Teach Out Project 

Presentation Link 

      

                                     

Title: Aria

Author: Richard Rodriguez

Aria provides a unique and personal look at what it is like to grow up speaking two languages. Rodriguez shares the heartfelt story of his home language of Spanish and how his language and Spanish roots created a special bond with his family. To fit in at school, just like many other MLL children, he had to learn English to fit in and be like everyone else. Learning English helped him do well in school and life, but he felt a little bit more distant and misunderstood as the distance grew between him and his parents. The world he grew up in was changing. Aria’s story encourages us to think about how language shapes who we are and our relationships. Aria explores the personal journey of a bilingual child, exploring how adopting a new language can alter the family dynamics of your culture. After reading this selection, I asked myself Isn’t there a better way? No one should have to pick one language over the other. Both should be celebrated! This was a heartbreaking read to think about having to make such a difficult choice. 

Title: Teaching Multilingual Children

Author: Virginia Collier

Collier provides a poignant explanation of teaching MLL children and the benefits of dual language education. Collier argues against the subtractive approaches to MLL education that diminish or take away L1 language. She argues that both languages need to be taught to affirm students' linguistic and cultural backgrounds in two languages. Collier provides guidelines for multilingual children as she advocates for high-quality dual language instruction, where both languages are taught strictly. Key concepts include valuing the first language, providing separate instruction for both languages, and ensuring that qualified teachers support this additive bilingual environment. Ultimately, the goal is to develop growth in both languages, leading to fair and equitable outcomes for all students. It is essential to create an outcome where an individual does not have to choose between languages, just like in the Aria story. 

Teaching Bilinguals Even If You Are Not One: Episode 1, Episode 2, Episode 3, Episode 4

The video series Teaching Non-English Speakers Even If You Are Not one!’ aligns perfectly with the Collier articles.  This webinar series provides practical guidance for educators on teaching MLL students. The video series advocates for teachers and others to see students' home language as an asset, not a problem. Each episode builds on the other, which is inspiring. As a teacher, I am interested in exploring the importance of understanding students' diverse backgrounds to foster an inclusive environment. I was inspired to listen to other teachers' ideas and how they plan to use translanguaging, code switching, and celebrating bilingualism in their classrooms. 

    Interesting Finds

                                        Multilingualism is my Superpower

                                                         MLL Stories

      Inspiring Website

Teach Out - Article Summaries

Privilege, Power, and Difference

        Allen Johnson

      Allan Johnson’s “Privilege, Power and Difference” talks about the inequalities in our society that aren't just due to individual bias but are deeply rooted in our society. These deeply rooted ideals that are ingrained into our society through the larger structures in place in our culture grant unearned advantages or privileges to the dominant social group that exists in our culture. The rules, the privileges, or an easier path given to some groups based on race, gender, or wealth (a few examples) make it easier for some but unfairly harder for others. Johnson describes how it is often invisible to those who benefit from it. The larger idea is that Johnson describes how society uses difference to exclude or reward individuals. Johnson sends out a call to action, encouraging individuals, especially those with privilege, to work towards pulling apart those deeply rooted systems and larger structures that have been in place, which is the path to fostering true equality and justice. Understanding this hidden structure is the first step to creating an inclusive and equitable world for all. Privilege, power, and difference, according to Johnson, shouldn’t be viewed as an individual's problem but rather a societal issue. It affects all of us. Johnson points out that privilege opens doors for those people who have it, while oppression slams them shut for those who do not. This is the societal issue that we collectively need to be part of the change and not part of the problem. It is important to explain this concept to a person who is unaware of the hidden rules of society that create different experiences and opportunities, as they might not see the bigger picture as it relates to society and the individual.

Quotes / Ideas to discuss:

“All of us are part of the problem. But we can make ourselves part of the solution”. 

“The hard and simple truth is that the we that’s in trouble is all of us-not just the straight, white, middle and upper class males - and it will take all of at least most of us, to get us out of it”.

Explore the Diversity wheel: Get a sense of who you are and the privileges you have or do not.

 “Just as privilege tends to open doors of opportunity, oppressions tend to slam them shut”.

Provide analogies to see the bigger picture of the “hidden rules & advantages”. 

The Silenced Dialogue

Lisa Delpit

      Schools and the education system operate in a “culture of power” that is often unnoticed by those who already have the “codes” or the power. There is a communication gap or power imbalance between the educators who are usually white and the students and the community ( non-white). Lisa Delpit highlights the critical issue of power imbalances and cultural misunderstandings in education, particularly for those children who come from marginalized backgrounds. Delpit argues that traditional teaching methods, even if well-intentioned, disadvantage children from diverse backgrounds. The rules or “codes of power”, the unspoken rules and expectations, need to be explicitly taught to succeed and acquire power in mainstream classrooms and society. Educators from the dominant background do not recognize their own power and how it shapes their classroom, which leads to the “silenced dialogue”. The voices that are from non white and lower-income students and their communities are often overlooked or “dismissed”. Delpit argues that these “rules “ or “codes of power” must be explicitly taught to students from diverse backgrounds, not as a replacement for their own culture but rather as a means to empower themselves, provide a voice, and promote student agency and ultimately access to opportunities. 

