Video Analysis

Teach Us All 

Precious Knowledge

Classroom Tour

Blog #7- What to Look for in a Classroom by Alfie Kohn and Introduction to Culturally Relevant Pedagogy by Learning for Justice

Reflection:

After reading Alfie Kohn’s “What to Look for in a Classroom” and watching Learning for Justice’s “Introduction to Culturally Relevant Pedagogy,” I began to think deeper about what kind of classroom environment actually helps students learn and feel supported. Both the reading and the video focus on the idea that real learning isn’t about rules, control, or test scores, it’s about students feeling engaged, respected, and understood.

In Kohn’s piece, what stood out to me was how he described a “good classroom” as one that’s full of energy and curiosity, not silence and obedience. I liked how he mentioned that learning should be something students want to do, not something they’re forced into doing. It made me reflect on my own experiences in school and how much more I enjoyed classes where my teacher encouraged discussion and creativity, instead of following strict routines or worksheets. Kohn’s ideas show that when students have a say in how they are learning, they take more ownership and feel motivated.

The Introduction to Culturally Relevant Pedagogy expanded that idea even more for me. It explained how teachers can connect what they teach to students’ cultural backgrounds and real-life experiences. I thought this was important because classrooms today are full of diverse students, and it’s not fair or effective to teach everyone the exact same way. I liked how the article emphasized that culturally relevant teaching isn’t just about including different cultures in lessons, but also about helping students feel seen and valued for who they are.

Both “What to Look for in a Classroom” and “Introduction to Culturally Relevant Pedagogy" made me realize that an ideal classroom isn’t just about academic success; it’s also about emotional and cultural connection. When teachers understand and include their students’ perspectives, it creates a space where everyone feels like they belong and are a part of something. It also made me think about how I want to approach teaching one day, by focusing on respect, inclusion, and curiosity instead of control and perfection.

Reflection/Questions/Comments To Share:

How can teachers in diverse districts like Providence create classrooms where students feel represented and included, especially when most teachers don’t share the same cultural background as their students?

Blog #6- "The Silenced Dialogue," Other People's Children by Lisa Delpit

Reflection: 

Lisa Delpit’s “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children” offers a powerful critique of how schools often function within an invisible “culture of power.” Delpit explains that classrooms are not neutral spaces, but instead reflect the values, language, and expectations of those in power, typically middle-class white educators. This dynamic often leaves students of color and those from working-class backgrounds at a disadvantage because they have not been taught the unspoken rules that are necessary to succeed in the dominant culture. What struck me about Delpit’s argument is the concept of the “silenced dialogue.” She explains how the voices of parents, educators, and communities of color are often ignored in educational decision-making. Even when these groups share valuable insights about how children learn best, their perspectives are dismissed by those in positions of authority. This silencing reinforces the power imbalance, making it harder for schools to meet the needs of all students. It made me think about how often educational policies are created without directly involving the people most affected by them (students and their families).  Another point I found interesting was Delpit’s discussion of explicit versus implicit instruction. Some teachers believe that teaching students the norms of mainstream culture undermines cultural identity. However, Delpit argues that withholding these tools actually denies students access to opportunities. I agree with her point that students deserve to be taught the “codes of power” clearly, so they can navigate systems of education successfully. At the same time, teachers must respect and affirm students’ home cultures, showing that both forms of knowledge are valuable. This balance feels especially important in creating a classroom that is both inclusive and empowering. Reflecting on the article, I realized how my own educational experiences were shaped by already knowing many of these unspoken rules. This gave me a privilege I didn't fully acknowledge until after reading. I can also recall teachers who were particularly effective because they combined high expectations with cultural sensitivity, making sure students understood expectations while also honoring where they came from. Overall, Delpit’s article emphasizes how deeply power and culture influence education. It challenges educators to recognize how inequality can be reproduced when the culture of power goes unexamined.

