Blog #11 - Woke Read Aloud and Rhode Island Schools on Transgender and Gender Nonconforming Students

Blog #11 - Woke Read Alouds: It Feels Good to Be Yourself and Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

Quotes

 In both the Woke Read Alouds: It Feels Good to Be Yourself and Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students the overall main idea is navigating conversations around gender. Both express that safety and support are essential for student success.  While the policy outlines legal responsibilities and protections, the book represents the early educational foundation that helps prevent discrimination in the first place by shaping attitudes and understanding.

Education is a right, and this means that ALL students regardless of identity deserve to feel safe in school environments. “All students, without exception, have the right to attend a school in which they feel safe and able to express their identity without fear.” This quote highlights that identity expression should not come with fear or consequences. Every student deserves to have a space in the classroom. 

The woke read aloud explains gender identity in simple and accessible language, helping  children understand that people can identify as boys, girls, both, neither, or somewhere in between. The book promotes acceptance and empathy, teaching children to respect others’ identities from an early age. I think that when we have these conversations about gender expression with young children, it is important in teaching children acceptance and inclusion. Being exposed to stories like the one in the woke read aloud not only provides a sense of visibility for students that are navigating their gender identity, but also for cisgender students to learn about their peers. As stated in the video, “we want to feel good about who we are in our own gender identities. And we need to learn about other people's gender identities so that we can do our jobs of making other people feel good about who we are too.” It is so important, especially now, to be inclusive of our peers, and this video does a great job of presenting this to a younger audience. 

Safety and support for students are essential for students academic and personal success. If we as educators want to foster an environment that is free from discrimination and protect transgender and nonbinary students from bullying or social isolation, we need to both enforce the various policies in place and also provide education on gender identity. "A school must not treat a transgender student differently from the way it treats other students of the same gender identity.” The guidance exists because transgender and gender nonconforming students often face unsafe or unwelcoming environments. Policies, and legal protections are in place to prevent discrimination, but it is a school's job to create environments where transgender and gender nonconforming students are protected and accepted.

Blog #10 "What is Neurodiversity" - Caroline Miller

 

CONNECTIONS

In my opinion, neurodiversity is frequently viewed by teachers or entire school systems as a problem to be fixed or controlled. In reality neurodiversity is simply variations in how people think and learn. When we view it and treat it this way, ADHD, autism, and other learning “disabilities” stop being treated as deficits, but as part of the range of how brains work. This idea of challenging a long-standing system of beliefs aligns with several of our course readings, all which critique systems that label individuals who do not align with the status quo. 

The preface and introduction of Troublemakers brings criticism of how school systems interpret differences as disruption. We learn about Anthony whose behavior clashed with typical classroom expectations, leading him to be labeled as a “troublemaker” rather than a learner with unique strengths. Neurodivergent behavior is typically a response to context rather than intentional defiance. Every time a “rule is broken" they are signaling something about a demand not being met in a system that demands unquestioning obedience. This mirrors Miller’s emphasis on changes in environments, rather than changes of the individual.  Both texts ask how schools can adapt to support diverse learners. 

In both Shifting the Paradigm and What Is Neurodiversity?, both authors challenge deficit based models, reframing differences as strengths. In shifting the paradigm, an asset model is promoted. By focusing on what students can do instead of what they cannot, we focus on their strengths, skills, and interests. In my own experience with ADHD, aside from the troubles focusing and sitting still, I absolutely aligned with Miller's descriptions of the strengths in creativity and problem solving. When teachers focused on my strengths rather than making me think I needed to be managed, I felt empowered. In the Neurodiversity movement, there is emphasis on strengths rather than perceived shortcomings. “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.”

A common idea arises from these readings, focusing on the system in place that fails to accommodate students, and reframing our ideas about neurodiversity. Embracing neurodiversity is not just about supporting individual students; it is about transforming education into a more inclusive, equitable, and human-centered system.

"Troublemakers" in my placement

 I think that a lot of the children in my placement would fall into the "troublemakers" category, because there are many students who have issues following the teachers directions or are defiant. There is a large amount of discipline in the classroom and in the school. For example, they must have both feet on one tile and be silent when in line anywhere and they will be reprimanded if this is not happening.

The student I have been working with has struggled a lot with focusing, and he gets disciplined frequently for being out of his seat and for not doing what is asked of him. I have had a hard time working with this student because I worry about him falling behind because it is so difficult to get him to do any work when he is with me. I think there is discipline happening but on the rug when they are working as a class with whiteboards I can see that he is not doing anything. 

