Week X Blog

 

NEURODIVERSITY

This week’s article dives straight into neurodiversity. In a simple way neurodiversity means that people’s brains work in different ways, and those differences are natural, not something that needs to be “fixed.” For this weels blog I was going to tie a few points to my experience in my placement in a elementary school.

First in the article they mentioned creating inclusive environments. From my experience in elementary school, I saw that some challenges kids with autism, ADHD, or learning differences weren’t just about them, but about the environment. Rigid schedules, noisy classrooms, or bright lights could make it hard for them to focus or participate. I also noticed that kids who learned differently were sometimes left out or misunderstood by classmates. That’s why it’s important to make classrooms and school activities more flexible and welcoming so all students, no matter how they think or learn, can feel included and succeed.

Next they talked about the meaning of disorder and difference. The difference between a disorder and a difference is about both perspective and support. A disorder is a condition that seriously affects a child’s daily life, learning, or social interactions, and sometimes requires a medical diagnosis to get the right help. A difference focuses on the natural ways people think and learn differently. I saw this in my elementary school placement when a student was having a really hard day so much so that the social worker and principal had to step in to help manage the situation so the teacher could continue with the class. Recognizing that this student’s behavior was tied to their needs, not just “acting out,” showed the importance of understanding differences and creating supports so all students can succeed and feel included.

Week 9 Blog

 

Reflection: Troublemakers

Reflecting on Troublemakers by Carla Shalaby, I can’t help but think about my current placement in a school in Cranston. I am working in a first-grade classroom that, at times, feels chaotic. On my first day, while observing, I noticed a young boy who was clearly having a tough time. Within the first twenty minutes, he was crawling under desks and playing with different objects, which caused distractions in the classroom.

I tried to connect with him by asking what was wrong, but he ignored me. That could have been because I was new, or simply because he was having a difficult day. When I attempted to help, the teacher told me, “Don’t bother, he’s always a problem.” Right away, he was labeled as a problem to me a complete stranger who had just arrived. That moment made me wonder what is said about the other twenty-plus students in the class.

What stood out most to me was the lack of empathy. In my own work, I build trust by being empathetic and taking time to understand people. Over the past several weeks, I’ve worked to build a relationship with this student. I’ve listened to him, supported him, and celebrated his successes even small ones. For example, when he wrote a sentence with correct punctuation, I made sure to acknowledge it with a fist bump and positive reinforcement.

This connects to Shalaby’s idea that “children are not problems to be fixed, but people to be understood,” which reflects how building a relationship with this student helped him grow rather than labeling him as a “troublemaker.”

Since then, I’ve seen real growth. While he still has challenging moments, his communication, behavior, and attention span have improved. This experience showed me that building relationships and making students feel heard and valued can make a significant difference.

Students spend as much time with their teachers as they do with their families. They want to feel understood, respected, and supported. While some behaviors may stem from deeper challenges, this experience demonstrates that labeling students as “troublemakers” can overlook their potential. Instead, when we lead with empathy and connection, we can help students succeed in ways we might not initially expect.

 

Week 8 Blog

                               Literacy With an Attitude

When reading this week’s article, I couldn’t help but compare my daughter’s private school to the public school I’m currently placed in.

Finn’s “Literacy with an Attitude” highlights how schools can provide very different types of education depending on social class, and this idea can be clearly seen when comparing private and public schools. Private schools are often associated with what Finn calls “liberating education,” where students are encouraged to think critically, ask questions, and engage in discussion-based learning. These environments tend to emphasize independence, creativity, and leadership, helping students develop what Finn describes as “powerful literacy” the ability to use reading and writing to analyze, question, and influence the world around them.

In contrast, some public schools especially those with limited funding may reflect what Finn calls “domesticating education.” In these settings, there is often a stronger focus on following rules, completing tasks, and preparing for standardized tests. Students may spend more time working toward correct answers rather than exploring ideas deeply or questioning content. As a result, they may not have as many opportunities to develop higher-level literacy skills.

This comparison shows how education can reinforce social class differences. Private schools, which are often attended by students from wealthier backgrounds, may better prepare students for leadership roles and higher education. Meanwhile, some public schools, particularly in under-resourced communities, may unintentionally prepare 

Week VII Blog

 

“What to Look for in a Classroom”

After diving into this week’s reading and watching the classroom tour video I decided I would look at how I would vision my classroom in the future. In my classroom, I would apply the ideas from Kohn by creating a learning environment where students are actively involved rather than just listening. I would encourage discussion, allow students to make choices in their learning, and focus on understanding instead of memorization. For example, instead of only lecturing, I would use group work, open-ended questions, and real-world connections so students feel their voices matter.

