Blog #12- Course Overview

Looking over the semester, what stands out as meaningful is the documentary about Intersex Gender, the movies Precious Knowledge, and Teach Us All.

Intersex Gender Video:

The intersex video helped me understand how often intersex children and adults are misunderstood or erased, especially in conversations about gender. It showed how medical and social systems can pressure people to fit into strict categories, which often causes harm. This video pushed me to think more deeply about respecting people’s identities and listening to their own stories.

Precious Knowledge:
Precious Knowledge showed how powerful ethnic studies can be for students who rarely see themselves represented in school. Watching the students find pride, confidence, and motivation through culturally relevant lessons was inspiring. The film made it clear how important it is for education to honor students’ backgrounds instead of ignoring them.

Teach Us All:
The Teach Us All video highlighted how segregation and inequality still affect schools today, even when we like to think we’ve moved past those problems. It showed that access to quality education is still shaped by race, income, and neighborhood. This video reminded me that creating fair and equitable schools requires ongoing effort and awareness.

Blog #11- RI Laws and Policies, Queering Our Schools and They, She, He: Easy as ABC

Reflection: 

After reading the RI Laws and Policies, the article "Queering Our Schools", and watching the video They, She, He: Easy as ABC, I reflected on how each piece speaks to different levels of educational practice: policy, pedagogy, and early childhood culture. Collectively, they argue that true inclusion for transgender and gender nonconforming students requires a systemic and cultural transformation. Even though they focus on different areas (policy, classroom culture, and early education), they all share the goal of helping students feel seen, respected, and safe for who they are. The Rhode Island guidance focuses on the rules and protections that schools must follow to make sure transgender and gender nonconforming students are treated fairly. It explains how schools should respect students’ chosen names and pronouns, allow them to use facilities that match their gender identity, and make sure no student faces bullying or discrimination. After reviewing the document, it made me think about how important it is for schools to have clear policies so that all students know their rights are protected. Without this, it would be harder to create an environment where students can truly feel comfortable and supported. Next, the article "Queering Our Schools" goes a step further by talking about how schools can move beyond just following rules to actually changing their culture. It argues that schools should challenge traditional ideas about gender and sexuality, and make classrooms a place where all kinds of identities are valued. This would allow for diverse voices in the curriculum, encouraging open conversations, and training teachers to understand LGBTQ+ students. I liked how this article focused on changing school culture, not just following laws, because real acceptance happens through understanding. Lastly, the video They, She, He: Easy as ABC shows how these ideas can start early on in life. It uses simple language and colorful illustrations to teach children about pronouns and gender diversity. I thought it was an effective example of how even young children can learn about inclusion in ways that feel natural and positive, and it can start with small things, like in the video (books and the language the teacher uses). Together, these resources show that creating inclusive schools is a shared responsibility. Policies like Rhode Island’s guidance set the groundwork, educators shape the classroom culture, and inclusive materials like They, She, He: Easy as ABC help children learn acceptance from the start. Real inclusion isn’t just about following rules; it’s about creating spaces where every student feels safe to be who they choose to be.

Reflection/Questions/Comments:

How can teachers make sure that inclusive policies actually show up in their daily classroom routines?

Should books like They, She, He: Easy as ABC be part of every early childhood classroom library?

Blog #10- "What Is Neurodiversity" by The Child Mind Institute

Reflection:

“What Is Neurodiversity?” by the Child Mind Institute explores the concept that there is no single “normal” way for the brain to function. Instead, human brains naturally differ in how they think, process, and experience the world. This idea is known as neurodiversity and encourages people to view neurological differences such as autism, ADHD, and learning disabilities as part of natural human diversity rather than as defects that need to be fixed. The article emphasizes valuing these differences and the unique perspectives that come with them, while also acknowledging that individuals may still face real challenges that require support and accommodations. What stood out most to me is the power of reframing difference. The neurodiversity model shifts the question from “What’s wrong with this person?” to “How can the environment better support this person’s needs?” That perspective change is not only compassionate but transformative. It encourages society, especially schools and workplaces, to move away from trying to make everyone fit into one standard mold. Instead, it promotes the idea of creating environments that allow all people, regardless of how their brains function, to thrive. Another important idea from the article is the balance it maintains between celebrating difference and recognizing impairment. It does not deny that some neurodivergent individuals face significant struggles, but it suggests that many of these struggles arise because the world is built for neurotypical people. This idea resonated with me deeply because it places part of the responsibility on society to create spaces that accommodate all brain types. Also, it explores how the neurodiversity movement has evolved into a meaningful identity for many young people. For those who have felt misunderstood or “different,” identifying as neurodivergent can provide comfort, community, and self-acceptance. After reading this part of the article, it reminded me that belonging and understanding are crucial parts of mental health. When individuals can see their differences as valuable rather than shameful, it changes how they view themselves and others. Lastly, “What Is Neurodiversity?” challenges readers to rethink the concept of normality and to recognize the strengths that come from diverse ways of thinking. It encourages empathy, awareness, and systemic change, values that can transform how we educate, work, and live together. After reading this article, I am more conscious of how I perceive others’ behaviors and learning styles, and I feel motivated to help create spaces that celebrate neurodiversity rather than suppress it.

