checklist worksheets

 

Kohn/Intro Culturally Relevant Pedagogy

 Kohn- While reviewing the list of what a classroom shoud or shouldnt look like, I found many ascpects to be "givens", like students faces, teachers voices, around the school, ect. However there are things on the list that I am pleasently surprised to see. When looking at class discussion it was common in my elementary school days to only speak when talken to, but it is extremely important students feel comportable to use their voices. Same with the location of the teacher in the classroom, I remember the teacher to always be sitting at their desk infront of the room or standing infront of the board. When reading this list all I could think about was how these rules have affected my education, even in college. While at CCRI I found a lot of my classrooms to have students work surrounding the walls rather than rules or teacher chosen posters. In these cases I felt the vibe to be more comfoting and I was actually interested in reading the wall decor. Also it is common in college courses to not sit in rows and I have found this to envoke a lot more class discussion. Not to mention all of the professors I have had that enforce these classroom positives, tend to be my favorite and the classes I have learned the most in.

When watching the youtube video it stuck out to me when they said" Students do not learn as blank slates". This is such a beautiful way to explain in simple terms why culturally relevant pegagogy is important in childrens success. Children live for years in their cultures at home before they go to school it is bizzare to expect that all of these learnt behaviors, beliefs, emotions, just go out of the window. This video did a good job of explaining how children learn better and are more involved when their cultyres are taken into consideration. Building on students prior knowledge will help them understand new concepts and make connections to their culture with a possibly new learnt culture. Although we talked about it not too long ago, this immedietly made me think of the Tuscon High School students. When their MAS program was in affect some students whole lives were changed. Suddenly they had hope for their future after they were deemed devient, their families all saw a change in their drive. There was proof in grades, attdendance, and attitude that these students were positively affected by RAS and nobody was negetively affected. White students were still allowed to take this class, everyone was welcome. Yet state officials turned the racist card on this program claiming it to promote segregation. To me and most people in their right mind, this was a manipulative and victimizing tactic to accuse such a positive program of. Their situation and trial proved to me that those people didnt truly care about the well being of those latino students and they wanted their whiteness to show dominance. 

 

The Silenced Dialogue

 One thing that stood out to me in Delpit’s article is the role teachers play in shaping not just what kids learn, but how they see themselves in the classroom. Teachers really do hold a lot of power, whether it’s through the curriculum they choose, the way they set expectations, or even how they talk to students. Delpit makes the point that kids, especially those who aren’t already part of the “culture of power,” need clear, direct guidance. They need to be taught the skills that will help them succeed in the larger world, while also being encouraged to hold onto and value their own cultural knowledge. A good teacher knows how to balance both—being a guide and an authority, but also someone who listens and respects what their students bring with them.The “Silenced Dialogue” part hit me hard, because it shows how often teachers and parents of color get left out of the conversation about what’s best for their own kids. White educators tend to dominate the decisions, and that means only one perspective gets carried into the classroom. You can still see this happening today. Kids learn about their culture mostly through stories of oppression—like slavery or colonization—but rarely see the achievements or leadership of people who look like them. That silence sends a message: your experience doesn’t count here. It ties directly into what Sleeter talked about last week—how the curriculum itself often erases or minimizes the contributions of people of color. Both articles show how this lack of representation hurts students, not just academically but in how they view their place in society. To me, breaking that silence starts with teachers being willing to really listen, even when it’s uncomfortable, and letting multiple voices shape what happens in the classroom. Without that, schools keep teaching kids more than academics—they teach them whose voices matter.

The #ShutDownSTEM and #StrikeForBlackLives protests line up really closely with Delpit’s idea of the “silenced dialogue.” In her article, she talks about how teachers of color often feel ignored or dismissed when they share their perspectives, especially about how best to teach students of color. The protests were academics and educators finally being pushed to pause, reflect, and admit that institutions have been complicit in that same silencing. By asking people to stop normal work for a day, organizers wanted educators and researchers to confront how they’ve been part of upholding racism in classrooms and curriculum, even if unintentionally. Just like Delpit explains, ignoring or dismissing the voices of people of color in education causes harm and disconnect for students. The protests were a way of forcing open that dialogue, demanding that schools and academic spaces not only listen but also take real steps toward anti-racism.

