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?

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.

Reflection/Questions/Comments To Share:

What tools/knowledge can we utilize from Delpit as future educators about what it means to be asset-based? How does this look in a real-world classroom environment?

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?