Entry #4: For my Future Students...

 3 IDEAS I AM NOW PONDERING: 

The three ideas I am now pondering include: Following Tompkins (2017) principles in my teaching, using Muhammad’s Historically Responsive Literacy model that includes identity, skills, intellectualism, and criticality, and interweaving both authors ideas to create my own pedagogy that will help my students for the better! Tompkins lists many principles that I am familiar with and some that I am not yet familiar with. I am starting to work on developing my scaffolding skills and learning about cueing systems. Muhammad’s historically responsive framework includes anecdotes from black literary society members. I am thinking about different ways to incorporate these stories into my lesson plans. I will continue to think about different ways to mold these two authors ideas about education together. 

2 COMMENTS THAT REALLY INSPIRED ME

Both texts incorporated information that inspired me, and I know I will use in my future classroom. 

Muhammad says, “In fact, we too often see “diversity” or “multicultural” classes as isolated efforts rather than grounding entire programs in intersectionality as we see in black and cultural studies programs” (Muhammad, 2020, p. 40). Schools pride themselves in being “diverse” solely on the fact that they have students who attend their school who identify as black, brown, or latinx. Muhammad is drawing emphasis to the fact that curriculum and instruction should always be immersed with multimodal texts written by underrepresented authors and stories of black excellence rather than struggle, for example. Another way society separates black stories from the rest is by sectioning off sections of the library for black stories. This is great; however, these stories of black individuals should also be included with all of the other sections of the libraries. I will ensure that my students experience multimodal text from underrepresented author populations and hope that some of my students see themselves when they read these books.  

Tompkins says, “Effective teachers adjust their instruction because students vary in their levels of development, academic achievement, and ability” (Tompkins, 2017, p. 28). 

This inspires me to get to know my students on a deeper level to ensure that I am adequately differentiating instruction. I will actively engage with my students and learn about each on of them in order to get an accurate gage of their developmental level, cognitive capacity, and ability. 

1 COMMITMENT I WANT TO MAKE FOR MY FUTURE STUDENTS

I am committed to taking action and putting in the work required to understand my students’ unique cognitive, social, and cultural identities. As I learn about my students, my societal view will grow. I will read texts written by underrepresented authors in order to gain new perspectives that differ from my own. I will unpack my own biases, assumptions, racisms, and other oppressive thoughts about marginalized groups. I have dreams where in the future, all teachers teach with the HRL framework model, and all students are given the opportunity to use their intellect and criticality. It is so clear that schools reflect society. Building positive school environments will correlate to a better society.  

References:

Muhammad, G. (2020).  Cultivating genius:  An equity framework for culturally and historically responsive literacy.  New York, NY:  Scholastic. 

Tompkins, G.E. (2017).  Literacy for the 21st century:  A balanced approach (7th ed.).  Boston, MA: Pearson.