Reflection/Questions/Comments:

What would a truly “neurodiversity-friendly” classroom look like?

What small changes could make your own school or community more inclusive for neurodivergent people?

Blog #9- Troublemakers by Carla Shalaby

Reflection:

While reading Troublemakers, Shalaby challenges readers to reconsider how schools define and respond to children who are labeled as “difficult” or “disruptive.” She encourages us to look beyond surface-level behavior and to ask educators what students’ actions might be communicating about their needs, emotions, and sense of belonging. She frames so-called “troublemakers” not as problems to be fixed but as children who are often misunderstood within rigid systems that prioritize control and compliance over care and connection. This perspective made me reflect deeply on the ways schools are structured to value order and obedience rather than individuality and empathy. Shalaby’s writing pushes all educators to question whether their classroom environment itself sometimes creates the conditions for conflict, when students are expected to sit still for long periods of time, remain silent, and conform to norms that may not fit their personalities or home lives. What stood out to me most was Shalaby’s emphasis on the humanity of every child, especially those who are most often punished or excluded in the classroom. Instead of viewing challenging behavior as defiance, she suggests that it might actually be a form of communication, a plea for attention, understanding, or justice. This idea resonated with me because it reframes “bad behavior” as a signal of deeper needs rather than as a reflection of one's character. It also reminded me of the theories of Delpit and Kohn, who both argue that schools must create spaces where students feel valued, respected, and empowered to express themselves. Like Shalaby, they would likely agree that relationships and empathy are central to effective teaching. After reading, I began to think about how I might respond differently to a child who challenges authority. Rather than immediately assuming they are being disrespectful, I would want to ask what might be causing their frustration or resistance. Shalaby’s message encourages patience and compassion, which are qualities that can transform classroom culture from one based on punishment to one grounded in trust. Ultimately, Troublemakers calls for educators and communities to see every child as worthy of understanding, even when their behavior makes that difficult. It’s a reminder that learning is relational and that the way we treat the most vulnerable students reveals the true values of our schools.

Reflection/Questions/Comments To Share:

Shalaby's analysis changed how I think about discipline in schools. Instead of asking “What’s wrong with this student?” she encourages educators to ask “What’s happening to this student?” This shifts the focus from punishment to understanding.

Blog #8- Literacy with an Attitude by Patrick J. Finn

Reflection: 

After reading the article Literacy with an Attitude by Patrick J. Finn, I was not too surprised by the information that was given. In my mind, it is common knowledge that based on your background, where you grow up, and your social class, your education will be vastly different. I grew up in Cumberland, and where I went for elementary school would be considered affluent/upper middle-class. When reflecting on my learning experiences when I was in school, compared to what I witness and hear during my volunteer work with inspiring minds, is remarkably different. The school I'm at is lower‐income and economically disadvantaged, which puts it into the working-class category. The two hours I observe and work hands-on with the students, I think, are crucial to building a bond with them and creating a space for them to rely on me (if they want or need to). I can understand why some of the students are not progressing to their potential, which my service learning teacher and I discuss a lot. My elementary school made sure all of its students lived up to their potential and had opportunities. I'm not sure of what goes on in the students' actual classrooms (I'm in the art room), but by observing the behaviors, learning difficulties, and the way the overall staff and teachers speak to these students, is baffling to me. Connecting this back to the reading, I think the way in which Finn explains each "category" is easily grasped. While I was reading, I kept picturing the school I grew up going to (affluent) compared to the school I volunteer at (working-class). Finn includes many examples of things teachers say or do in each category of schools, which are remarkably similar to the things I hear each time I'm in the classroom volunteering. On October 1st, RIDE announced that the school I volunteer at earned a Blue Ribbon Award for significantly reducing the performance differences between groups of students who, in the past, performed at different levels. For a school in the working-class category, situated in a community facing economic challenges, this recognition is meaningful and impressive, but it doesn't mean the school is without challenges. Data shows that from the 2017-18 school year, it was rated a 1-star school by RIDE's report card (lowest performance in achievement/growth). Overall, the time I've spent at the school has made me more aware of how deeply social class influences educational opportunity. While progress like the Blue Ribbon Award recognition is inspiring, it also reminds me that equity in education is an ongoing effort that requires empathy, awareness, and commitment from everyone involved.

Reflection/Questions/Comments To Share:

Is anyone else having issues/thoughts/concerns with what they observe and hear in their service learning placement? What do you think about it? Do you talk to your service learning teacher about it?

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?