Blog #5- The Academic and Social Value of Ethnic Studies by Christine E. Sleeter

Argument:

Christine Sleeter argues that ethnic studies is not just culturally important, but academically valuable because it helps students feel represented, stay engaged in school, and even perform better academically when it is taught well. Sleeter’s main idea is that schools in the United States usually teach from a Euro-American perspective while minimizing or leaving out the voices and histories of people of color. When students don’t see themselves in what they are learning, they can lose interest, feel disconnected, and struggle to succeed. Ethnic studies responds to this problem by centering the experiences and contributions of marginalized groups, making education more meaningful and inclusive. Sleeter shows that research supports this: students in ethnic studies classes often earn higher grades, show more motivation, and gain skills like critical thinking and problem-solving. At the same time, these courses allow students to develop a stronger sense of identity and pride in who they are, while also encouraging them to think about issues of justice and inequality in society. What makes Sleeter’s argument stand out is that she challenges the common assumption that ethnic studies is just “extra” or politically motivated. Instead, she reframes it as a legitimate and powerful part of education that improves both learning and personal growth. Her work shows that the problem is not with students of color themselves, but with a school system that leaves their histories and perspectives out. By including ethnic studies in schools and universities, Sleeter argues, education becomes not only fairer but also more effective. In the end, her contribution shows that ethnic studies is about more than representation, it is about building a stronger, more engaging, and more socially aware education for everyone. In Providence, the school district has already taken steps toward implementing Sleeter’s vision by committing to a year-long ethnic studies course that will count toward a social studies credit. The plan, which will be fully in place by 2026, also includes forming an Ethnic Studies Leadership Council that gives students an active role in shaping the curriculum. This move illustrates how Sleeter’s argument is playing out in practice: schools are beginning to recognize that ethnic studies is not just an “add-on,” but a meaningful way to make education more engaging, relevant, and academically valuable.

Reflection/Questions/Comments To Share:

How can schools avoid treating ethnic studies as a superficial “add-on”?

What training or resources do teachers need to feel ready to teach ethnic studies?

Blog #4- Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools by Shannon Renkly and Katherine Bertolini

Reflection:

While reading Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools, Renkly critiques the way schools have historically defined students by what they lack rather than what they contribute. She explains how deficit-oriented models often label children in terms of their weaknesses, such as being “behind,” “at-risk,” or “low performing", and how these labels can limit both student potential and teacher expectations. What stood out to me most was how Renkly emphasizes that this approach not only impacts learning outcomes but also shapes students’ self-identities, often leading them to internalize the idea that they are less capable. By contrast, an asset-based orientation invites educators to see the strengths, skills, and cultural knowledge that each student brings into the classroom, and to design instruction and school culture in ways that affirm and build upon those assets. Reflecting on this, I realized how common language deficit can be in education, even among teachers who truly care about their students. Phrases like “these kids can’t” or “they don’t have support at home” can unintentionally reinforce harmful narratives rather than creating solutions. Renkly’s argument challenged me to think about how I might consciously reframe challenges into opportunities to highlight student resilience, creativity, and resourcefulness. I also appreciated her emphasis on leadership, because without administrators actively modeling an asset-based approach, it is difficult for teachers and staff to fully embrace the shift. School leaders set the tone for whether diversity is celebrated as a resource or treated as a problem to manage. Lastly, this reading made me think about equity in a deeper way. An asset orientation is not just about positive thinking, it's about creating just and inclusive schools where every student’s identity, background, and lived experience are recognized as valuable. Renkly’s call to action reminded me that this shift is both philosophical and practical, it requires us to see students differently and to change our daily practices so that all learners feel empowered, capable, and seen.

Reflection/Questions/Comments To Share:

I thought it was interesting how Renkly showed that schools often focus on what students are missing instead of the strengths they already have. It made me think about how leaders and teachers can really change the culture by highlighting those strengths. How could schools actually make that shift in practice?

Blog #3- What "Counts" as Educational Policy? by Jean Anyon

 What "Counts" as Educational Policy? Notes toward a New Paradigm by Jean Anyon

Reflection: 

After reading What "Counts" as Educational Policy? Notes toward a New Paradigm by Jean Anyon, I was challenged by the way I normally think about education and what shapes student success. Before encountering her article, I assumed that educational policy mostly referred to decisions about standardized testing, curriculum, teacher training, or school funding. These are the things that get talked about most often in debates about school improvement. Anyon, however, pushes us to recognize that schools cannot be separated from the broader social and economic realities that students live in. She argues that educational policy should also include areas like housing, wages, healthcare, transportation, and community investment. This perspective immediately struck me as both logical and powerful, because it highlights how schools often reflect inequalities that already exist outside of them.

