What is Neurodiversity? by Caroline Miller

Argument Statement: The author of What is Neurodiversity?, Caroline Miller argues that the world of education and everyone should embrace neurodiversity, because when we create environments that value everyone's differences, we can create powerful opportunities for all students.

Talking Points:

"Instead of thinking of people with autism or ADHD as needing to be 'fixed', we put a spotlight on things that they're good at and help with things that they're working on."  This resonates with me as a connection to Shifting the Paradigm and asset verses deficit thinking.

"There is no single 'correct' way for the brain to work." Everyone's brain works differently and that should be celebrated. This challenges thinking that there is one right way or standard way to learn or get to the right answers.

"A wide range of perceptions and responses to the world should be accepted and encouraged."  Different ways of thinking should not be challenged but rather celebrated and this can create a more inclusive learning environment.

Reflections and Connections: As I was reading this article, I quickly connected the reading to Renkly and Bertolini's Shifting the Paradigm which speaks about advocating for change in how we view students and learning. This made me think of the fact that all students bring diverse interests, strengths and reasoning skills to the classroom and how this should continue to be celebrated. We can all get to answers differently. Just think about the many ways there are to unpack a math story problem and the many different ways work and thinking can be shown to get to the answer.  

This also makes me think about how in my school, there is a large learning gap between general education students and students with IEPs and makes me think that there needs to be more resources and training for all educators, not just special educators to support students with diverse needs. We have students with diverse needs in all classroom environments and I think we need to all be better equipped and trained in supporting all learners so that it doesn't feel like it all falls on special educators.

I found this article that I think connects really well to this week's reading and teaches readers how they can support neurodivergent students.

https://sheridan.brown.edu/resources/inclusive-teaching/supporting-neurodivergent-students-classroom

Rethinking Schools on ICE

The authors argue that ICE should not be allowed to infiltrate school settings and make students and teachers fearful.  Educators already have so much responsibility and need to resist ICE and advocate for students so that they are safe.

Three Talking Points:

Beginning: In the first article, Kicking ICE out of our Schools and Communities, the author states that "students need to feel safe -- physically and emotionally -- to learn, and ICE's presence in our communities destroys that sense of safety" (By the Editors of Rethinking Schools).  Educators' highest priorities are that students are safe, known, valued, learning, and having fun.  We first need to ensure that our students feel safe on our campuses and in our classroom and school communities.  We need to be inclusive and stay informed for the safety of our students.  We also need to ensure that we are creating a supportive environment for students to express themselves and any concerns or questions they may have.  Students might come in feeling overwhelmed, worried, or stressed if they have seen or know someone close to home or in their community that has seen or been in contact with ICE.

Middle: The next article I am going to reflect on is LA Educators vs. ICE.  "In California, about one in five k-12 students come from mixed status families, meaning at least one parent is undocumented. Every school day, these students face the possibility of coming home to find a close family member missing."  I can only imagine how distressful this could be for students not knowing if this situation could hit close to home.  In this article, educators in this community came together to support and raise money for food for these students. Trainings were also created so that educators would be in the know for protocols and for ways to take a stand.

End: In the article, In it for the Long Haul, the author stated, "Those things that we need in a restructured society are foundational to our personal community safety.  Within that context, it's not that you are taking abolition and putting it into an educational context; instead, it's a process.  It's a practice, a way of being, and a way of acting in the world that provides you with an opportunity to reach the restructured world we are trying to build."  This makes me think of the way we show up for our students day in and day out is a practice or a way of being and being able to support and help our students requires us to come from a place of calm and collected.  We have to be emotionally and mentally prepared to support students in general as well as in times of distress that they could be feeling.

Connections/Reflections: While reading these articles, I kept thinking back to when our school had sightings of ICE very close to school property and we had very little information provided about what to do and we were in a shelter in place protocol.  We didn't get much clarity about what happened off campus nearby which was unsettling because there wasn't a debrief or a meeting with what to specifically do if ICE is spotted nearby or on campus.  I think we definitely need more training as a school surrounding this topic.

