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.

The #IMMOOC experience

For me the #IMMOOC experience was a chance to read the book again, get into some consistent blogging, and connect with educators around the world who share a passion for student learning. I absolutely loved the Youtube live videos. It was amazing to see and hear people live while tweeting and commenting in the video chat. The twitter chats were so fast! I’m used to slower ones that I can read every tweet and I just had to let go of the fact that that was not going to happen. I enjoyed the sidebar conversations. And that they were actually allowed and encouraged! I embraced the opportunity for some personalized professional development!

I am going to try blogging weekly. I’m going to attempt to do that until the end of 2017. I’ve had my blog since November 2016 so I’m going to round out year 1 with 1 post a week and then revisit this goal in 2018. I’m also setting a goal to continue reading education books and blogs on a regular basis! I’m going to start with a book study on The Curious Classroom with my team, bestie Caitlin McCommons, and our IRT Jessica VonDerHeide. I’m really excited to dig into this book and work on growth for my PDP goal of including more inquiry based learning in my classroom.

After this process of connecting, learning, and growing through the #IMMOOC family, I’m left with a question. It has been on my mind the whole 6 weeks and I haven’t found a good time to bring it up. How does all of this innovation fit in to equity in education? Is innovation in education yet another way that sets communities apart from one another?