Neurodiversity

 Talking Points

1. I had never thought of neurodiversity as a social justice movement, but as Judy Singer pointed out “there are “neurological minorities” which are people whose brains work in atypical ways.” People within this minority experience a stigma and unequal access to resources like different support services and accommodations. 

2. “For kids around middle-school age who are struggling socially, identifying as neurodiverse can be a way to make sense of what they’re going through.” I see this often in our middle school. A number of students are diagnosed with ADHD and take medication to help them. We recently had a student that came in and was telling his classmates about he was going to get tested for ADHD and he hopes it will help. It is nice to see this group come together about something that can be hard to talk about especially in middle school where you more often feel the need to “fit in”.

3. Reading this passage also made me think of reading privilege, power and differences by Alan Johnson. Schools are often designed around a narrow definition of what is “normal,” which tends to benefit students whose brains align with those expectations. As a result, students who think or learn differently may be misunderstood, disciplined more often, or seen as less capable. This can happen not necessarily because of their abilities, but because of how our system is structured.

   

Argument Statement 

The author, Caroline Miller, argues that neurodiversity is the idea that brain differences are natural and valuable, and people should be supported and not judged for thinking differently.

Making connections

My mother is the director of a program that supports neurodivergent students. I often hear my mom refer to the students in her program as students who have learning variations. Neurodiversity means there is no single “right” way for a brain to work. Types of neurodiversity like ADHD, autism, and learning differences are part of our differences or variations as human beings, no one is exactly alike. These students just require different ways of learning to help them succeed and it should be seen as a strength and not a deficit. We want our students to develop the critical tools of self-advocacy and self-awareness. These tools they can bring even outside of the classroom and into the real world. I see students being diagnosed and helped more often now as a teacher than when I was a student. More parents are accepting and trying to help their child with their different needs. It can be hard in my current setting for our students to receive the support they need. We have people that come from the public school systems to help with dysgraphia, dyslexia and other types of neurodiversity. But I know our staff often feels at times we wish we could do more. 

A family member of mine’s son is very young and was having a hard time communicating what he needed/wanted, so they took him to a specialist. He has been diagnosed with ASD. But now with this early diagnosis his teachers in his school are able to play to his strengths and help him communicate when he is feeling frustrated. He has started saying words and counting and I know he will succeed even more now with the support he has already in place.

Be Your Better Self: Writing to Embrace Humanity in a Time of Despair

 Talking Points 

One of the passages that resonated with me was “Be Your Better Self: Writing to Embrace Humanity in a Time of Despair.” The author, Linda Christensen, argues that writing helps students process difficult emotions and make sense of a troubled world. Writing allows them to hold onto hope and recognize their shared humanity, even during times of despair. She says “I want my curriculum to celebrate that there are many more people, including those in the classroom, who act on behalf of others. In this lesson, students examine their own lives for those moments when they acted as their better selves…” This makes me think of what the students I teach would reflect on. My school community is predominantly white and they are sheltered by their parents without knowing the reality of what’s going on. I know their examples don’t have to be “going to a no kings protest” or anything extreme but I truly wonder if they think about those without their privilege. This also reminds me of how I know our middle school ELA teacher has gotten push back in the past about teaching To Kill a Mockingbird. Ultimately, she does teach it but brings in themes of things such as racial injustice. Through reading and writing about real-world issues, students develop empathy. They can begin to understand what others are going through and also a sense of responsibility to act. 

Linda Christensen also emphasizes the importance of students telling their own stories, especially those whose voices are often ignored, which reminds me of the Silenced Dialogue by Delpit. Writing can be a way for students to express their experiences and feel seen and valued. Christensen believes teaching and writing should encourage students to question inequality and imagine a more just world. In health, I teach about their health triangle. This contains mental/emotional health, physical health and social health. During the topic of social health, I like to do conflict resolution in healthy ways and developing healthy relationships with friends, families, and those around you. I think I would like to use her chart to challenge my students to think about how they can be their “better selves.” Even after reading this I see my bias of the town I teach in and their overall views, but all my students are their own person and I should give them the chance to reflect on themselves. I think any activity like this can “help students imagine a world in which people take care of each other.” (p. 24)