Recommitting to the Joyful Classroom by the editors of Rethinking Schools

The author argues that "joy is not an escape from the hard realities of our world, but a dive into them... and that joy and academic achievement are partners, not enemies" (Editors of Rethinking Schools). 

Three Talking Points

Beginning:

"We must reject district initiatives that begin from a narrative of "learning loss", echoing the tired lines used over decades to track students by their test scores with problematic and inaccurate assessments tied to ineffective and deadening teaching" (Editors of Rethinking Schools).  Rather students need to feel connected to the learning and intrinsic motivation verses extrinsic motivation must also be taught.  Students need to feel the joy and the spark in learning again.  Some days, I start to feel so sad with our mandated scripted curriculum that we must use because the district paid a lot of money for.  But so much of it needs to be made more engaging, culturally relevant and accessible for students. 

Middle:

"We need to reject the supposed need to be "efficient" in the classroom and instead take the time required to restore young people's fractured relationships with others.  What may be efficient at racing another few pages through the textbook may be decidedly inefficient at building community and a love of learning" (Editors of Rethinking Schools).  Our students need to be able to pause and discuss and grapple with these big ideas, concepts, and themes that we are teaching about.  We need to also make the learning connect to their real lived experiences.  A lot of the time, I feel we are forgetting this piece and the joy and many other feelings that we should experience while learning.  Think wonder, awe, empathy, gratitude, sorrow, confusion, etc and all the many other feelings that can take place when learning new things. 

End:

The following quote really resonates with me.  "We so desperately need to insist that our classrooms and schools be sites of joy, of imagination, of humanity.  It is why we need to resist the narrative that after two and a half years of the pandemic, schools should be hurry-up sites where we single-mindedly address "learning loss" (Editors of Rethinking Schools).  I feel as though there has been this narrative surrounding the pandemic that we have so much learning to make up and that students are "so far behind."  We have to keep in mind that many of our students grappled with living through the pandemic (my current Kindergarteners were literally born during the pandemic).  So much of the time I hear educators and school leaders saying that we have so much catching up to do.  It never feels like we are doing enough and feels like as soon as one testing cycle is complete, we are onto the next.  Students and teachers alike need to feel joy in the learning and teaching otherwise it starts to feel like an uphill battle almost instantly. 

Connections/Reflections:

I stumbled across this article after doing some research around this topic and thought that it connects well.

https://www.teachthought.com/pedagogy-posts/bring-joy-back/

As I was reading the article titled Recommitting to the Joyful Classroom, it made me really pause, think, and reflect on how much of the time I feel rushed to get through the curriculum and make sure that I am following guidelines and standards.  Much of the time I feel I am so focused on getting through the next unit or module that I am forgetting to see the big picture.  Are students seen, known, valued in these lessons?  Can they see themselves in the learning and in the curriculum?  Are they able to access the material?  Is it rigorous enough?  It made me think of all of these questions and I am pondering how I can bring more joy into the learning.

Teach out Project Proposal

 

The Teach Out Project Proposal

 

This is the first step in brainstorming your final project in this class.  Please post this document to your blog and bring this document to class on March 26.  This is just the planning stage – no formalities!

 

CHOOSE A TEXT: Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life?    The text that has stuck with me a lot is Shifting the Paragdigm 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. The article by Shannon Renkly and Katherine Bertolini argues that schools should shift from a deficit-oriented mode, which focuses on students’ weaknesses, to an asset-based model that highlights students’ strengths, skills, and potential. The authors emphasize that focusing only on problems leads schools to react rather than proactively support student growth. An asset-based approach encourages educators to recognize and build on what students can do, helping reduce fear of failure by promoting small, achievable goals and celebrating success. This shift not only empowers students but also fosters stronger collaboration among educators, families, and communities. The reflection highlights how educators often default to problem-solving and “fixing” weaknesses, but adopting an asset mindset can lead to more positive outcomes. By maintaining high expectations, supporting students in reaching them, and valuing their existing strengths, schools can create an environment that promotes confidence, growth, and collective success.

 

WHO DO YOU WANT TO SHARE WITH? Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children? I would like to share this text with my colleagues at work.  I work in a K-4 elementary school setting and think this will be a powerful piece to share.  As educators, we have great influence on how students view themselves. I would also like to potentially interview a colleague to gain their perspective around this piece.

