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.