I believe this approach is important because it helps students feel like they truly belong. When students are respected, heard, and given responsibility, they are more likely to engage and feel comfortable taking risks in their learning. A classroom built on community rather than competition allows students to support one another and build confidence.

Kohn supports this idea by emphasizing that good classrooms are places where students are not just compliant but actively engaged in meaningful learning, noting that we should look for environments where students are “thinking, talking, and making sense of ideas.” This highlights that belonging comes from participation and being valued, not just following directions.

Having a decorated classroom that clearly showcases student work is a powerful way to build the kind of environment that Kohn describes. In my classroom, I would intentionally fill the walls with student-created projects, writing, and artwork so that the space reflects their thinking rather than just teacher-made materials. This helps shift the classroom from a place students have to be, to a place they feel proud to belong in.

This approach fosters a sense of ownership because students can see themselves represented in the room every day. When their work is valued and displayed, it sends the message that their ideas matter. As a result, students are more likely to feel comfortable participating, taking risks, and engaging in meaningful learning.

Below is a picture of the school I am working in. The open concept allows for multiple classes to come together to learn together.

 

 

Week 6 Blog

 The Silenced Dialogue By: Lisa Delpit

https://www.youngedprofessionals.org/yep-dc-recess-blog/closing-the-achievement-gap-by-granting-students-access-to-the-culture-of-power

In “The Silenced Dialogue,” Lisa Delpit explains that schools operate within a “culture of power,” meaning they follow the rules, language, and values of the dominant culture — mainly white, middle-class norms. Students who are not raised within that culture must be explicitly taught how it works in order to succeed academically and socially. When looking at Precious Knowledge, directed by Ari Luis Palos, you can clearly see this connection. In the Mexican American Studies (MAS) program, students were taught their history, culture, and heritage from a perspective that is often left out of traditional curriculum. This helped them think critically and view education differently. The school system represents the culture of power, and the MAS program challenged whose knowledge is considered “valid.” Because it questioned dominant narratives and empowered students of color, those in power felt threatened and ultimately shut the program down.

I thought this was a good TED talk about privilege and culture of power.

Here’s a question that we all probably asked ourselves:

Who gets to decide what knowledge is “valid” in schools, and how does that connect to the shutdown of the MAS program in Precious Knowledge?

Week 5 Blog Reflection

 

The Academic and Social Value of Ethnic Studies

After reading this week’s article by Sleeter, I really took a second to reflect about how curriculum shapes how students view racism and American history. One thing that jumped out was how their school books a lot of the time show racism as something that happened in the past instead of a current or ongoing issue, even so connected to current systems of power. When racism is covered up inside a much bigger story of American “progress” student’s think that race relations naturally improve over time. This only alters the real story that progress has been uneven and met with criticism.

The reading shows us why ethnic studies is not about adding diversity but changing the whole view of it. I think back to when I was in school and how tailored the curriculum and studies were. What if we stopped and branched off each topic and looked at it from a different lens or view. I think this would open a whole new line of discussion and engage all students.

One thing that we can look deeper into is that Sleeter talks about black and white students interpreting history differently. So when students personal experiences don’t match what they are being taught, what would their thoughts be on what’s really the truth?

This a great TED talk about the importance and impact of why ethnic studies are important

https://youtu.be/XvvMgujD4i8

Week 4 Blog

 

Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools

This week’s reading offered a fresh perspective compared to the last two weeks with Anyon and Khan’s discussions on broken school models. First, there are deficit-oriented school models, which focus on what students lack, such as cultural or socioeconomic differences. This approach often places blame on the student or individual. In contrast, the asset-based model emphasizes what the student brings to the table. Rather than focusing on what is missing, it builds on the strengths and contributions of each student.

In my opinion, leaders should support the asset-based model because it fosters a more trusting and engaging environment. By focusing on strengths, leaders can empower students and staff, creating opportunities for growth and success. Below is an article I found about strength-based learning that highlights this approach.

https://www.nea.org/nea-today/all-news-articles/new-focus-strength-based-learning

I got this question from this article and thought this would be a good question to post for everyone to respond to.

What can teachers do to help highlight student assets and not their deficits? In other words, what can teachers do to help create that mindset for themselves when they look at students and what can they do to help students develop the same view?

https://www.edweek.org/teaching-learning/opinion-focusing-on-what-our-students-are-doing-instead-of-what-theyre-not/2019/12