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.