Final Blog Post FNED 546

 The Final Blog Post

    There are a lot of topics from FNED 546 that will stick with me throughout my teaching career. The three things that stuck out to me the most was, "What to Look for in a Classroom", the "Classroom Tour" video, and the topic of Asset vs. Deficit teaching methods from the "Shifting the Paradigm" reading. 

    The article, "What to Look for in a Classroom" by Alfie Kohn will stick with me because there were a lot of interesting things listed in the chart that I had never thought of before and then was able to make connections to the various classrooms I have been in as a substitute teacher. I thought something very important in that chart that stuck out to me was displaying student work throughout the classroom. I love this idea because it is so important to make all students feel valued and seen. For them to be able to look around their own classroom and see their work hanging on the walls is something very special for them. It is a reminder for them of their hard work and dedication to learning as well as motivation to keep going. Another part of the chart that I will remember as a future teacher is having the desks arranged into groups rather than rows. It is very important for students to collaborate with their classmates and help each other learn. In the classrooms that I've been in, I can see a clear different in students' behavior when the desks are in rows or table groups. I believe collaboration helps the students learn better because they are able to ask each other questions when they are stuck because a teacher is not always able to get to each student. I will definitely remember this chart when I am setting up my own classroom in the future, and I am really looking forward to that part of my journey. 

    Another topic that will stick with me that relates to the topic above was the "Classroom Tour" video by a teacher. I really enjoyed watching this video because it gave me a lot of great ideas for my future classroom. The teacher had a lot of great organizational ideas in her classroom that I will definitely be utilizing. It seemed like she had a set place for everything in her room which most likely makes her life and the students' life a lot easier throughout the school day. It also holds the students accountable to follow the classrooms routines. Something really creative she does for group work is she has a basket of different colored bracelets that she passes out to the students. Each student with the same color bracelet is part of the same group to complete their work. This is a great idea because I have seen many issues in classrooms where students are left to choose their own groups and it always leads to someone being upset, left out or other issues. This bracelet idea is an easy and fast way to get students into small groups without the teacher having to get too involved. Another feature in her classroom that stood out to me was all of the bright colors she had around the room. I think this brings such a happy and positive vibe into the classroom that the students will appreciate. In the classrooms that I've been in, I have seen both colorful and bland rooms. I am definitely more drawn to the colorful rooms and can feel a difference with the students. 

    The last topic that will stick with me the most throughout my teaching career is Asset vs. Deficit teaching methods from the "Shifting the Paradigm" reading by Shannon Renkly and Katherine Bertolini. This is something that I will definitely be implementing in my classroom because I want to ensure I have the most positive classroom environment for my students. An asset-based teaching method essentially highlights students' strengths and interests rather than their weaknesses and standard curriculum topics. Asset-based learning increases student motivation and engagement, which leads to a more successful classroom. When students are learning about topics they are actually interested in, they are more likely to enjoy the lesson and want to come to school more. I will definitely be using an asset-based teaching method in my future classroom, and I am so excited to do so!

It Feels Good to be Yourself & Guidance in Rhode Island

"It Feels Good to be Yourself" by Theresa Thorn & "Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students" by Rhode Island Department of Elementary & Secondary Education

    This week we were assigned to watch a video from the "Woke Kindergarten" YouTube channel that involved a read aloud of the book, "It Feels Good to be Yourself by Theresa Thorn. We also ready the "Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students" by the Rhode Island Department of Elementary and Secondary Education. 

    The read aloud video was an educational video meant for young students to inform them about terms like transgender, cisgender, non-binary, and more. The story that was read taught students that it is okay to be completely yourself, even if it is not the "standard" or "norm". As a future educator, this video was really informative for me because I could have students in my future classroom that identify as transgender, non-binary or gender nonconforming. I will need to know the best way to make them feel included by myself and their classmates. The video was a very simplified explanation because it is meant for young students to help them learn. The reader took the time to pause and ask questions and allow the kids that are watching to respond. They also took "thinking breaks" to allow the kids to take a moment to think about how they feel. The reader also made connections to themself because they identify as non-binary which provides the kids a realistic connection. 