Making Connections

Reading this volume of Rethinking Schools makes me think of an instance with a friend. A group of us were speaking about Bad Bunny’s halftime performance and someone mentioned he might wear a bulletproof vest and he was being cautious about ICE. Someone then said “Why is he afraid? They’re only trying to locate the illegal immigrants.” In an instant, I said “But they aren’t and that is the problem. They are harming, arresting and killing people that are here legally. What about the 5 year old taken from school by ICE?” She didn’t really know what to say but the conversation ended there. It makes me think of how people are choosing to be ignorant of the horrific reality we are in. In connection to this particular article, I think this class has made me feel better that there are people that share my ideas on topics like ICE, racism, etc. It gives me hope that there might be some humanness still left. I recently visited my sister and flew through Atlanta during the TSA shutdown. We were talking about how early I should get there but also about why this was happening. Our president’s solution was not to fund the TSA workers but to pay untrained ICE agents to “help”. That is NOT helping. My sister and I often go down these spiraling rabbit holes which can feel so hopeless but I remember what my mom said when he was first elected, “It is okay to feel afraid and nervous about what the future holds but if you let it consume you then he wins.” I try to think of things, such as this class, that bring me some hope that people are learning about what is happening and working to do something about it.

No More “Normal” and “How the Attack on Teachers Threatens the Future of Public Schools” from “What It Is Like to Be a Teacher Today”

 Talking Points

1. 
   “Return to normal? Normal was awful.” (p. 7) This quote shows how schools should actively challenge the idea of “normal”. “Normal” is how underfunding is masked by temporary fixes, like corporate donations or policy changes that lower standards (such as easing substitute teacher requirements). These “solutions” avoid addressing the root issue and instead reinforce the idea that schools can continue operating without proper investment. Teachers are constantly filling gaps financial, emotional, and instructional. This is usually at their own expense. An example from Abbott Elementary is when the 2nd grade teacher makes a tik tok video just to ask people on the internet for supplies like right handed scissors while their building is also falling apart. 

2. Teacher burnout and shortages are reaching a crisis point. These days many teachers are leaving due to low pay, high stress, and lack of support, especially after the pandemic. There are hundreds of thousands fewer educators than before COVID, and many more are still considering leaving early. As this continues, it creates heavier workloads for remaining teachers, which overall makes the problem worse.

3. Also public attacks and lack of respect are pushing teachers out. We can see even in this class (502) all of the different social issues that arise that we then have to address, let alone different personal things our students may be going through. Teachers are pressured around issues like curriculum (race, identity), which increases stress and discourages people from staying in the profession. All of this  constant criticism makes teachers feel undervalued and expendable. When these experienced teachers leave, schools are put in a spot where they replace them with substitutes, volunteers, or under-
   qualified staff weakens education quality.

Making Connections

I know I do not teach in a public school but both of these articles really resonated with me. PE teachers in Catholic schools are usually part time. My job is combined with being the Athletic Director in order to make me full time to receive benefits. When I first started, it was very laid back but it has slowly become more and more demanding and I feel as though I am practically working two full time jobs in one. A lot of times my students will ask me why I also work at a golf course and teach dance on top of teaching and it’s because I don’t have the money to live solely on my current salary. The kids look at me crazy, like why would you do this and make no money? I love it. Nine times out of ten I love teaching, but everyone has their days where everything seems to go wrong and that’s okay. Even in a private school where the kids pay to be here, it seems like we are always trying to find creative ways to utilize a small budget, but teachers still pay out of pocket to make their classes/ environments special for their students.

I could never see myself doing anything else. I feel as though I could go on and on about this topic for days, like when I don’t want to take a personal vacation day or two because what if I get sick and run out of paid days off? Feeling a little sick? It’s easier to just muscle through than to have a substitute that may or may not be qualified.  

In relation to teacher burnout, PE and its teachers are often overlooked compared to academic subjects. It becomes second, but studs need movement everyday to help them focus on other important subjects like math, ELA, etc.The article explains how teachers are increasingly criticized and undervalued. In a Catholic school, even though our behavioral problems aren’t as many typically because we can more or less choose who attends, I am significantly underpaid even compared to a first year public school PE teacher, with more on my plate being the AD. The article's point about the impact on students is especially relevant as well. In a PE setting, students benefit from consistency of routine, relationships with peers, and an overall safe environment to grow physically and socially.

