for them to believe that they hold tremendous power, in fact wield more power over lives and learning of children than almost anyone or anything else” (Nieto, p. 13). 

What these quotes mean to me as a learner and an educator is that I bear an enormous responsibility to take inventory of how I form my conclusions about who my students are as learners and what they are capable of. These quotes resonate deeply with me because they reinforce my core value that we as educators play a crucial role in shaping our students’ views of themselves and in determining the paths our students will walk. When I read on page 10 in Finding Joy in Teaching Students of Diverse Backgrounds that “an African American boy born in 2001 has a one in three chance of going to prison in his lifetime, a Latino boy one in six,” not only does my heart break, my blood boils. The anger and heartache that the disparities in our educational system bring about inspire me to question my own biases, assumptions, and practices in order to cultivate a classroom of learners that feels seen, loved, encouraged, respected, and celebrated. Not only does research, such as the report Naito touches upon on page 14 about the “positive and long-term effects of first-grade teachers on the adult success of disadvantaged students”, demonstrate the enormous impact teachers have on students’ lives, it reinforces what I have experienced as an educator myself. I have worked in three Title 1 schools and I know what it takes to overcome the challenges families, teachers, and administrators face when there is inadequate supports and resources. 

I am positively impacting the current conditions in education by building strong relationships with my students and their families by demonstrating my commitment to know my students by interests, strengths, and needs. I accomplish this by exemplifying my appreciation for the unique gifts my students’ different cultures enrich our classroom community with, building my classroom culture using the concept of mirrors and windows as a guiding force, and revamping my classroom curriculum and library in order to make it more culturally diverse. As Naito states on page 14, “A frequently cited report from 1996 states that “what teachers know and do is one of the most important influences on what students learn” (National Commission on Teaching and America’s Future 1996). By working to stretch and grow my knowledge and skills as an educator, I see firsthand the positive impact I am having on my students. By inviting my students to be who they are, and providing them with opportunities to relish in their uniqueness, I witness my students being confident and brave learners who take risks and demonstrate vulnerability. Having a growth mindset is something that my students and I work at each and every day. 

Three questions for my colleagues are:

1. What practices are you implementing in your classroom in order to make your teaching more culturally responsive?

2. What are the biggest obstacles you are facing during the pandemic that are preventing you from fulfilling your goals of being more culturally responsive?

3. How do you celebrate your students’ uniqueness? 

Reference:

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. classrooms. Portsmouth, NH: Heinemann.

What we often see is exactly the opposite of this, and this is why students who live in poverty don’t succeed as well in school. Schools are not properly funded, they don’t value teachers as an investment or resource, and they may spend money in the wrong places. Nieto talks about this issue in that school conditions vary greatly throughout the country according to the neighborhood they live in. Also, she mentions that “the most  inexperienced, least qualified, most underprepared [teachers] tend to be in the most challenged schools.” This is because those positions are not well paid and have high turnover.

I have worked in many schools, including school in less affluent communities, and witnessed both great teachers and a high turnover of inexperienced teachers all together in the same school. It was so overcrowded that even though all or most of the staff wanted the best for the students, they were stretched so thin and that they tended to burn out quickly from all of the emotional trauma that comes with caring for those students. 

There are countries, and some US public schools, that are able to provide a quality education to all their students. It all comes down to equal funding and even distribution of resources (including teachers). 

1) Do you feel like teacher expectations of students carry the same impact across all grade levels and into higher education? Or in other words, does the age of the student matter?

2) How do you voice or show your high expectations for students?

3) What are your thoughts/experiences of passing the message of high student expectations to their parents/family?

A quote that particularly spoke to me is: “Students... especially the most vulnerable, are blamed for their failure to learn, with little mention of the meager resources and lack of policies and practices that have largely caused these problems - including poverty and the lack of adequate health care, housing, and employment - the tendency has been to focus exclusively on the perceived shortcomings of teacher and students'' (pg. 8). I work at a Title 1 school with students from a diversity of socio-economic backgrounds. I have observed that food insecurity is the number one factor that influences my students' ability to effectively learn. As such, my school's most utilized service is the food bank program. The school also offers a variety of other services, from laundry and shower facilities to medical and dental services. It is a pilot program that seeks to eliminate the inequities in learning. And these inequities are borne on both sides of the desk. If the students are hungry, stressed or facing other challenges then learning can take a back seat. As educators, we aren't prepared to deal with these issues. We are not psychiatrists or social workers, we are teachers. But we want to support students in the best ways that we can to ensure their success. It is a fine line to draw between the familial responsibility and the social responsibility of the school system. A lot of the services offered by my school are under-utilized on the day to day, but if they provide even just one student with the resources to improve their learning then it is worth it. I would argue that all school systems would benefit from a taxpayer funded program to provide its students with these basic services.

I have taught in many different school environments. One of the most important factors in teaching students is providing them with a comfortable and positive working environment. At the beginning of the school year, I set up a cozy classroom with several plants and designated spaces to read and feel at home in the environment. Another quote that really spoke to me was, “The physical condition of a school also affects its emotional environment. Are there aesthetically pleasing plants, posters, and welcoming signs? Is there respect for parents and families of different cultures? Do they feel welcome? Are there signs in various languages and is the staff friendly? These things make a tremendous difference in how schools are experienced by those who work and learn there as well as by visitors" (pg. 11). I believe it’s important to celebrate students and their families. A few years ago, I worked at a small Montessori school. The school felt like a second home for staff, students and families. The children ranged from 18 months to 6 years old. I found it interesting how caring the children are in this mixed setting and how they had so much respect for the animals and their overall environment. The tables always had fresh arrangements from the school grounds and the environment was aesthetically beautiful. I have brought some similar concepts into my public school classrooms and feel students have benefitted from a welcoming and warm environment. 

Questions:

What are some ways you make families and students feel celebrated in your classroom?

How do you/your school support students that are housing insecure?

What is the biggest challenge you face in your classroom?

References: 

Neito, S (2013). Finding Joy in Teaching Students of Diverse Backgrounds. New Hampshire: Heinemann.