    The reading that was published by the Rhode Island Department of Elementary and Secondary Education was a lot more formal and procedural than the read aloud was. This was intended for educators to be up to date on all transgender and nonconforming student guidelines so that they know the best practices for those students. It is great to know that there is such a strict policy in Rhode Island for these students so that they can have the best possible experience at school. The reading included guidelines for name & pronoun changes, transitions, federal & state laws, gender identity and more. These are all very important guidelines to know as a future educator, and I am very glad I was exposed to them. 

    The guidelines also discussed some statistics of transgender students that were very sad to read about. The likelihood that a transgender student has depression, suicidal thoughts or self-harming are much more likely than a cisgender student. They state, "the Journal of Adolescent Health (2015) reported that transgender youth were more likely to report: being diagnosed with depression compared with students who were not transgender (50.6% vs. 20.6%); suffering from anxiety (26.7% vs. 10%); attempting suicide (17.2% vs. 6.1%); and engaging in self-harm activities with lethal intentions (16.7% vs. 4.4%)". Knowing these statistics, it is clear that there is a big issue in schools regarding the treatment of transgender and non-binary students. As future educators, we must find a way to make these students feel comfortable and safe in the school environment. Other students need to be aware of how their words and actions can affect other students. 

Reflection: 

My question for everyone is how as future educators can we lower these statistics and create an environment for every student no matter their gender identity that they feel comfortable, included and safe in? 

I found this great video on strategies for how to create a gender inclusive classroom that is a great watch!

Neurodiversity

 What is Neurodiversity? By: Caroline Miller

    Neurodiversity is a very relevant topic in today's world, especially in schools. Neurodiversity is basically a word for describing how everyone's brain "works" in a different way and there is not one "correct" way for a brain to work. Neurodiversity is a way of saying that all types of learning and social disabilities should be accepted and encouraged by everyone. 

    Neurodiversity includes disabilities such as ADHD, Autism, Dyslexia and much more. These disabilities are a lot more common in students today. It is very important to be aware of all of these different disabilities because as a teacher, you will most likely come across all of them in your classroom. Since they are so common today, there is a bigger need for acceptance of these differences. Both teachers and students should be aware of all of these disabilities in the classroom because they are surrounded by them each day. 

    Teachers need to accept and encourage all of the students in their class no matter how they learn. The students with learning disabilities do not want to be treated differently than the rest of the students in their class. Even though they may need some extra help or altered lessons, treating them as equals is important. Teachers also need to be aware of their students' needs when it comes to neurodiversity. Each student is different, and some may need more support than others. Knowing the best ways to manage their learning disabilities will lead to a better classroom environment for everyone. Teachers must encourage all of their students to ask for help or support when needed. 

    Students should also be aware of learning disabilities and know they need to accept all of their classmates no matter how they learn. Students with learning disabilities most likely do not want to be treated differently by their classmates because they do not want to be singled out or embarrassed. Students should be aware that everyone learns at a different pace, and all paces are acceptable. This will lead to a more accepting classroom environment where all students can feel comfortable asking for support. 

        Having an inclusive classroom environment is also very important. The article states "a rigid school schedule, or a loud, bright workspace can make it impossible for them to function well". I've been in a lot of different classrooms as a substitute teacher, so I have seen some great ways to make a classroom more inviting for all types of students. For example, having a "cozy corner" or a "calming corner" is very common. This is a spot in a classroom normally with more comfortable seating, dimmer lights, and maybe some books for students to read if they need to take a brain break throughout the day. A lot of students have lower attention spans than others, so taking more frequent breaks can lead to a better overall day. Additionally, I've seen classrooms that have covers over the lights to make them less harsh for students. A lot of lights in schools are really bright and fluorescent, which can cause headaches or other issues. Dimming these lights for students can make them feel calmer and more comfortable in the classroom. Lastly, something I've seen in a lot of the younger grades is frequent "movement breaks". Movement breaks are typically short videos involving dancing or stretching that allow the students to get up from their seats and move around to reset their brains. The students always seem to love these movement breaks, and they really help with their attention during lessons. 

I found this great video that explains neurodiversity for young students. It's a fun animated video that I believe young students would really like and understand what neurodiversity means. 