Overall both of these articles highlight how the expectation for teachers to “just make do” and how it has become normalized and damaging. The examples Abbott Elementary illustrates this reality in a way that feels almost exaggerated, yet it reflects what many educators actually experience. If you haven't watched it, I would definitely reccomend. I also got the “Abstinence-only education continues to flourish” article and even though it is from 2003, I am looking forward to reading it. I linked both below if you would like to read.

LINK TO WHAT IT IS LIKE BEING A TEACHER TODAY

LINK TO ABSTINENCE-ONLY EDUCATION CONTINUES TO FLOURISH

Teach Out Proposal

CHOOSE A TEXT:
There have been many texts so far that have inspired me. For this topic, I would like to discuss Johnson - Privilege, Power, and Difference and The Silenced Dialogue by Delpit. We can’t fix problems like privilege if we refuse to talk about or admit they exist. People don’t get along well, and it’s partially because we are afraid of things that feel different or are unfamiliar. When people hear words like racism or privilege, they feel uncomfortable. They try to ignore or avoid them instead of trying to understand. People that hold the power (including many white educators) often don’t realize that they hold it and how it shows through in their classroom. Also even though we will hear out those marginalized students, educators, and colleagues, we are not actively listening. 


WHO DO YOU WANT TO SHARE WITH?
I would like to share these texts with my coworkers and other friends who are educators. I am interested to hear their thoughts and opinions in school that I am familiar with and those maybe outside my district/ type of school and be able to compare.


WHAT FORMAT MIGHT WORK FOR YOU?
The format I would like to use is pamphlet mixed with individual interviews. I think I can present the information very straight forward in a pamphlet and add in a QR code where people can share their thoughts/ feedback. From there, I think it would be interesting to choose 2-3 to interview about their opinions/ thoughts.

Sex and Gender Based Systems

 Talking Points 

1. I found the PPSD policies hard to read. Everything they said and outlined for students deserve a safe and inclusive learning environment was great, but does it actually come to fruition? It states that all educators will have to participate in professional development on these topics, but do they? The policies seem broad compared to the reality which is much more complex. These written rules cannot account for every individual student situation, family dynamic, etc.

2. Both the PPSD and RIDE documents spoke about communicating different things to the families. These policies are trying to balance family involvement with protecting students who may not feel safe sharing their identity at home. Both documents are trying to support student well-being, but they emphasize different priorities; privacy versus collaborative communication. To me, it almost felt like they were keeping secrets  from families, even though it may be with good intentions.

3. I feel as though the queering our schools article really focused on building more inclusive communities and not just school environments. A lot of policies focus on bullying but as one labeled behavior when in reality we should be looking at the overall systematic issues such as sexism and homophobia. As educators, it is important to create supportive environments for all students and staff. We can do this by encouraging empathy and open dialogue towards these matters. 

Argument Statement

The PPSD policy argues that all students deserve a safe and inclusive learning environment free from discrimination based on gender identity or expression. 

The guidance from RIDE argues that schools must create safe, supportive, and nondiscriminatory environments for all students. It encourages schools to protect student privacy and comply with anti-discrimination laws. 

The queering our schools article argues that schools need to move beyond basic anti-bullying policies and actively challenge the assumptions that oppress LGBTQ+ students. It also emphasizes how educators should strive to build inclusive communities, openly discuss gender and sexuality, and intertwine LGBTQ+ histories and experiences into their curriculum. 

Making Connections

My school does not have a policy regarding gender identity, transgender, or gender expansive students. I work in a parochial school and in the Catholic Church, they teach that God created individuals as either male or female, emphasizing a biological, and spiritual unity that cannot be changed. The church opposes "gender ideology" and medical transition, but tries to emphasize treating transgender people with respect but I don't know how commonly that is practiced. A few years ago Target came out with a pride month campaign that included bathing suits. I remember one of my co workers, who makes her devotion to her faith very known, said she stopped shopping at Target because of it. I do not agree with her and thought it was a good thing they were celebrating pride, but she very much believes your sex assigned at birth is the only thing you can follow. She is a teaching aid and I think she makes great connections with the students but I wonder what types of things would be said to the students if they were questioning anything about gender. 