Quotes / Ideas to discuss:

“Those with power are frequently least aware of - or least willing to acknowledge - its existence. Those with power are often most aware of its existence”. 

Review S.C.W.A.A.M.P.  

“ We must understand that if we are to successfully educate all of our children, we must work to have honest dialogues about the differences that exist between us and our students, and between our students and the power that we transmit”. 

*** I will most likely reference other texts, including but not limited to the DEI article and executive orders during this Teach Out. 

RI Laws and Policies - Author ~RIDE

Trevor Project Resources - Author ~ The Trevor Project 

3 Talking Points

1. “The need for this guidance is clear. The Human Rights Campaign Foundation’s survey, including more than 10,000 youth entitled, Growing UP LGBT in America, found that 42% of gender nonconforming 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. Additionally, the Journal of Adolescent Health (2015) reported that transgender youth were more likely to report: being diagnosed with depression compared with students who were not transgender (50.6% vs. 20.6%); suffering from anxiety (26.7% vs. 10% ); attempting suicide (17.2% vs. 6.1% ); and engaging in self-harm activities with lethal intentions (16.7% vs. 4.4%)” (RIDE 2016). This was a shocking realization for me. I read these statistics and wrote in the notes, “Scary statistics!” It is time we care more about the person! It is a wake-up call for all of us.  All I could think about was the senseless suffering. 

2. RIGL §16-21-34 Safe Schools Act and the RI Statewide Bullying Policy recognize that the bullying of A student creates a climate of fear and disrespect that can seriously impair the student's health and negatively affect learning. Bullying undermines the safe learning environment that students need to achieve their full potential. The expression, physical act or gesture may include, but is not limited to, an incident or incidents that may be reasonably perceived as being motivated by characteristics such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression or mental, physical, or sensory disability, intellectual ability or by any other distinguishing characteristic. The purpose of the policy is to ensure a consistent and unified statewide approach to the prohibition of bullying at school.  I read this, and sadly, I asked myself does this really work? How many of us and the countless kids that we see each day suffer in silence, in fear, and still nothing really happens to change this pattern. Why? I struggle with this question as a parent, teacher, and part of the larger community.

    3.  This article helped me to unpack and understand many definitions, ideas, and thoughts around transgender and non-conforming students. There is not one specific idea that rang a bell for me, but many as I navigated this guide. I wish I had it earlier because I think it would have helped me with putting my words in the correct context when I was working with some of my students. Ideas and definitions such as common genders (specifically two spirit), perception vs. expression, honorifics (Mx, Mr, Ms), and labeling and saying you are sorry, just to name. I appreciated the quote and should remember it: “Show that you care by doing better, doing better forward” (Guide - Trevor Project).

The authors share overarching goals of promoting safety, inclusivity, and well-being for transgender and non-conforming students. Both articles are striving to create communities or environments where gender non-conforming and transgender young people are respected, protected, and included in the school community and the larger community. Although RIDE focuses more on the school's legal obligations, the Trevor Project focuses more on the underlying concerns, including mental health concerns. Both articles strive to create a culture where transgender and non-conforming students are allowed to thrive and have access to equal opportunities.

The Teach Out Project Proposal

The Teach Out Project Proposal

CHOOSE A TEXT: Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life?  Texts that stood out to me are: 1. the Delpit articles and the culture of power 2. SCWAAMP article and exercises 3. Johnson - Privilege, Power and Difference 4. Table Talk IEP .  The articles inspired me for a variety of reasons but mostly because they resonated with me. I felt a connection.  I feel a deep connection to the articles on privilege and power.

WHO DO YOU WANT TO SHARE WITH? Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children? Two schools of thought in my brain currently: Share the ideas of the other side of the table (IEP) while tying it into the power and privilege articles.               Once I read the article called Table Talk: An IEP Meeting - from the Other Side from Rethinking Schools I was overwhelmed with emotion and felt a strong connection. The struggle is real and so are the power and privilege dynamics of the long meeting table that is inviting or not depending on the side you sit on. I immediately made the connection to my own life, my conversations with other parents, educators and the possibility of hosting a discussion revolving around this topic in relation to power and privilege. I also thought of future ideas for topics if this one worked well. Delpit, SCWAAMP, and the article by Johnson on Power, Privilege and Difference reminded me about sharing the meaning of “White Privilege” with my immediate co-workers in my room. The discussion would be meaningful and helpful in the classroom. I also recently purchased the book Troublemakers. This discussion may lead to further book talks or classroom turn and talks.  Currently, I am at a crossroads as to which direction to head. There are just too many discussions that need to be started on too many topics. Previously, I had a few ideas that I may implement in the future but for this purpose would not actually see them in action as they were related to my class and school ends in a week. I am looking for some insight.