Troublemakers

 "Troublemakers" by Shalaby

    The reading "Troublemakers" by Shalaby reminded me a lot of my service-learning experience I'm currently doing for this course. I am working in a kindergarten classroom that has some very severe behavioral students that can really disrupt the class. There are about twenty students in the class and there are 5-6 students that cause a lot of trouble throughout the day. Each of the students causes "trouble" in their own way. 

    One student will constantly interrupt lessons because he is either being "bothered" by another student in the class or by something the teacher is doing. This causes him to call out and yell in the middle of activities or lessons. One student has autism, so he is often being rewarded for small wins such as sitting in his chair when he is asked because he is frequently moving around the room. Another is extremely defiant towards almost any class activity. All of these students can be causing trouble at the same time, and there are only so many teachers in the room that can help at the same time while also trying to continue the lesson for the rest of the students. Each of these students requires a different type of care and attention throughout the day. I am normally in their classroom from 9:00am to 12:00pm every Thursday. I typically walk in while they are in the middle of their morning meeting on the rug. This is when they go around in a circle and do their morning introductions with each other. It is very rare that these introductions go without any interruptions from one of the "troublemakers". 

    My supervisor for my service-learning has been teaching kindergarten for 27 years now, so I would consider her very experienced in this field. She says to me that this is by far her hardest class she has had to deal with in her career. I would say that her classroom environment is very warm, inviting, engaging and fun for her students. The other "non-troublemakers" in her class seem to really enjoy all of the lessons and they behave very well. The reading states, "The child who deviates, who refuses to behave like everybody else, may be telling us- loudly, visibly, and memorably- that the arrangements of our schools are harmful to human beings. Something toxic is in the air, and these children refuse to inhale it. It is dangerous to exclude these children, to silence their warnings". This makes me wonder what exactly it is that these "troublemaker" students in my service-learning class are not happy with because I believe that it is a wonderful class to be a part of. I wonder if maybe the students were giving choice time in the morning when they come into school before their morning meeting begins if this would help them behave better. 

    Currently, the students will complete a worksheet when they come into school before morning meeting begins. I have been in other kindergarten rooms where they do have 15 minutes of choice time before the day begins, which could help them with the transition from home to school. Maybe if they started the day with doing something they want to do, it will lead to a better rest of the day for them. They could be misbehaving first thing in the morning because they are being forced to start doing work right away. Kindergarteners are still very young, and I believe that having some freedom in the mornings could help them be more compliant throughout the day and cause less interruptions or outbursts. This was a really interesting read since I was directly able to relate it to my service-learning experience so far. I found a wonderful article discussing the importance of free choice in elementary school and the benefits it can have on students. I definitely recommend giving it a look!

Literacy With an Attitude

 "Literacy with an Attitude" by Patrick J. Finn

The reading "Literacy with an Attitude" by Patrick J. Finn was a very interesting read. I really enjoyed chapter two specifically which was about how Anyon studied five different elementary schools ranging from poor neighborhoods to rich neighborhoods. The teachers and students varied drastically between the five schools. It was really eye opening to read about the differences between all give of these schools and how much the teachers' teaching style and class structure can impact students. 

    The first two schools were labeled as the "working class" schools. The students came from families in blue-collar jobs or unemployed. All schools used the same math curriculum books, but the working-class schools skipped a lot of the pages the teachers thought were "too hard" or had "too much mathematical reason". They did not think their students would be able to handle this advanced of math. The work in the classrooms was mostly following procedures correctly rather than being right or wrong. In history, the teachers used a "low ability student" history book because again, they did not think their students were capable enough. These history textbooks were intended for special education classes and the students scored high. The teachers in these schools were very strict with students and often held them for extra time after school to finish their uncomplete work. Even though the teachers were giving their students lower-level work, they were testing with an average IQ score of 100. The author said the dominant theme in these schools was resistance. The students would vandalize the school, cause disruptions in class, and were not enthusiastic about their lessons. They were a bit less resistant to "easy work" than to more challenging work. These students reflected workers in factories, sales floors and offices. It is clear to me that the teachers in these working-class schools did not believe in their students succeeding and were not challenging them to be the best they could be. 