 

WHAT FORMAT MIGHT WORK FOR YOU? Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc? I am thinking of a few different ideas as of now.  I am thinking of creating a brochure to share in our professional development space, and also conducting and interview or two with colleagues.  I would also like to interview my husband as he works in a different field and I would like to see what his perspective is surrounding this piece as well as how it can connect to other areas in the workforce and in life in general.

 

Queering our Schools, PPSD Policy, and Rhode Island Department of Elementary and Secondary Education Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

 

Queering our Schools by The Editors of Rethinking Schools

The authors of this text argue that even though progress for LGBTQ rights have been made, schools are still often unsafe for queer students.  It calls for moving beyond basic anti-bullying efforts to address deeper issues like homophobia and sexism. Schools should build inclusive communities, support LGBTQ staff, and integrate LGBTQ topics into everyday curriculum.  The authors emphasize that creating safe, inclusive schools requires building strong communities rooted in empathy, open dialogue, and respect for differences. This includes changing school structures (e.g., gender-neutral policies, inclusive forms, diverse representation) and encouraging honest conversations about gender and sexuality.

A key point is that schools cannot be safe for LGBTQ students unless they are also safe for LGBTQ teachers and staff. Support from unions, parents, and the broader school community is essential.

The chapter also advocates for “queering the curriculum,” meaning integrating LGBTQ people, histories, and perspectives into everyday teaching across subjects and not just treating them as special topics.

Overall, the text argues that while progress has been made, schools still have significant work to do to become truly inclusive spaces where all identities are valued and supported.

PPSD Policy

The PPSD Policy for non-discrimination- transgender and gender expensive students states that schools must provide a safe, non-discriminatory environment for all students, regardless of gender identity, expression, or sexual orientation.  Schools should review policies and activities to ensure they are not gender-restrictive and are inclusive of all identities.  Training and implementation includes that staff must receive training on gender identity issues, prevention of bullying, and inclusive practices.  This text also states that schools must make the policy visible and make sure that privacy is protected in all communications.  Students’ gender identity and personal information must be kept private, and disclosure requires consent or legal necessity.

Rhode Island Department of Elementary and Secondary Education Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

The guidance argues that schools must actively create safe, inclusive, and supportive environments for all students- especially transgender and gender nonconforming youth by reducing discrimination, protecting privacy, and promoting understanding.

This text states that all students need a safe, supportive environment to succeed academically and socially, schools must be free from discrimination based on sex, sexual orientation, gender identity, or expression. It also states that there must be cultural competence and professional training for educators.

Reflections and Connections:

After reading these texts, I couldn't help but wonder if schools are actually following through with these policies.  At a school level we can say we follow these policies but is it truly what students experience?  These policies have strong guidance and outline protections and norms but in reflection, I wonder if all schools and districts adhere to these policies.  Publishing policies doesn't necessarily mean that schools follow these with fidelity.  I know that in the part about teacher training and professional developments, that my school definitely doesn't talk about these topics other than in the beginning of year and during pride month.  I think this does a disservice to students because are they really feeling seen, heard, valued, included and supported? 

Lisa Delpit's The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 The author Lisa Delpit argues that: there are five aspects of power within the "culture of power".  This culture of power is present in our current day classrooms.  There are inequities in our education system including a dominance in one culture over another and that some voices and perspectives are left out in educational systems.

Three Talking Points:

Beginning: 

-"1. Issues of power are enacted in classrooms.

2. There are codes or rules for participating in power; that is, there is a "culture of power.

3. The rules of the culture of power are a reflection of the rules of the culture of those who have power. 

4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.

5. Those with power are frequently less aware of- or at least willing to acknowledge-  its existence.  Those with less power are often most aware of its existence" (page 24).

-"These issues include: the power of the teacher over the students; the power of the publishers of textbooks and of the developers of the curriculum to determine the view of the world presented; the power of the state in enforcing compulsory schooling; and the power of an individual or group to determine another's intelligence or "normalcy" (page 24).

-"When acknowledging and expressing power, one tends towards explicitness... When deemphasizing power, there is a move toward indirect communication" (page 27).

