Week 6: Kohn and video

 

What to look for in a classroom
Alfie Khon

&

Introduction to Culturally Relevant Pedagogy

Extended comment - Hannah K

The reflections on Alfie Kohn's chart genuinely resonate with me, especially regarding the influence of the physical classroom environment on students' learning and well-being. It is fascinating how something seemingly simple as furniture arrangement can impact the classroom climate. Your anecdote regarding the principal reconfiguring the teacher's room made me recall how intentional classroom planning can shape student engagement. An ordered space generates cooperation, mobility, and a sense of belonging. A rigid arrangement, however, is stifling and alienating.

I also appreciated your observation regarding the walls. Displaying student work and making the space more personalized with artwork and murals instill a sense of ownership and pride in students. It brings back memories of my time in various schools—some were warm and welcoming, full of creativity. Others had walls plastered with rules and expectations, so they felt more like institutions than places of learning. A school's visual culture actually speaks volumes about its priorities and values. I agree that schools should create spaces that respect students rather than enforce rules.

Your class "stuff" description also made me think. Between a messy but resource-rich classroom and one that looks too bare and unappealing, a middle ground must be struck. A room with access to books, instructional materials, and engaging activities gives students tools that inspire curiosity and exploration. A room lacking these materials can look discouraging and sometimes stifle students' motivation. But there is a line where too much stuff might be too much. Is there a way to make classrooms resource-rich without being overwhelming?

I also agree with your assessment of Kohn's chart. It demonstrates significant aspects of a healthy classroom that most might overlook. Teachers should never forget such guidelines when designing their learning centers because they impact students' comfort and enthusiasm for learning.

Best Learning Enviorments

A small but important point is how the presence (or absence) of student work on the walls impacts the classroom environment. Asking

"How does displaying student work contribute to a positive learning environment, and what message does it send when classrooms or hallways are filled with only rules and regulations instead?"

Can spark discussion on student ownership, motivation, and the psychological effects of classroom design.

Week 5: The culture of Power

 

Other Peoples Children 

The Silenced Dialogue

Lisa Delpit 

Quotes

“There are codes or rules for participating in power; that is, there is a culture of power.”

Delpit argues that success in schools and society depends on awareness of the dominant culture's unwritten rules, such as language, behavior, and expectations. Children from prosperous communities often acquire these rules at home, but not so for marginalized communities. This quotation captures Delpit's argument that teachers must teach these rules overtly to offer equal access to success rather than assume that all students know them.

“Those with power are frequently least aware – or least willing to acknowledge – its existence. Those with less power are often most aware of its existence.”

This quote demonstrates how privilege operates in education. Policymakers and teachers, who tend to be members of dominant cultural groups, overlook the barriers that marginalized students face because they have never had to navigate them themselves. Meanwhile, students who lack power clearly perceive these barriers but do not possess the tools to overcome them. Delpit explains that teachers must become aware of and work with these power dynamics rather than ignoring feedback from communities of color.

“To act as if power does not exist is to ensure that the status quo remains in place.”

Delpit criticizes the notion that if students are treated the same, they will end up in the same place. To ignore power relations in education is only to replicate current inequalities. Instead, she contends that educators must recognize such imbalances and actively provide students with the knowledge and skills to understand and contest them. This relates to her overall argument that multicultural education must do more than merely celebrate diversity; it must also confront systemic disparities in learning.

One Point I can share in class is:

"Delpit argues that teachers must 'teach' students the rules of the dominant culture for them to be successful, but how do teachers accomplish this without asking students to 'give up' their own cultural identities? How do schools reconcile teaching the 'codes of power' and affirm and value students' home cultures?"**

This is the pivotal question of vital significance: How can educators empower pupils without dissolving their cultural identity, one of the inherent dilemmas of Delpit's assertion?

Week 4:The System Isn’t Broken – It Was Designed This Way

             

The System Isn't Broken 

Christian E. Sleeter

Argument 

Christine E. Sleeter powerfully advocates for including ethnic studies in school curricula, citing the vast scholarly and societal benefits, particularly for students of color. She supports amplification of ethnic studies in schools to combat injustices in traditional education systems. 

Sleeter's view is supported by various studies that indicate ethnic studies enhance student motivation, academic achievement, and critical thinking. Schools can make education more relevant and meaningful by utilizing diverse histories and perspectives within the curriculum. Traditional curricula ignore the contributions of racial and ethnic minorities, and as a result, students feel ostracized, which harms their academic success. In contrast, ethnic studies can provide an honest and inclusive explanation of history and society and a sense of identity and empowerment.

Importantly, Sleeter highlights that ethnic studies benefits students of color and all students. The programs achieve this by challenging stereotypes, promoting social solidarity, and building a caring school climate. By fostering critical thinking, ethnic studies make the environment more inclusive for all students to thrive. Sleeter's research dispels the myth that these courses are solely about identity politics. Still, they mirror the reforms necessary to create an equitable and effective education system.