When I was student teaching, I taught a health elective class in a high school. My cooperating teacher had asked them what they wanted to learn about and one of the first units we did was talking about LGBTQ+ community and all of the terms and things that go with that. That was the first time I myself had really learned things like that. These terms and stories like this were never spoken about in my house or at school, being raised Catholic at home, being educated in and still teaching in a Catholic school. I still don’t feel comfortable speaking about these things because I feel like I still don’t fully understand but I’m interested to see all of your thoughts and experiences with this topic.

This topic also brought to mind the movie "She's the Man" with Amanda Bynes. She goes undercover and dresses as her brother for weeks just to prove that she is good enough to play against men. This quote from the movie is one of my favorites. You can watch the short clip HERE.

My way or the highway

 Talking Points 

1. On page 24, Delpit describes the culture of power and its five aspects. Number five states, “Those with power are frequently least aware of – or least willing to acknowledge – its existence. Those with less power are often most aware of its existence.” This power feels “normal” to those that have it. In schools, policies seem “fair”, but not seen as how it has been shaped by the dominant and more powerful views. These norms are not universal. Delpit argues that when those in power are conscious of it, thats when change happens. 

2. 
   Delpit said “What the school personnel fail to understand is that if the parents were members of the culture of power and lived by its rules and codes, then they would transmit those codes to their children.” This really resonated with me. It made me think of when we talked in class about language barriers. It is the dominant culture of power that schools “standard” is English. When students speak Spanish it is found to be informal and more a problem to “fix”. Parents who are Spanish-speakers may not understand these more unspoken rules found in classrooms of grammar and classroom participation that these schools expect. This also means they may not be able to help prepare their kids to meet these expectations. When students can’t meet these expectations, it can be seen as more of a shortcoming not a difference. 
   

3. “The teacher cannot be the only expert in the classroom. To deny students their own expert knowledge is to disempower them.” (Delpit, p. 32-33) By denying the students their own experiences we are silencing them. They can start to think all that they know does not matter and only “academic” knowledge is real. When the teacher is the “only expert”, it gives the notion that what they are teaching is the only “truth” but knowledge is not one dimensional. 

Argument Statement

The author, Lisa Delpit, argues that people that hold the power (including many white educators) often don’t realize that they hold it and how it shows through in their classroom. Also even though we will hear out those marginalized students, educators, and colleagues, we are not actively listening. We dismiss their experience and insights. 

Making Connections

On page 37, Delpit mentioned a quote from Foster’s dissertation. It talks about a teacher that was mean and pushed him to learn and dive deeper into the books they read. He was proud of the teacher’s “meanness”. It made me think of an instance a few weeks ago with the third grade teacher. She was telling me that her class labeled myself and one of the other specials teachers, the most strict teachers they have. She said one of the students described it as “they only get mad when you aren’t doing what you’re supposed to and they actually make us do our work”. When I heard that, I was filled with a sense of pride. They know that I hold them to certain expectations and they will be learning. The students know I hold them all to a standard. Not a standard of who can throw the ball the farthest or run the fastest but they all are capable of trying their best and treating themselves and others with love and respect. I do still think I have these good intentions towards the students and this standard, but I still have bias towards the students. I tend to favor the students that behave in a way that I have put forth is “the right way” in my position of power and that’s sometimes a hard pill to swallow.

Strengths over shortcomings

Talking Points 

1. The deficit model shows how educators often are reactive versus proactive to these “problems”. We focus on what they can not do where the “practices or assumptions cover up the abilities of students” (Renkly & Bertolini,p.24). We are stuck in a cycle. Schools only create interventions after the students fail. But what if we changed our perspective from “What is this student missing?” to “What strengths could this student bring to this lesson/room?”

   

2. “Encouraging faculty creativity to foster students’ assets and work proactively is a first step in shifting this paradigm.” (Renkly & Bertolini, p. 24). This quote really stuck with me. It shows how teachers need to get to really know their students not just as their students but as people. “Fostering students’ assets” is really the heart of it. When we are able to identify and nurture these strengths, students will experience affirmation rather than correction. This can then lead to students building confidence and a sense of belonging. 