    In the middle-class school, knowledge was more conceptual than the lower-class. Teachers were having students work towards the right answers rather than the structure or routine. Teachers explained to their students why answers were correct to help them better understand. The students were not using much creativity in the classroom as their teachers' focus was more on getting the right answers in the right way. In history lessons, controversial questions were avoided. The teachers in this school varied from strict to easygoing. There was very little excitement in the schoolwork because assignments did not take students' interests into account. The teachers would tell their students that their rewards were good grades that lead to going to a good college and getting a good job in the future. The theme for this school was possibility. They talked more about their goals for the future than in the low-class schools. The students had a lot more anxiety about tests and grades because they were trained to think they need good grades in order to succeed in life. They were more excited about holidays than the low-class schools because it meant they would not have to come to school. They were developing a relationship with the economy, authority and work for white collar jobs, which were not creative qualities. 

    In the high-class school, or "affluent professional school" as they call it in the reading, the teacher came from upper-class backgrounds and were mostly women. The main goals for all students in this school were creativity and personal development. The teachers wanted their students to think for themselves and make sense of their own experiences through discovery. Something that the teachers always said to their students was "what makes sense to you?" which encouraged students to think for themselves and use their creative sides. In social studies lessons, they learned about higher concepts than the middle and lower-class schools. They did a lot more creative projects such as sculptures, plays, stories and murals. They would actually allow their students to pick which project they wanted to do. The teachers believed in flexible seating which allowed them to feel more comfortable in the classroom. The theme for the affluent professional school was individualism/humanitarianism. The students had concern for one another and the school even ended morning announcements each day by saying "do something nice for someone today" which I loved. 

    The last school that Anyon studied was known as the "executive elite school". The students learned more complex topics that were more analytical. The teachers even had their students plan their own lessons and teach their classmates about the topics. Teachers often said to their students, "it's up to you", giving them some freedom to think for themselves. The teachers were all very polite and had a lot of hope for their students' futures. The overall theme of the executive elite school was excellence and being the best. The students had a lot of self-discipline and were taught to be the "masters of the universe". 

Reflection: In my opinion, the affluent professional school seemed like the school I would want to work for. I believe that all students should have access to this level of education no matter their social class because it is the most effective way to teacher students. They deserve to use their creative side in all subjects because that is the best way they will learn. Being able to choose what kinds of projects they do allows them creative freedom. They will be more engaged to the lesson when they can choose what they want to do. This ties back to asset-based learning and having lessons relate back to students' interests. Which school resonated most with you and why? I found this great article discussing the important of creativity in school that I recommend reading. 

    

Culturally Relevant Pedagogy & What to Look for in a Classroom

Culturally Relevant Pedagogy & What to Look for in a Classroom by: Alfie Kohn

    After viewing the "What to Look for in a Classroom" chart made by Alfie Kohn, I have a new perspective for what I want my future classroom to look like when I become a teacher. This is something I look forward to most when I think about becoming a teacher because I want to create an inviting and positive environment for my students to be in every day. Something that stuck out to me was the "On the Walls" section that listed some helpful tips. Showcasing students' work on the walls is so important because it shows them that you as a teacher value their hard work and want to show it off. They also mention having signs that were created by the students rather than the teacher. An example of this would be to create a classroom expectation list and have each student sign the bottom to show that it was a collaboration with everyone. Additionally, something I'd like to implement in my classroom at the beginning of the year is have every student create a positive saying picture to display all over the classroom. Something like "keep on going" or "be kind" are great reminders for the students to reflect on each day. During my time as a substitute teacher, I have seen some great classrooms and some not so great classrooms. I think this really effects the way students behave in the classroom because they are going to have a negative behavior if that classroom does not make them happy. Bright colors, positive quotes, some natural light can really add to a classroom. This chart gave me some great ideas to utilize in my future classroom, and I am so excited for that day! A happy and positive classroom makes students more motivated to want to learn. 

    I found this great classroom tour of a first-year teacher's 2nd grade classroom. This video gave me a lot of great ideas for my future classroom and made me so excited! I hope to incorporate some featured from this video in my classroom someday. 