 This reading is very important for future educators or youth development majors to take seriously. Children need to learn about diverse backgrounds because they need to see representation of themselves in what they are being taught. When students see themselves in history, literature, or social studies, it sparks their interest and makes them feel seen in a way that standard, Eurocentric curricula often fail to do.The story about the man who rejected school until he started learning about his own background later in life is a perfect example. It shows that it’s not a lack of intelligence or ability that causes some students to disengage, but a lack of connection. When students don’t see their identities reflected in the classroom, education feels like it belongs to someone else. But when they do read about their own history and culture, it can completely shift their perspective. Suddenly, learning becomes meaningful and personal, which can inspire them to keep pursuing education.For those preparing to work with children, this is a powerful reminder: representation is not just about fairness—it’s about motivation, belonging, and opening doors. If students only ever hear one narrative, they learn to distrust school knowledge and turn elsewhere for answers. But if schools commit to teaching a broader, more accurate story that includes all voices, students of color will know their stories matter too.Future educators and youth development professionals have the opportunity to make learning spaces where every child feels valued. That means intentionally including diverse histories, voices, and cultural contributions in the curriculum. When children feel proud of who they are and what their communities have contributed, they don’t just become better students—they become more confident, curious, and empowered people.

Representation in education isn’t just about checking a box or sprinkling in a few diverse names. It’s about kids being able to see themselves, their families, and their cultures reflected in what they’re learning. Movies like Coco and Moana show exactly why this matters. Coco brings Mexican traditions and Día de los Muertos to life, giving kids from that background a chance to feel proud of who they are, while also teaching others to appreciate a culture they might not know much about. Moana does something similar by highlighting Polynesian history and traditions, proving that these stories are powerful and worth celebrating.Then there’s Black Panther, which completely shifted what superhero movies could look like. For so many kids, it was the first time they saw a hero who looked like them on such a big stage—and the pride and excitement that came with it was huge. These movies show what the research says over and over again: when students see their culture represented, they don’t just learn the material, they connect with it. They feel seen, valued, and inspired.That’s why representation in education isn’t just a nice extra—it’s something we need to take seriously if we want kids to stay engaged and believe their stories matter.

 

Shifting the Paradigm Blog

 Hello, everybody! This week's reading was super light but also very thought-provoking. The whole point is that students need to be taught with an asset model approach, focusing on students' strengths and emphasizing what they're good at; the goal is to build students up. This is in comparison to the deficit model, a model most schools in the US currently practice. The deficit model focused more on what issues students have with learning and how to fix them. The asset model isn't to say that deficit training shouldn't be incorporated at all, but to say it shouldn't be the main focus. Now, although I wish this piece were more detailed in the sense that the writer gave specific examples on how to perform this, not just broad, repetitive examples. I felt like I kept being told, "We can do this by..." and the following would be a rephrased way of saying we should focus on achievements, but not expressing how. It would've been helpful to be given examples of the deficit model to see what specifically we can change in classrooms. That being said, I do very much agree with the point being made, and this reading helped me make a connection to a theory I learned about earlier in college. The labeling theory is a perfect example of why we cannot put a spotlight on what is "wrong" or "bad" behavior by children. In this theory, it is expressed how the more you tell a kid they are deviant, the more the rest of the world and the child themselves will permanently believe it. When a negative trait about a child is drilled into their heads, it is likely that they will internalize this behavior. This can lead to secondary deviance, when a person acts out more deviant roles in order to confirm the label and fulfill that role. On the contrary, the more you tell someone, or even yourself, affirming thoughts, the more likely we are to believe those, too. I believe this from personal experience, as lately I have been practicing affirmations and reminding myself I am exactly who I think I am, not who others tell me I am. This applies to children, especially due to how much they are at a young age. 