3. I think that sometimes teachers forget the power they have over students. “..., teachers’ expectations impact student success more than a students’ own motivation.” (Renkly & Bertolini, p. 26). I liked the term Renkly & Bertolini used of helping the students “fail forward”. It allows the students to see these struggles as stepping stones not losses. When we are able to surround students, especially adolescents, with love and respect, then we are giving them chances to take on the real world. 

Argument Statement

The authors Renkly and Bertolini argue that students are largely influenced by the adults in their life. When educators shift their perspective to focusing on a student's strengths rather than their shortcomings then the students are able to have better outcomes. 

Making Connections

This reading made me think a lot of the documentary we watched in class, Precious Knowledge. You could see in their teaching and in their classrooms how they were putting forward the message of “I believe in you and I know you can”. A lot of times students feel disconnected from the content, but in the Mexican American Studies program they felt seen and heard. The educators in this documentary are those Renkly and Bertolini are advocating for. They were able to design their lessons to the strengths of their students rather than a “one size fits all”. By the end of the program, they were seeing a trend of more graduating students and engagement overall.

Another cog in the machine

The Broken Model

Talking Points 

1. “The tendency is to believe that it has to be there.” (Khan, p.65) The author gives examples of which grades are what, what the “subjects” are and the length of “class periods”. I know for myself when I was looking at different schools for high school a block schedule. I knew I would never be able to stay focused for an hour and a half class 4-5 times a day. After going through RIC, I see there are ways I’m sure teachers did break it up by chunking lessons. Would longer class periods be beneficial in the long run? Would it be more real world experience? 

   
   
   

2. “Tests say little or nothing about a student’s potential to learn a subject.”(Khan,p.91) It may give a bench mark of where the student is now but it doesn’t show that the material is truly being learned. I know for myself, I could not tell you different formulas I learned in geometry or algebra 2. I’m sure I knew them back in high school but once the material moved on so did I. I never retained it. So many of the parents these days are focusing on the one final grade and NEEd their child to attain it but what about the progress they take to get there. Students don't need to fit into this box the education system has made for them. If they fail a quiz or a test, so what? They have now learned what they need to work on and they can work on it to build for next time. It builds confidence in their learning for longer than just 6th grade math or whatever class it may be. But instead the parents try to be snowplows and take away every problem they have, rather than letting them work through obstacles they might find in a different context later in life. 

3. In the video, Class Dismissed, they talk about Horace Mann’s belief that everyone was entitled to the same content in education. In reality, there is no equality in learning. Even though the Common Core exists, it is not a national curriculum. States make their own standards, leading to major differences in how subjects like slavery or civil rights are taught or not. The Prussia model wants the students to become subordinated adults and take their place in society. 

   

Argument Statement

The author Khan and Class Dismissed argued that our current system, developed from Prussia, even though it was established with good intentions, education today should be more focused on individuality and lifelong learning, not just standardized tests. 

Making Connections

I liked the quote by James Fenimore Cooper on page 75 that really resonated with me. “All greatness of character is dependent on individuality. The man who has no other existence around him, will never have any other than an existence of mediocrity.” It shows that our own individuality makes us great. When we are able to critically think and shape our own values, we are developing that greatness. I think this can also be related to AI. Systems like Chat GPT are changing how the world works by thinking beyond traditional limits and pushing us into new ways of thinking. This is what the Prussia model tried to hinder. They wanted to “churn out loyal and tractable citizens who would lean the value of submitting to authority.”(Khan, p. 76)

Discussion with Chat GPT – CHAT GPT CONVERSATION LINK

I asked the question of what would happen if we took away the Prussia Model in the United States? Chat GPT then prompted asking to compare with the Montessori model. I found this particularly interesting because I know there are a few Montessori modeled schools in RI, such as Ocean State Montessori. I’ve noticed after looking at them, more are just preschool and kindergartens, there are only a few that go up to 5th grade. There are none that go into secondary education which I found interesting.

Colorblindness is the New Racism

 Talking Points 

1. Armstrong and Wildman explain that people with racial privilege may not notice it because it feels “normal” to them. When people say they are “color-blind,” they often avoid recognizing these advantages and it gets swept under the rug. But it is very unrealistic that people do not recognize it in everyday life. 