Blog 9: Troublemakers - Carla Shalaby

 Reflection

This reading connects with many of the ideas and arguments that we’ve read from authors in the past few months, which I really enjoyed while reading this. The author critiques the traditional view of school discipline and “challenging” children. I know I have talked about my experiences in elementary school a lot in class and blogs, but I truly recognized some of my own experiences throughout this reading. 

These somewhat unrealistic and often unspoken expectations in a classroom are difficult for young children to meet, especially those who struggle focusing for long periods of time when having to sit still, or those who cannot sit perfectly quiet and still for hours on end. When one of these classroom expectations are not met or are challenged, the child then is labeled as a troublemaker. Rather than critiquing these strict requirements, we try to force children into conforming into complaint workers, and when one doesn’t fit, we punish them.

I never really had any issues in school in kindergarten or first grade. I was excited about school, I loved learning and was full of energy. Aside from the usual comments in my report card about being a chatterbox and having trouble sitting still, I was overall regarded by my teachers
as a good student. However, things took a very drastic turn when I entered second grade. I’m not sure how it started, but I very quickly became a “troublemaker” in the eyes of my teacher. 

I think my hyperactivity sort of put me on this teacher's radar and I began to get yelled at often in class for not sitting still. Things very quickly snowballed into being singled out and being punished for almost everything I did, even if other students were doing the same. Every time I swung my legs under my chair, every time I talked in class, or was looking anywhere but at my teacher while she was talking, I was immediately punished. My desk was moved away from every other student and I was forced to sit on a yoga ball instead of a chair, and I remember feeling so embarrassed and like I wasn’t smart. 

I began to dread going to school in the morning because on top of feeling like I was going to get in trouble regardless of how hard I tried to be “good”, I was now falling behind because of how often I was sent to the office or sent to sit outside of the classroom, even if it was because I accidentally spilled my pencil case, because I was “lying and did it on purpose”. I questioned my own traits, like my honesty and my intelligence. I missed out on a lot of school and I really withdrew, which did not help my case by any means because it only led me to get in trouble more for not paying attention.

It wasn’t until the next school year with a new teacher that this all stopped, however, it had a lasting impact on my relationship with learning and school. It wasn't until I was maybe in middle school and was old enough to understand the situation I experienced in 2nd grade was likely due to having a younger teacher that hadn’t dealt with a student with ADHD. Kids believe the labels assigned to them by their teachers, sometimes leading them to engage in behaviors that support those labels, or teachers accosting any behavior they have with the label they assign them.

When a student is labeled, whether as a troublemaker, or even a star student, every single behavior they have is used to confirm this. A “bad” student is going to get in trouble for some of the things the “good” student will be praised for. Has anyone else noticed this? I found a podcast about bias in school discipline, there's also transcript of the entire episode, I felt that what they talked about with what their children experience related to "troublemakers".

Blog 8: Literacy with an Attitude - Patrick J. Finn

Reflection

This reading was very interesting to me. I have always been curious about the difference in education in locations and what schools look like in each socioeconomic level. When the topic is brought up, people mostly talk about achievement gaps being the result of external factors, like poverty, home lives, and culture. This reading brought me a fresh perspective of one of the reasons, which looks at the internal mechanics of the school system itself. It also led me to reflect on my experiences substitute teaching and also my job at an early learning center. 

When I started substitute teaching, I picked up many shifts at the elementary school I went to. This school is considered “nicer” than the other schools in my town. For example, the students in kindergarten were given worksheets that involved doing color pages that involved math equations that would be colored in by answer (the sum of 10 was green, 7 is purple). Along with this, some of the classes had a portion of the day dedicated to socioemotional learning. When I went to other elementary schools in the district, I began to notice differences. I saw that even in the same grade levels, within the same district, there were different curriculums, usually much more teacher-led and structured, even on a day with a substitute teacher. I also noticed there was less academic focus - students were given regular coloring pages. There were more frequent movement breaks and less time spent on lessons. I could chalk it up to this being because there was a substitute teacher, but it seemed like it didn't stray much from the students' daily routine. I also noticed that in lower income areas, the schools were more likely to have a punishment/reward system. Most of the elementary schools did give out “tickets” for good behavior, but I noticed a more public display of behavior charts - clips would be moved from green to yellow to red based on behavior, students in the lower income areas in the district sometimes had behavior charts that were sent home for parents daily to review and sign.

