What would YOU do differently?
How might traditional classrooms not be equipped to incorporate student engagement? What can we as educators do about this?
Examples:
- lack of funds -> create engaging lesson plans
- old, outdated textbooks -> collect supplementary articles and lesson plans, use to compare
What challenges did Chicago teachers face in trying to protect their students, and how did those challenges shape how teachers organized and responded?
Example:
- pushback from ICE and Trump
- teachers organized to protect their students
How might you go about reframing lessons to include perspectives often left out of education material narratives?
Examples:
- ask students for their experiences (if comfortable)
- research how different groups were impacted by certain issues
- find texts that subvert the natural expectations taught in classrooms
Why is it important to let students lead discussions in class?
Examples:
- prove they know the material, recitations
- understanding prevails recollections
- engagement boost
- builds on other skills (leadership, cooperation, etc)
How does the comparison between Asian American “superachievers” and Black “super predators” shape the way students from these racial groups are viewed and treated in schools?
Example:
- expectations shape individual views
- expectations enforce pressure on students to perform
What are some activities/practices you can do in the classroom to reduce the “us” vs “them” sort of thinking when it comes to learning about history or places outside of their communities?
Examples:
- Introduce different perspectives
- Have guest speakers
- Read texts from both sides and have students decide what they believe
- texts with windows, mirrors, sliding glass doors
Why is it so important to teach students to empathize with people/groups in history instead of simply teaching about them?
Examples:
- So that history doesn't repeat itself
- Humans are humans, empathy is what we have
- So they can reevaluate how they feel about the issues talked about on their own
How does the Model Minority stereotype affect both Asian American and Black students, and why does Au argue that these effects are connected rather than separate forms of racial stereotyping?
Example:
- minorities often grouped together in majority's minds as "other"
How may you navigate challenging privilege in systems where you may (and do) have it in the classroom?
- Learn from your students
- Research when needed
Why is it important to create a space where students can compare and contrast their own experiences with the past?
Examples:
- creates personal interest
- allows them to relate to the material and apply it
Bill Bigelow comes up with anti-tracking pedagogy situations that can be used in classrooms. What are some examples that could be used when teaching a social studies class?
Examples:
- content + disciplinary teaching methods
How do you view grading in the classroom? How might variables we’ve talked about in past classes interfere with the goals of grading?
Example:
- grades vs tracking
How does the article's idea of “sanctuary” extend beyond protecting undocumented students, and what does this broader definition reveal about the role teachers believe schools should play in their communities?
Example:
- protecting ALL students
- steps towards protecting other groups of students
- teachers can work beyond the classroom to advocate for students