Week 12 Final

 

There were many things that definitely stood out to me from this past semester in FNED 546. One of the most important was how open-minded and receptive the class was as a whole. Everyone contributed to meaningful presentations and discussions, which made the learning experience more engaging and impactful. I especially remember the first time we sat in a circle for a group discussion, it really showed how respectful and thoughtful people can be when sharing different perspectives. That moment set the tone for the rest of the semester and made it clear that this was a space where everyone’s voice was valued.

During the semester, we had the opportunity to complete several video analyses. I really enjoyed these assignments, especially the collaboration and discussions we had the following week. The one that stood out to me the most was the classroom tour. Seeing Megan’s classroom and how she made it her own from student artwork displayed all over the walls to the “Polaroid All About Me” section was really inspiring. It gave me a different perspective on how a teacher can intentionally build the culture of a classroom through the environment. I also found it interesting how much Hamilton she incorporated into the space. One quote she had displayed really stuck with me, and I even added it to my work email because it resonated so much: “You can never be overdressed or overeducated.”

Lastly, the placement portion of the course was a great experience. The Art Walk (thanks to Sam) really helped bring everything together and allowed us to see how what we discussed and read throughout the semester connected to what we were actually doing in our placements. I really appreciated how everyone was able to express their thinking in different ways. The level of creativity truly stood out, yet it was interesting that we all arrived at similar understandings in the end.

Of course I would be wrong if I didn’t mention our stressful card game of silence. Silence is not my strong point but Mark and I were at the end!

 

Week 11 Blog

 

LGBTQ+ Youth

While reading Queering Our Schools, the authors argue that true inclusion in education requires more than simply addressing bullying it demands a transformation of school culture, curriculum, and everyday practices. While numerous schools claim to be safe spaces, LGBTQ+ students often continue to encounter exclusion, harassment, and invisibility. The writing emphasizes that focusing only on “bullying” oversimplifies the issue and ignores deeper systemic problems such as homophobia, sexism, and racism that affect students’ experiences.

The authors call for schools to build strong, inclusive classroom communities where differences are respected and openly discussed. This includes rethinking common school structures that reinforce traditional gender norms, such as separating students by gender or limiting representations of family structures. Simple adjustments like using more inclusive language or ensuring diverse representation in classroom materials  can help create a more welcoming environment for all students.

While researching the impact on youth, this article opened my eyes to unreported issues that the LGBTQ+ community continues to face.

https://theirworld.org/news/survey-reveals-widespread-unreported-bullying-and-discriminatin-among-lgbtq-youth-in-schools/

Here is a question I was asking myself, and maybe you all could give some input.” How can us as future educators, or current educators balance respecting family/community perspectives while still creating safe and affirming spaces for LGBTQ+ youth?

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?