WHAT FORMAT MIGHT WORK FOR YOU? Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc? I think I would prefer individual interviews / small group discussion. Eventually this may lead to a PD or a lesson for next year.

Preface & Introduction 6/12/25

  

Preface + Introduction

from Shalaby, TroubleMakers

3 Talking Points

1. Preface—Coal miners brought canaries into the mines as a warning system for them to know when the air became bad. The miners would know when to leave the mine. Analogy—the troublemakers are like the canaries of the school. The min is the school, which has rules and ways of doing things. The dangerous gas or air in the mine is the bad stuff that happens in school, like the rules being too strict, preventing creativity, and stifling it. The kids are the first ones to see that something is wrong in the school (mine). They are reacting to the bad air or the fact that there is something wrong.  Thinking about this makes me think about when there is more trouble or issues at schools, it is usually following a certain event that happened at the school. I like their reaction to their environment. 

2. The introduction says the kids are not to blame. We need to start looking at what the schools can do to make kids happier and learn. The students are crying out to let the system know that change is needed. The “mine” needs a remodeling job to encourage growth, learning and community in a healthy non toxic environment. 

    3.  Preface - “The children we call troublemakers are often called canaries in the coal mine, signaling the toxic conditions of our schools”. The canaries who sing the loudest are the one who are crying out that the environment is toxic. Let them sing!

       

     The author argues that we should not punish the troublemakers (canaries). Rather, we should pay attention to what they are telling us because it is a sign that change is on the horizon. 

Rethinking Schools - 6/10/25

June 10th 2025

Rethinking Schools - Volume 39, No. 2

Table Talk: An IEP Meeting - from the Other Side

Author:  Anne Smith

      After reading several articles on the Rethinking Schools site, I was drawn to one article in particular. Maybe it was because I felt a connection to this personal story and journey that Anne Smith told, or perhaps I just understood what it was like to be on “the Other Side” too. Anne Smith is very real and rare in her experiences at an IEP meeting as an educated woman/parent/guardian of color who just happens to also be a teacher.

The author describes the very real struggles of the day for all parents, starting with feeling and possibly looking disheveled on a day when you really didn’t want to be, but it’s too late now, and so are you for the IEP meeting. She walks into the room and immediately feels like she is the outsider. Just like most parents who have to walk into an IEP meeting at any school, she felt overwhelmed and struggled to find her voice in a room filled with people who literally sucked the air right out of your lungs. It is quite a different feeling to be on the “other side of the table”. The IEP struggle is real for parents, which is my first point to address. Anne describes the feeling of walking into the room with the only seat left for her, and the head of the table was for the director of special education, an obvious show of power. Just as we learned about in the SWCAMMP exercises and through Delpit, the power is always there. Sadly, the power needs to be in the hands of the parent, but that is often not the case, and even less so if you are a person of color. 

    Smith talks about the uprising in her head and body to find her voice to be the advocate, stating, “When the ancestors rise up, there is no holding me back.” She did not want to be “ a piece of black pepper expected to drown out in a sea of salt” any longer. She was not the person who they saw as a “disheveled, overweight single, late black woman. A walking stereotype”. It was at that moment that she decided that she would no longer be dismissed and found her voice. Anne spoke from her heart, knowing that she was the most important in the room, describing to the all white panel that she was an educated black woman with a master's degree in education who knew and understood the educational systems and IEPs. Her voice was so impressive that it sucked the air out of the people who sat there just minutes earlier judging her for her appearance. 

     I, too, have been on both sides of the table at an IEP meeting. I could relate to that sick feeling in your stomach; the feeling trying to find your voice; the feeling of feeling like the life is being sucked out of you, and most importantly the feeling of the words that burn as if they are “landing on your soul”. I can only imagine how painful it must have been for her to sit through the judgment in addition to the feelings just described. It is upsetting to think that she was treated this way in part due to the color of her skin and in part due to the ignorance of the people at the table who didn’t show the respect to the person who has the largest stake in the first place and should have a voice ... .the parent. Being on both sides of the table only makes me a better teacher and parent. It took me a while to find my voice, too. It is all too often that parents, including myself, feel like they have to “get ready” for the IEP meeting and put on the body armor that protects us from the tears. I can begin to even fathom how hard it must be for a person of color to attend a meeting and be treated as Anne was during the meeting. No parent should have to resort to using their education to their advantage because, as educators, all parents should be treated fairly and the same. Ask yourselves… are they? If you are honest, I am sure your answer will be no. I hope you never have to sit on the other side of the table, but if you do, remember to find your voice because your child will thank you. 

*** I found some interesting articles and podcasts on one of my favorite websites, Understood.org. The articles and podcast not only speak IEP tips for all parents but especially for those of color.