information. There were so many aspects of this course
that I feel I can take away and use as an educator. In the third module, we talked about social
justice and the justice standards. I
feel that these standards are my biggest takeaway from our course.
being exposed to these standards for the first time (in this course) I am going
to make sure I teach children to be global citizens by infusing justice,
action, identity and diversity standards into the curriculum I teach. I think
this is an overlooked yet imperative part of the standards that need to be
taught from a young age. (as mentioned in my social justice picture essay the
city is pushing for anti-bias training for all teachers). I personally think that a lot of this could
help mitigate what we read about in both Whistling Vivaldi and Privilege Power and Difference. In Module one, we were exposed (through our
readings) to other perspectives of daily life besides our own. This is also something that needs to be
brought back into the classroom both for educators and students. Educators need to be aware of how the
cultural, social, economic etc. background of our students impacts every aspect
of their lives. Through the social justice standards, students need to
understand the aforementioned statement as well. I believe that the social justice standards
allow for an avenue in which we as educators can help to cultivate in our
students the appreciation and valuing of multiple perspectives in all facets of
I am truly looking forward to being able to incorporate the social justice standards into my classroom with my 7/8 year old students! Thank you for such a wonderful and insightful semester everyone
Thanks so much for a great semester!!
Here is the link to my social justice essay.
Ariel Wiener 🙂
Here is the link to my voice thread! Sorry for some places that have silence for a bit before continuing 🙂
Delpit, L. (2006) Other People’s Children Cultural Difference in the Classroom. New York: The New York Press.
Johnson , A. (2018). Privilege, Power and Difference. (3rd Edition). New York: McGraw -Hill HIgher Education
Here is the link to my Infographic
According to the teaching
center, stereotype threat is defined as “a
phenomenon in which a person’s concern about confirming a negative stereotype
can lead that person to underperform on a challenging assessment or test.” Stereotype
threat has been a contributing factor to racial and gender gaps in academic
performances. Stereotype threat can occur when people of a group underperform due
to their awareness of a negative stereotype associated with their belonging to
a certain group.
The notion of stereotype
threat has manifested itself in the classroom. Students who identify with groups who are
underrepresented have the potential to be especially vulnerable to stereotype
threat (teaching center). In order to
help combat these stereotypes in the classrooms teachers must foster a growth
mindset. In addition to nurturing a growth mindset, teachers should also
provide feedback that motivates students to improve and foster a sense of
belonging. Moreover, teachers can also
impress upon students the notion that diversity is in fact valued as well as
showing that students’ individuality is valued.
Hi guys, here is the link to my video!