For White Folks Who Teach in the Hood… and the Rest of Y’all Too Book Study Reflection

Why I chose this book

I read this book because it had been recommended so many times by so many people that I trust. As a white woman, I was looking for a book I could read to help me understand the perspective of my black and brown students. I wanted some introductory information on restorative practices (which are similar to the cyphers discussed in the book) in school. I knew this book was more about high school students but I knew I could find ways to apply it to my work in the elementary classroom. Since it was highly recommended, I just knew I would learn a lot.

Major take aways

I loved that Chris Edmin shared mistakes he made after first getting into the classroom. I learn a lot from mistakes, my mistakes and the mistakes of others. He refers to students in urban schools as neoindigenous. Too often the educators who work in urban schools come from outside the community and don’t spend enough time in the community and the students are the ones who are native and know the culture of their neighborhood. Educators have a lot to learn from their students. He invested the time learning about, from, and with his students. I spend a lot of time and effort building relationships to learn about my students. I would love to incorporate more ways to learn from and with my students.

As a white woman, it is important for me to unpack my privilege and fully understand that my own history impacts the way I show up at school and interact with my students. I struggled with this at first. I didn’t want to see that I brought privilege into my work with my students. But I know that I do. Confronting my privilege made me realize that I can be myself but also learn to see and value my students’ experiences. This book talked a lot about seeing life experiences from different perspectives. The work is in asking questions to understand other’s perspective.

Understanding my privilege is one thing, but I need to ensure that I’m making real connections with my students. I can do that through telling stories about my life and listening to their stories. I loved the chapters “Coteaching” and “Cosmopolitanism” which were about creating a classroom culture of collaboration and shared celebration.

As I was reading this book, I couldn’t help but make so many connections to the work that NCAE is doing right now. Edmin talked a lot about how urban areas get a lot of charter schools coming in and trying to fix the kids and the neighborhood but that isn’t what they need. This work can and should be done by public schools. If you’re in North Carolina, interested in or are currently doing this work, and you aren’t a member of NCAE yet, I highly recommend you do your research and join!

Making it accessible for Littles

While this book was a lot more self work that direct application to my classroom, I believe that the work I’m doing will impact my students.

I particularly liked the chapter “Chuuuurch” because I made so many connections to my own classroom. Edmin explains how we should make our classrooms more like black churches. Kids should sit where they want and should be able to respond as desired. In my classroom, I use flexible seating because I believe it is best for kids. I’m also flexible on the whole raise your hand to speak thing. One of my class rules is one voice because I believe it is important for people to not speak over each other and to focus on the person who is talking. But, I try to keep my classroom conversational.

In the book Edmin talks about call and response and movement being essential to neoindigeneous youth. I have been trying to incorporate more of this in my classroom lately and I noticed that littles really love it when I do!

The book study PLN

Reading this book and having conversations about it with others who were also reading it helped me understand what I was reading and better apply it as I work to improve myself. It was nice to have face to face conversations with people who are nearby and looking to incorporate restorative practices with their students. I also participated in video chat conversations with people from across my state. I believe the most important part of social justice work is finding others who are doing the work too. We must build strength together in order to continue to grow.

#Culturize #CYS Book Study

I highly recommend this book for anyone who is thinking about their school culture and ways to make positive changes. Even if you already have a positive school climate that puts kids first, this book has some great community builders and the stories really help you to see how to reach “Every student. Every day. Whatever it takes.”

Why I chose this book

This book was the second digital book club I facilitated with a small group of teachers from my school and one other school across the district. We chose this book because it has a focus on reaching EVERY student in a school building especially those who can be difficult. I loved the personal stories Jimmy Casas shared throughout the book.

Major takeaways

Jimmy Casas shares the importance of relationship building conversations in the first chapter and the importance of kid-centered conversations. I couldn’t help but be reminded of the video “Every Opportunity.”

He talks a lot about disrupting average and going above and beyond for our students. I constantly reflected on my “why:” To cultivate lifelong learning through perseverance and personal interests. My why has a lot to do with going above and beyond for my students and I try to create the best learning experiences for them. To me, this is their only time in first grade and it should be the BEST first-grade experience ever!

On page 38, Casas talks about ensuring every student gets the necessary support they need to grow at their personal pace based on their needs but that students also need to be exposed to grade level content because if they aren’t exposed to it they will never reach that level. This hit home for me. I’ve always thought my one-on-one instruction for intervention was more important than the core instruction for struggling learners. Now I know that if I want kids to fill their gaps and reach grade level mastery, they need time with both personal level and grade level content. That is true individualized learning. “What is important to remember is that working with all students, regardless of their level, takes time, patience, a positive attitude, and a certain level of persistence to inspire our children to believe they can do anything.” (page 40)

The section about being a leader struck me as well. You don’t need a title to be a leader. You just need to passion and mindset to make positive impacts in your school culture.

Core Principle 3 might have been the chapter that spoke to me the most. It talked a lot about taking chare of sharing the story of your school. Filling the community with positivity when talking about your school. I really liked the section about being life-fit over balance. I struggle with balance because I tend to focus on what I think is the most important at the moment. Being life-fit allows me to choose depending on the ebbs and flows of life and what I can ACTUALLY accomplish.

 

Making it accessible for Littles

This book was mostly about creating a school culture in which kids feel “safe, connected, and valued” (page 26) and that starts in elementary school. We need to create relationships with our students that help us understand who they are, where they come from, their interests, and how they learn so we can reach them. I don’t have specifics about how to make this accessible to littles because the book does a great job of showing how this is important in every school, every day, at every age.

The book study PLN

Having conversations about my reading with others reading the same text has pushed my thinking and allowed me to see different perspectives and perceptions. I truly enjoyed our talks on Culturize as we connected 2 schools on different sides of my district and helped to create a more positive school culture at both our school sites. View the conversation on Twitter and Flipgrid