1. I liked the idea of “color insight”. “Color insight admits that most of us do see race and underlines the need to understand what that racial awareness might mean.” (p.67) I think that color insight makes you acknowledge that race affects everyone’s experiences. We can then reflect on our own assumptions and privileges to then hopefully take the steps to address these inequalities.

2. 
   In the TED talk, Hobson says “If we truly believe in equal rights and equal opportunity in America, I think we have to have real conversations about this issue. We cannot afford to be color blind. We have to be color brave. We have to be willing, as teachers and parents and entrepreneurs and scientists, we have to be willing to have proactive conversations about race with honesty and understanding and courage.” This really hit me. There are so many different ways even in my own life, professional and personal that I can be proactive to be color brave and to become more comfortable with the uncomfortable. 
   

Argument Statement

The authors Armstrong, Wildman and Hobson argue that society makes colorblindness hides privilege and encourages racism to not be named which continues to promote inequality. Color insight won’t magically fix everything but helps create a name and open a door for more meaningful conversations, but we can become more color brave.

Making Connections

In 2020, when there was a spark in protests against police brutality, I remember coming to my own realization of my own colorblindness. I would say to myself, “I think everyone should be treated and respected the same and I do not see color.” But when I chose to learn more about racial groups, I realized that seeing color is the point and it also helped me acknowledge my privilege. I was not trying to help fix the problem because I wasn’t acknowledging it. I loved the idea of everyone being treated “the same”. It sounds fair. But if people start from unequal positions, equal treatment just continues to keep inequality. By seeing color, I notice the oppression and disparities across our society in education, healthcare, etc. I used to think I was being almost polite and my intentions were good when thinking in the way of colorblindness, but by acknowledging race I can see how race shapes the world in different ways. This was very hard for me to accept at the time, but I think it was progress into becoming more, as Hobson says, color brave.

Privilege, Power, and Difference

Talking Points 
    1. “Clearly, we aren’t getting along with one another, and we need to ask why not.”
(Johnson, 2018, p. 3). Johnson's reasoning is that it is rooted in human nature. As
humans, we fear unfamiliar things and approach the unknown with discomfort rather than curiosity about what could be. We have become prisoners in a world we have made ourselves. 
    2. People ignore the words that make them uncomfortable and automatically have a negative reaction towards them. People try to push these terms, like racism and
privilege, to the side. They twist these words and add “phobia” or try to make
them invisible. When people become so uncomfortable with these terms, they
become defensive in a way that makes them not want to understand another way of
thinking or being. Ignoring the privileges and differences keeps us in a state of 
unreality. The reality of these terms, like racism, is that it continues because of how we still feed into it, whether we are willing to acknowledge it or not. 
    3. There are two types of privilege: unearned entitlements and unearned advantage.
These unearned advantages can give the dominant groups of people “a competitive
edge that they refuse to acknowledge or give up” (Johnson, 2018, p. 25).  This made me think of the Always TV ad with throw like a girl. They asked these young girls to do things "like a girl". They tried their hardest to run and throw, showing this phrase positively. But when asking adults, they would flail their arms and negatively depict this phrase. This ad shows that this phrase is typically used to show weakness or gendered beliefs, and how the expectations of females are learned over time throughout our society. 

Argument Statement
The author, Alan G. Johnson, argues that privilege is a problem that is avoided in
conversation, which leads to no solution. We can’t fix what we don’t acknowledge as a
problem.

Making Connections
Last semester, I took an action research class where we had an assignment to
recognize our own defensiveness. Our mind subconsciously puts up defenses when
we are faced with realities we may not feel comfortable with. In life, as Johnson
relates to being a middle-class male, we tend to have an in-group bias. We can tend
to demonize the “others” and turn it into a “us” versus “them” situation. As a society,
we feel as though the system we have now rewards certain characteristics or
behaviors. We can either stay stuck in those rules because they are what we
see as “normal,” or start to question the system, even though we may fear how we
measure up to it in the end. Our own unconscious defensiveness gets
in the way of really seeing the reality of our society. Through this assignment, it forced me to acknowledge my own defensiveness. In my work and my personal life, there are situations I may not feel comfortable in, but when I am able to step into the discomfort, that's where I can start to grow. 

         Webster's dictionary's definition of defensiveness

About Me!

 

Traveling! 

I love college football! Go Irish!

Skiing!

Health/ PE teacher and proud Athletic Director!