There are sets of rules and norms in educational settings that those in power may not recognize.

Middle:

-"To deny students their own expert knowledge is to disempower them" (page 33).

End:

-"The dilemma is not really in the debate over instructional methodology, but rather in communicating across cultures and in addressing the more fundamental issue of power, of whose voice gets to be heard in determining what is best for poor children and children of color" (page 46).

Reflections and Connections:

This reading made me think about how we set up our classrooms on day one of the school year and how there is a sense of hierarchy and order within a classroom where there are lines of difference, for example, teacher needs to maintain order of a classroom and meet the needs of a diverse population of students with a vast range of needs.  When setting structures and norms in place in a classroom, a good opportunity for making the classroom a home away from home and a place where students can learn, grow, and thrive is to have them come up with an explicit list of norms or a charter or agreement in which they all sign off on.  Having discussions related to the norms and allowing students to express the reasoning behind the norms they created fosters a sense of collaboration and teamwork but also a learning space that is hopefully co-created with the teachers and students so that everyone can see themselves as active participants in their learning community. 

This reading also connected back to the "Privilege, Power, and Difference" reading and how these dynamics are present in classrooms.

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

 The authors Shannon Renkly and Katherine Bertolini argue that it is crucial for schools to use an asset based model as opposed to a deficit oriented one.  This is because it is important to see and acknowledge all of the strengths students already bring to the table and help them to "remove their fear of failure by encouraging them to fail forward, set small and attainable goals, and celebrate successes" rather than "fixing students' weaknesses or risky behaviors."  When schools adopt this asset based model, students, their families, and educators will be better able to collaborate and achieve more. 

Three Talking Points:

Beginning: 

-"Schools often focus solely on risky behaviors exhibited by students, causing the school to act reactively rather than proactively.  Student learning and growth must be the top priority of a school, and this can only be done by deliberately identifying and building up student assets" (page 23).

-"In our world, it is common practice for people to focus their attention on what is broken and how to fix it.  This causes people to work in a system utilizing a deficit model" (page 23).

These quotes made me think of how our brains are hardwired to want to fix things and problem solve.  When we don't first look at the strengths and assets people bring to the table, we are already trying to "fix" or problem solve deficits and that is detrimental. 

Middle:

-"A deficit model is one that focuses on what students cannot do.  If a student is underachieving, those that work from a deficit model believe that failure is because that student is not trying hard enough" (page 24).

-"On the other hand, an asset model, or abundance model, focuses on what a student can do: their strengths, skills, talents, interests, and competencies" (page 24).

-"We can make powerful changes when we break through the pervasive influence of the deficit paradigm and recognize the untapped strengths of students and teachers" (page 24).

These quotes resonated with me and made me think about how powerful it can be to break the habit of deficit paradigm and recognize and honor student and teacher strengths.

End:

-"According to Scales (1999), when schools shed their deficit model, it becomes easier for the community to become involved" (page 25).

-"When the focus shifts to assets, community members can easily work together to build up and nurture positive attributes in youth" (page 25).

-"Having high expectations of your students, convincing them that these expectations are attainable, helping them remove their fear of failure by encouraging them to fail forward, setting small and attainable goals, and celebrating successes when those goals are met before moving forward further" (page 26). 

This last quote really resonated with me because if students know that they can meet high expectations and they know where the bar is set, helping them achieve their goals and celebrating their wins will contribute to positive growth. 

Reflections and Connections:

In reflection after reading 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, it made me reflect as an educator on times where we as educators may feel stressed or like we are not doing enough to meet all the diverse needs of our students, the mindset can tend to shift to "what are we doing wrong?, or what are we not getting right?"  Although it is important to reflect on what is going well and what is challenging, our brains can tend to think more about how to "fix" what is not going well or to always want to problem-solve.  If educators start by looking at all the positives and all of the knowledge and background our students bring to class each day, and praise them for achieving attainable goals, then we can only get stronger.  

This reading also made me think of some further research I did around this topic and found this YouTube video that really breaks down how to reframe deficit thinking to asset-based.

Reframing Deficit Thinking: Possibilities for Asset-Based Course Instruction