I recently started a job at an early learning center. It is in a higher-income area and it is very much rooted in montessori practices + very nature based. There is limited praise, no labeling of good and bad, and students are very much independent and in charge of their own learning. Students are encouraged to come up with solutions to problems on their own, and teachers are really there to supervise and only give help when students directly ask us. I often hear the young preschoolers talk about wanting to be geologists, hunters, presidents, and artists when they grow up. I found this super interesting as they are only about 4-5 years old. In these schools it isn't just a difference in "funding" or "school quality," but a fundamental difference in the socialization and type of literacy being offered to children based on their perceived future roles in society. Schools also are not only teaching reading and math. Children are learning how to relate to authority, how to view work, and how to perceive their own agency. This dives further into inequality in teaching.

Blog #7: What to Look for in a Classroom & Classroom Tour Video - Reflection

 

Reflection

In the classroom tour video, we received a deep look into how this teacher organized her classroom. She explains how the goal of student independence goes into each part of her classroom set up. Immediately I was struck by how warm and welcoming the classroom appeared. It was clear she really thought through how to create the healthiest environment for her students.

The graphic contrasts two different approaches to classroom management: a traditional, control-based model and a more student-centered, community-based model. One side shows examples of punishments, strict rules and the overall goal being control of students. The other side of the graphic shows a focus on respect, working WITH students, and collaboration and care. This reflects Kohn’s broader argument that education should prioritize relationships and intrinsic motivation over external control.

Looking at both the classroom tour and Alfie Kohn’s graphic, It makes me so glad to see the shift away from the types of learning environments I experienced when I was in elementary and middle school. I can see a clear contrast between what things were like then and how they are now. The classroom tour showcases a student-centered approach, where organization, flexibility, and independence are built into the space so students can manage their own learning and feel supported. Similarly, Kohn’s graphic argues for classrooms based on collaboration and understanding rather than control. 

In my own experience, however, school felt much more like the “possible reasons to worry” side of the graphic. There was no such thing as a “calming corner” - though I really wish there was! As someone who struggled with attention and test-taking, this made it difficult to keep up. Instead of feeling supported, I often felt like I was falling behind with nobody to go to for help.. Comparing these experiences to the approaches shown in the video and graphic, it seems like classrooms today are moving more toward recognizing different learning needs and creating systems that support students more holistically, rather than expecting everyone to succeed in the same way. I really look forward to creating a classroom that aligns with the goals of having happy and engaged students. I hope that I can create an environment where every student feels like they are capable and come to school excited and ready to learn. I found a great source that shares some classroom setups. 

Blog #6: Other People's Children - Lisa Delpit

 Connections

The works of Lisa Delpit, Khan, and Allan Johnson all surround the themes of power, marginalization and current systems in place that need to be reexamined. Khan and Johnson provide a theoretical and historical foundation for Delpit’s findings, with Khan focusing on the barriers that arise from the structure of the education system and Johnson focusing on the systems and structures of privilege. 

In “The Broken Model”, Khan’s critique of the educational system provides a historical and structural explanation for the "culture of power" that Delpit identifies. Khan's "broken model" is an explanation of some degree of Delpit’s "culture of power." While Khan focuses on how the system can crush creativity for students, Delpit highlights how this system marginalizes other people’s children, denying them the explicit instruction needed to navigate the codes of power she describes. Khan calls for a deeper look at the education system as a whole, and details how the "Prussian Model" was explicitly designed to produce "loyal and tractable citizens" rather than independent thinkers, and that the system, although outdated has become the norm, simply because it has been in place for a long time. This aligns with Delpit’s view that the "culture of power" is a system of rules that is often treated as normal/inevitable. This also can explain the resistance Delpit observes in white educators who dismiss the perspectives that challenge the effectiveness of their standard teaching methods.

Allan G. Johnson’s work, Privilege, Power, and Difference focuses on the systemic inequality, and provides a sociological reason  for the interpersonal "silence" and "defensiveness" Delpit describes. One of Johnson’s main arguments is the paralysis that society is stuck in that perpetuates suffering because people lack an understanding of how they are connected to the "trouble". He points out that individuals must understand that people are simply part of a system that has privilege and oppression built into it, and not the fault of an individual. However, the problems of racism and sexism don’t solely belong to those that are affected by it. He identifies the defensive feelings such as blame and guilt, particularly among white or privileged individuals that come up when systems of privilege are discussed. This defensiveness prevents people from taking the steps to get out of this “paralysis”. This defensive reaction is exactly what Delpit is describing when she mentions that the personal experiences non-white educators are often dismissed. The "silenced dialogue" she focuses on is the direct result of the "defensive paralysis" Johnson identifies. The dialogue stops when those in power feel threatened or uncomfortable by the truth of marginalized experiences.