    

    The video "Introduction to Culturally Relevant Pedagogy" discussed the importance of including students' individual cultures within the classroom. I connected this video a lot with asset-based learning because they talked about making connections to lessons to the cultures in the classroom so that students can understand topics better. It is so important to include all of the cultures in the classroom because you do not want students to feel left out of lessons. This way, students can relate more to what they are learning about, and they will be more interested to learn more. This will also help with student motivation because they will be more motivated to work on things that they can relate to. As a future teacher, I want to ensure that I am including each and every one of my students' cultures in lessons because they will be able to make connections and relate more to the topics. This will boost confidence and motivation in my future students which will allow for a better overall classroom environment. Going back to the classroom topic from above, I would love to be able to incorporate students' cultures in the decor of my classroom to make everyone feel seen and welcome. 

Reflection for the class: What's one thing you definitely want to incorporate in your future classroom?

 

Other People's Children

 "Other People's Children, The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" by: Lisa Delpit

    After reading "The Silenced Dialogue: Power and Pedagogy in Education Other People's Children" by Lisa Delpit, I am once again left thinking about how I can be a better educator to my future students. In today's world, there are going to be students from all different cultures and backgrounds coming into the classroom. Even though I am a white woman, I will need keep all of my students' cultures in mind when setting classroom expectations and guardrails. Although I cannot truly compare my own experiences, it does make me think about my time so far as a substitute teacher. Going into different districts and schools, I have come to learn just how different each school and district runs from one another. It can be hard to adjust to all of the different school policies and routines since I am jumping around so much. I often times feel out of place as a substitute teacher because the other teachers in the schools have a much stronger bond with each other and obviously know how the school operates day to day. Even the students will call me out for doing something out of the norm or routine for them because they do not realize that I am not aware of exactly how things operate. 

    When I connect my own substitute experience to the article, it truly opens my eyes to how minority students must feel in their schools and classrooms. School can already be such a stressful environment for students, and if they are a minority in the school, it will only make it worse. Coming into a classroom with majority white students is going to be so overwhelming for a minority. They are going to feel out of place just by the color of their skin and different "language" that is used. These students are then automatically starting at a disadvantage because they are not aligned with the school expectations. This relates a lot to the topic of an asset-based model in the classroom. When teachers shift their lessons to include all students' strengths and interests, they will have a much easier time understanding the topic and continuing to be motivated. This can also be used when setting classroom rules and expectations at the beginning of the school year. Teachers should truly get to know each of their students in their class to ensure everyone is accounted for when making these expectations. It is not fair to set a rule for a class unless everyone is in agreement and fully understands what it means. If a student is from a minority culture, they may not be aware of a certain expectation in the classroom. Even something as simple as raising your hand in class may not be a norm for a student from a different culture. A specific example of this from the reading states, "Black children expect an authority figure to act with authority. When the teacher instead acts as a 'chum', the message sent is that the adult has no authority, and the children act accordingly. One reason that is so, is that black people often view issues of power and authority differently than people from mainstream middle-class backgrounds" (p.35). This quote is saying that black children are more likely to misbehave or act out if their teacher is not as strict as they are used to. 

    It is so important for every student in the classroom to feel valued and respected by their teacher. Teachers can do this by including each student's cultural background when creating classroom expectations at the beginning of the year. Even if some of the expectations are not "normal" for a minority student, as long as they are made aware of why this expectation exists, they will be more likely to follow along. In order to have a successful classroom, teacher must make every student feel heard. A way to do this is creating "classroom expectations" at the beginning of the year that each student can add to. Coming up with agreed expectations as a class allows everyone to feel included and respected by their teacher and fellow classmates. This class expectations can go a long way if each student complies and agrees. I hope to use a technique like this is my future classroom to make each of my students feel valued in my class. I want to create a welcoming and positive environment for all of my students no matter what their cultural background is. I will ensure that I get to know each student and can rework expectations that will work for everyone. I would never want to make one of my students feel uncomfortable or unseen in my classroom because everyone plays an important role. 

Reflection:

How as future educators can we properly balance the dominant power structure and also value the students' own cultural identities in the classroom? I found this article explaining simple ways to make every student feel values in the classroom and it has some very great techniques!