Here is a short 5-minute video explaining the labeling theory if anyone wants to get more familiar! https://www.youtube.com/watch?v=QHSvZZ1pnm0 😁

 When I hear the words "education policy," I usually think about things like standardized testing, new curriculum mandates, or teacher evaluations. Basically, all the stuff that happens inside a school building. But after reading Jean Anyon’s essay "What Counts as Educational Policy?", I realized I might’ve been looking in the wrong direction. She makes this really sharp point: education policy isn’t just about schools—it’s about the world kids live in when they walk out the school doors. Take wages. The federal minimum wage has been stuck in place for years. Plenty of parents are working full-time and still not making enough to cover rent or keep food in the fridge. Their kids don’t leave those struggles at home; they carry them straight into the classroom. And no amount of new textbooks or testing reforms is going to erase the stress of hunger or eviction. That’s what Anyon is getting at. If families had stable jobs, fair wages, and access to affordable housing, kids would show up to school with a totally different set of possibilities. She points to research showing that even small bumps in family income improve children’s test scores. Moving families to safer, better-resourced neighborhoods? Graduation rates go up. Suddenly, it’s not just about what’s being taught in math class—it’s about whether kids are even in a position to learn. And honestly, once you see it, you can’t unsee it. We keep treating schools like they’re isolated islands: change the curriculum here, test differently there, and hire better teachers over here. But schools are more like mirrors. They reflect the neighborhoods, the jobs, the housing policies, and the opportunities (or lack of them) surrounding kids. If those are broken, the schools will keep struggling no matter how many reforms we pile on. So here’s the question that stuck with me: why don’t we treat things like raising the minimum wage or building better public transit as education policies? Because if kids can’t get to class ready to learn, then those economic “side issues” are actually the main event. That’s the shift Anyon is asking us to make—and honestly, it feels overdue. If we want real school reform, maybe the place to start isn’t with another round of standardized tests, but with making sure families can afford groceries and rent.

After reading Anyon, I decided to dig into whether any school districts are actually trying to put her ideas into practice—treating poverty, housing, and family support as part of education policy. Here’s what I came across: One example is Union Public Schools in Tulsa, Oklahoma, which has built what they call a “community school village.” Instead of just focusing on academics, their schools provide things like mental health services, nutrition programs, medical clinics, and even adult education. The idea is to meet families where they are and remove the outside barriers that often spill into the classroom. Another example is the Independence School District in Missouri, where every school has a family service liaison. These liaisons connect families with resources both inside and outside the school—from housing and food assistance to home-based support. The results have been impressive: even among at-risk students, graduation rates have climbed significantly. Both districts show how schools can widen their role beyond textbooks and tests, echoing Anyon’s argument that real educational reform has to include the economic and social realities students live with every day.

Links to articles with school district information^ :

https://www.k12dive.com/news/community-models-rise-continues-as-schools-embrace-wraparound-services/546444/?utm_source=chatgpt.com

https://jacksoncountykids.org/news/independence-school-district-delivering-mental-health-support-to-students-families/?utm_source=chatgpt.com

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The Broken Model and A Short History of Public Schooling Review

This reading introduced me to a new opinion on the education system and, more specifically, public schools. Public schools and the way they function are worth attention, especially since it is the “standard” schooling. Public school is what is available to everyone and is used by most, and its system builds the way we function in society. I have always thought about “what” we learn about in school needs to be reevaluated. Just because it is what we learned in elementary school doesn't mean it's what is to be true today, or even at the time of learning. First, it is important to think about “who” is setting up these systems. If it is an old, straight, white man with selfish views, it is very possible that said man would force those beliefs upon us. Not that the answer is as simple as that, but as an example. Just like if I taught a class on colors, the rule of thumb would be that green is the best, but that isn't everyone's opinion. A lot of times in school, we are being taught things from one perspective and made to believe it is a stone-cold fact. This reading put into perspective that the systems set up to teach us also matter, not just what they teach us. It really tripped me out to think about the fact that breakfast, lunch, and dinner are just old concepts and not just the scientific ways of fueling our bodies. And then to realize that everything in our day is constructed around these meal times. That is definitely something I have never thought about. I also felt when reading the section “Test and Testing” a list was being created of all the things tests do NOT prove, and I just kept thinking all these points are what tests should be all about. It is a little overwhelming to think about how deeply rooted our education system is and that changing it would require so much change around the world. I truly never realized this. 

I thought it would be interesting to ask ChatGPT to "create a cartoon but also detailed image of what schools should look like in 2025 if the pure well being of children was prioritized" and this is what it came up with... 

Now, what ChatGPT came up with was not the most advanced piece of work, but it does touch on the comparison of what ChatGPT views schools as now (on the left) and how they should be (on the right). Notice how on the right, students are outside, smiling, and educating their bodies, not just their minds; the environment they are learning in makes them more likely to feel calm.