Semester Review FIX

 This semester has opened my eyes to what it means to work with kids and be an intentional, thoughtful teacher. I've learned so much from the student teaching experiences and the discussions we’ve had in class. Out of everything we covered, the three things that impacted me the most were the importance of ethnic studies, the card game activity, and Lisa Delpit’s ideas about the cultural rules of power.

Learning about ethnic studies made a big impression on me. It became clear how powerful it is for students to see themselves and their cultures reflected in the classroom. When students feel seen and valued, they’re more motivated, engaged, and confident. Ethnic studies help build that connection, and they also help turn the classroom into a space where students feel respected and safe — which I want to prioritize as a future teacher.

The card game was a great way to portray school systems' issues regarding understanding that students come from different backgrounds, mannerisms, etc. This card game was designed to fail, or at least until we could find a way to communicate without communicating. This game showed the importance of understanding backgrounds, working collaboratively to solve the issue, and to listen. I don't mean audibly; we had to listen to each other on a different level. There is a difference between hearing someone and listening; this card game was a great way to prove that. 

Lastly, Delpit’s reading helped me understand how important it is to be clear and direct about rules and expectations in the classroom. Students need to know what’s expected of them to thrive. That kind of structure and transparency isn’t just about discipline — it’s about setting everyone up to succeed, no matter their background.

These three ideas really shaped my thinking this semester. I honestly can’t imagine becoming a good teacher without keeping all of this in mind. I’m thankful for what I’ve learned and excited to continue growing as an educator at Rhode Island College.

RI Laws and Policies FIX

 I connect with the points made in Hannah Kennedy's reflection, especially as someone who wants to be a teacher. We must create classrooms where every student feels safe and included, and I love how the article breaks down practical ways to do that. I’ve also seen teachers handle challenging situations thoughtfully—like when a student uses hurtful language, turning it into a learning moment for the whole class. That kind of response really sticks with kids. I also agree that asking for students’ pronouns and respecting their identities is a simple but powerful way to show that we care. Having access to gender-neutral bathrooms and ensuring all students can participate in activities matters more than people sometimes realize. Honestly, I'll carry with me the reminder about keeping students’ identities private and staying up to date through professional development. This article isn’t just helpful—it’s essential for future teachers like us who want to do better for all our students.

3 Questions Regarding AI FIX

 1. How do we ensure AI is being used fairly and honestly without repeating the same old biases we already have?

2. What will happen to people’s jobs as AI gets better at doing things humans usually do?

3. Do you think AI will ever really get emotions and creativity, or will it always just be pretending?

Aria Rodriguez FIX

1. “What I needed to learn in school was that I had the right—and the obligation—to speak the public language of los gringos.”

This quote shows Rodriguez realizing that learning English wasn’t just about doing well in school—it was about finding his place in the larger American world. It brings out the essay's central theme: the difference between home's private language and society's public language.

2. “The moment after the visitors left, the change was observed. ‘Allora, speak to us en inglés,’ my father and mother united to tell us.”

This moment is a significant turning point. It’s when the family starts making a real effort to speak English at home, and that shift marks the beginning of their journey into American life. But it also shows how that change came with a real emotional cost—they gave up more than just a language.

3. “I would have been happier about my public success had I not sometimes recalled what it had been like earlier, when my family had conveyed its intimacy through a set of conveniently private sounds.”

This quote really shows how much Rodriguez lost in the process. Learning English helped him find his voice in the outside world but also created distance between him and his family. It’s a powerful reminder that becoming part of a new culture can sometimes mean losing pieces of the one you came from.

Finn Literacy FIX

 I loved this text. I relate a lot to the feeling of the domestic educational system that is prevalent at RIC. Our FNED class doesn't fall into this category at all. However, a lot of my music classes, I've noticed, are very structured and basic. I'm learning the basic ideas and rules that don't allow me to bring in the art aspect of music. At the end of the day, music is art. The education I'm getting regarding music helps me understand how specific aspects work, but it doesn't allow my mind to be creative; I just follow directions. I wanna learn how to think outside of the box. I want to learn how I can be creative. I wanna learn what was so amazing and different about these legendary composers we study today. I want to learn how to activate the creative parts of my mind to help me make music something of my own. I wanna learn how to create art, not the simplistic stuff you always see. As a future teacher, I'd love to inspire my students to find their identity with music. I want my future students to love what they do and to be creative. I want them to think outside of the norm. 

Troublemakers FIX

 These chapters really spoke to me. I related immensely to the author's situation. I have a student in my student-teaching classroom who has difficulty controlling himself and behaving. Just like Anthony in the book, my student refuses to follow directions and the expected rules of a school. So, I was lost on what to do with him and how to help him. It's not that he chooses to be that way; he has difficulty controlling his pent-up energy. He's also a super smart kid, ahead of most other students in his class. I remember many times when he would call me over for assistance, but when I started helping, he would fly through the assignments. I barely spoke, and he knew exactly what to do when I sat with him. He may have some attention issues in both ways. He craves attention and has a hard time paying attention. I find myself relating to him. When I was younger, I was also not the most remarkable student. I would crave the attention of everyone in the room. I was a troublemaker who didn't care for what the class was doing. So, I understand his situation. There are ways to help him; I just need to dig deeper into myself and figure out what I needed when I was that young. I know he's a good kid with tremendous potential, and I believe I can reach him with the right tactics in the classroom. 

Classroom Tour Analysis FIX

 https://docs.google.com/document/d/1CQWoLs0wByj1TQwjAsjqT6oa9bVEgISg14eZhjZNgEk/edit?tab=t.0