One key finding of Sleeter's research is that students who enroll in ethnic studies are more academically interested and have higher grades than those who do not. This enrollment highlights the necessity of incorporating students' cultures and histories into the curriculum, which can improve academic performance. These results suggest that ethnic studies are required to eliminate educational disparities and facilitate student motivation.

Sleeter's action call challenges educators and policymakers to challenge standard educational paradigms and adopt inclusive practices. By incorporating ethnic studies, schools can reconceptualize education to be equitable, relevant, and enriching to all students. In doing so, students are prepared to be successful in an ever-growing multicultural world, and academic achievement, social responsibility, and cultural competence are promoted. Education can more effectively serve all students through these reforms and help create a more equitable society.

More to read: Read me?

Week 3: The Broken Model (Salman Khan)

 

Chapter 2 Broken Model

Salman Khan

            The Broken Model by Salman Khan critiques the traditional education system, arguing that it is outdated and ineffective in fostering authentic learning. The author highlights how the current model, shaped heavily by the Prussian system, was initially designed to enforce obedience and conformity—values still deeply embedded in education today. He points out that standardized testing and rigid grade levels create gaps in understanding and discourage creativity, making it difficult for students to develop critical thinking skills. Khan emphasizes that these outdated traditions persist mainly because they have been in place for so long, making reform challenging but necessary. He advocates for a mastery-based learning system, where students progress at their own pace, ensuring a more profound comprehension of concepts before moving forward. Additionally, he highlights the potential of technology to personalize education and make high-quality learning accessible to all, preparing individuals for a rapidly evolving world. 

After reading this chapter, I made several connections to my own experiences. As someone who has helped in elementary schools, I love reading articles like this. One significant connection I made was my frustration with standardized testing. It should not be the primary measure of intelligence and ability, as it fails to account for creativity and curiosity in children. Many students struggle with test-taking due to anxiety or other external factors, making it an unfair assessment of their true potential. Khan's call for educational reforms prioritizing individualized learning and creativity resonates deeply, emphasizing the need for a system that nurtures all aspects of a child's development. 

 

Week 2: Shifting The Paradigm

 

Shifting The Paradigm from Deficit Oriented Schools to Asset-Based

Models: Why Leaders Need to Promote an Asset Orientation in Our Schools

Shannon Renkly                                    Katherine Bertolini

Quotes

 “When schools focus solely on at-risk behaviors exhibited by students, they tend to work reactively rather than proactively.”

This quote shows this issue with the deficit model in education (when the focus is only on the problems and failures of students.) Showing this issue also highlights how this model creates reactive schools, where intervention only happens when there's a negative instead of actively working to prevent those behaviors. 

This quote supports the article's "Big Argument." It supports the need for an asset-based model, which means schools will actively work and focus on building up students and their positive qualities. An asset-based model will reduce the likelihood of negative or risky behaviors. 

"We can make powerful changes when we break through the pervasive influence of the deficit paradigm and recognize the untapped strengths of students and teachers.”    

This quote highlights how progressive the use of an asset-based model is. It shows that by overcoming the deficit-based mindset, educators can strengthen their view of class behaviors and, thus, meaningfully change school environments. 

This quote relates to the article because it advocates for leaving the deficit model in the past so educators can be enabled to strengthen talents and foster a positive growth mindset. 

“The more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors.”

This quote directly highlights the relationship between a student's number of assets and their likelihood of engaging in positive situations and behaviors. It shows that the more a school can invest in building on or creating these assets, the more likely a child will thrive, and these positive behaviors lead to academic success. 

This quote relates to the article by arguing for the emphasis on asset models and building in schools. It provides evidence that asset models counteract risky behaviors and offer long-term approaches to student development rather than focusing on risk reduction. 

Pic From Article

This article gave me more insight into deficit—and asset-based models and the importance of their differences.

Reflection for class:  If there's evidence that clearly shows that Asset-Based models and behaviors work better in the classroom, why are there still places that refuse to believe such an argument exists? 

Who is Tru?

                                    Hey, it's Tru... yes, that's my full real name. 

                                                                            

   I work at a Doggy Daycare, which is basically free therapy and 10x better than working with people.

This is Marvin he's a star at work. 

Other than dogs, I have a hamster, 2 snakes, and 2 frogs. Other than caring for all my animals, I love art. If you can express yourself and feel good about any kind of art, there is a high chance I'll appreciate it, especially if it's fashion. 

my dog gypsy

she's running for America's fav pet
(if you wanna vote)

Some other funky thingamabobs are I'm not from RI; I'm from Galveston, Texas, which I highly recommend visiting for the art and views but not so much swimming at the beach.    

me and my bestie