The Final days of FNED 246

         As our final few classes are ending in our FNED 246 class, we were asked to do this blog post about three meaningful assignments, videos, activities, or articles that stuck with us through the semester. For this blog, I chose to do Troublemakers by Shalaby, the video analysis "Precious Knowledge", and the "Classroom Tour". 

Troublemakers:

    Quote: "These troublemakers-rejected and criminalized-are the children from whom we can learn the most about freedom. They make noise when others are silent. They stand up against every school effort to force conformity. They insist on their own way instead of the school's way. These young people demand their freedom even as they are simultaneously the most stringently controlled, surveilled, confined, and policed in our schools. They exercise their power despite being treated as if they have none"(Shalaby, pg.6). 

Students should be excited to go to school every day instead of being treated like prisoners. These children are being treated like they are criminals instead of students. This is a school, not a jail cell! Schools can be compared to prisons because of the harsh rules students have to follow, with the increase in
new rules.

"Precious Knowledge":

    In class, we watched the film Precious Knowledge, which is about teachers making a community in their class of ethic studies. The teachers wanted to give them a high-quality education and wanted them to be able to speak up for themselves. The students in class just wanted to have an education and advocate for what they believe. 

"Classroom Tour":

    In this video, I loved how she made classroom jobs and showed her day-to-day in the classroom. As a future teacher, I want my students to feel comfortable and have a welcoming environment for them feel safe. She was able to get to know her students by creating About Me assignments, so she was able to get to know their interests and incorporate them into her lesson plans.

Policy and Acts in Rhode Island Addressing the Status of Gender

This week in FNED 246 I was able to read the Rhode Island Department of Elementary and Secondary Education and watch Woke Read Alouds: They, She, He Easy as ABC. 

    Every child should be able to express themselves in their own way. In Woke Kindergarten by Ki, they are reading a book called They, She, He Easy as ABC, author Maya Gonzalez. The book lists children's names from A-Z, pronounces what the child loves to do, and introduces pronouns to the viewers listening to the book. Ki uses a certain tone and gives breaks while reading the book to keep the audience invested and engaged. After reading each page, Ki would go over each page and explain what was happening on the page. 

"Cory leaps high like a cat. She springs and leaps and bounds.

Diego drums and dances. Tree has all the sounds"(They, She, He Easy as ABC).

This book talks about different pronouns and names that the children in the book go by and how they like to express themself. In the quote above, Cory goes by she/her pronouns and Diego likes to be called Tree instead of Diego. Each child on the pages is dancing showing that they are happy to be themselves. As future teachers, the students need to have a welcoming and supportive environment to create bonds for when your students want to open up about what they like and dislike. 

    The Rhode Island Department of Elementary and Secondary Education provides people in the LGBT community with a secure and safe education. For students to succeed they need to be encouraged and supported to grow throughout their educational years.

1. "Growing UP LGBT in America, found that 42% of gender non-conforming youth report frequently or often being called names and 40% reported being frequently or often excluded. Further, over half of gender nonconforming youth reported that they did not participate in activities offered by the school out of fear of discrimination"(Page 1).

2. "Federal and State laws provide a legal framework to guide school policies and practices related to 

discrimination based on sex, gender identity and gender expression"(Page 1).

3. "Title IX’s sex discrimination prohibition extends to claims of discrimination based on gender 

identity or failure to conform to stereotypical notions of masculinity or femininity and OCR 

accepts such complaints for investigation. Similarly, the actual or perceived sexual 

orientation or gender identity of the parties does not change a school’s obligation. Indeed, 

lesbian, gay, bisexual, and transgender youth report high rates of sexual harassment and 

sexual violence. A school should investigate and resolve allegations of sexual violence 

regarding LGBT students using the same procedures and standards that it uses in all 

complaints involving sexual violence"(Page 2).

Eliminating Ableism in Education by Thomas Hehir

        This week, I had the chance to read Eliminating Ableism in Education by Thomas Hehir. Hehir advocates and supports children with impairments and disabilities in the school environment. Throughout Thomas Hehir's career, he engaged in teaching, and speeches to help students in the education system. He has made an impact in education by assisting students with disabilities. The education structure should support students and not bring them down. They are working on their goals and want to move forward not backward. 

        As future teachers we want our students to succeed and accomplish their goals. We want to have a positive impact and create a supportive environment. We need to make a difference in the education system and provide for our students. In the article, Hehir states, "I contend that negative cultural assumptions about disability continue to have a negative influence on the education of children with disabilities. The pervasiveness of ableist assumptions in the education of these children not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment"(Hehir, p.4). Working with Inspiring Minds is observing the school setting, and the classroom setups, and working with students. School should be a place where students want to be there and want to learn. The students in my placement are excited to be in class even though not all want to do the assignments. They care about their grades and want to do well on their report cards. The teacher helps her students with the work that they are stuck on and holds a workgroup during class to help the students who need extra help on their work. She is creating a positive environment in the classroom by making accommodations and supporting the students through their work. There is no teacher aid in the classroom but other 5th grade teachers come in with their students and do group lessons. The teachers work together during their class time and go over things together.