As I reflected on her ideas, I thought about my own experiences and the schools I’ve seen with this issue firsthand. For example, at the school I work at, I’ve noticed that some students struggle not because they lack motivation or because their teachers are ineffective, but because their families are facing serious challenges such as job instability, housing insecurity, or lack of healthcare. Even the best teachers can’t fully overcome those obstacles if students are coming to class hungry, exhausted, or stressed about their home life. Anyon’s main idea made me realize that school reform on its own, no matter how well-intentioned, can only go so far if we don’t also address these broader social inequalities.

What I found most meaningful was her call to broaden the definition of educational policy. Instead of only focusing on schools in isolation, she suggests we think about policy in a more holistic way. I agree with her argument because if we want real and lasting change, we need to connect education to the larger fight against poverty and inequality. Anyon's article made me rethink how interconnected education and society really are. It also left me with questions about how educators, communities, and policymakers can collaborate to push for these broader changes. Lastly, Anyon's article helped me see education not just as a school issue, but as a social justice issue that demands collective solutions.

Reflection/Questions/Comments To Share:

Anyon’s article made me rethink what I consider to be “educational policy.” I used to think it only meant things like tests, curriculum, or school budgets, but Anyon argues that issues like housing, wages, healthcare, and transportation also directly shape students’ ability to succeed in school. This resonated with me because I’ve seen how students often struggle due to challenges at home or in their communities, not just because of what happens inside the classroom. Her argument showed me that schools can’t close achievement gaps on their own; real change has to include broader social and economic reforms. It left me wondering how teachers and communities can push policymakers to look beyond narrow school reforms and work toward solutions that address inequality more holistically.

Blog #2- The Broken Model by Sal Khan and A Short History of Public Schooling

The Broken Model by Sal Khan and A Short History of Public Schooling 

Argument:

After reading chapter 2 of Sal Khan's of Questioning Customs and watching A Short History of Public Schooling, I realize I have little knowledge about the history of our current education system and why we use it today. In chapter 2, The Broken Model, Kahn argues that our customs for the education system are skewed and outdated. Throughout the chapter, he discusses the Prussian system for students' standardized learning was a construct of the 1800s meant for students to do the exact same routine, in the exact same way, creating a model for the next generations to follow. During the first half of the 1800s, the Prussian system was being used in the United States. Khan discusses Horace Mann, the Secretary of Education for the state of Massachusetts, with progressive insight into what else this system can offer students and what they can benefit from it. Mann became a member of the Committee of Ten, the men responsible for initiating the subjects, math, English, and reading to be taught each year, and more distinguished subjects like chemistry and physics to be taught in later grades. On page 80, Khan states, "Today's world needs a workforce of creative, curious, and self-directed lifelong learners who are capable of conceiving and implementing novel ideas. Unfortunately, this is the type of student that the Prussian model actively suppresses." (p. 80) I agree with Khan that the current education system tends to suppress students who are naturally spontaneous and diverse. The Prussian model was designed to produce uniformity, treating students as if they all learn the same way. It creates categories of people who are expected to think and act alike, rather than encouraging individuality. While students who are clearly ahead of their peers might get more advanced work, the system as a whole still rewards conformity more than creativity or independent thinking. This topic of school systems made me think of this TedTalk I watched in another class. Ken Robinson argues that modern education systems stifle creativity rather than nurture it. He believes schools are too focused on standardized testing, conformity, and academic subjects like math and science, while undervaluing the arts, imagination, and diverse ways of thinking. I like the part where he discusses how children have extraordinary capacities for innovation, but the system systematically "educates them out of it."

Reflection/Questions/Comments to Share:

I'd like to reflect on how the Prussian system created a solid foundation for what a basic education system looks like and functions. But is this construct of this idea, formed over 20 decades ago, supposed to be what the education system still looks like and functions as today? Or are we meant to evolve and create better solutions to help students strive to find individuality?

The different types of learners: Mastery Learners, the Understanding Learners, the Self-Expressive Learners, and the Interpersonal Learners.