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 

Intro to Cultural Pedagogy FIX

 Bringing cultural pedagogy into the classroom is crucial because it creates a learning environment where all students feel seen, valued, and respected. Learning becomes more meaningful and engaging when educators connect lessons to students’ cultural backgrounds and real-life experiences. It helps students develop critical thinking skills by encouraging them to explore different perspectives and question the world around them. Plus, it promotes fairness in education by addressing biases and ensuring every student has an equal chance of success. Ultimately, cultural pedagogy isn’t just about better academic outcomes—it’s about preparing students to navigate a diverse world with empathy, confidence, and a sense of belonging. 

Other People's Children FIX

In "Other People's Children," Lisa Delpit convincingly argues that the education system often overlooks and marginalizes students of color, particularly African American children, by disregarding their cultural backgrounds. Her perspective sheds light on how schools tend to favor mainstream artistic norms and, as a result, label students of color as "deficient" when their ways of thinking or communicating don’t align with those norms. This creates unnecessary barriers to their academic success, highlighting the crucial need for cultural inclusivity in education.

Delpit also argues that teachers should help students navigate their home culture and the dominant culture without dismissing either. Educators can better support their learning by acknowledging and integrating students' cultural backgrounds into the classroom. She challenges the idea that students of color are inherently less capable and encourages a shift in focus to the structural barriers they face, fostering a more empathetic and understanding approach to education.

Ultimately, I agree with Delpit’s call for more inclusive and culturally responsive teaching, as it’s critical to addressing the inequalities in education and ensuring that all students have the resources and support they need to succeed.

Ethnic Studies Sleeter FIX

 I strongly agree with the studies that were conducted in the passage, which show how ethnic studies programs can significantly benefit students of color and all students overall. Mainstream education often neglects or misrepresents the histories and cultures of racial and ethnic minorities, mainly focusing on White perspectives. This lack of representation can disconnect students of color from their education.

Ethnic studies, however, provide a curriculum that reflects students’ own experiences, helping them feel seen and engaged. As Carlos’s story shows, learning about his culture sparked his interest in education and led him to pursue further studies. Students are more likely to succeed academically When they connect their learning to their own lives.

Additionally, ethnic studies programs help all students—regardless of background—better understand race, racism, and the history of different communities. This promotes empathy and critical thinking, crucial skills in today’s diverse world. Overall, ethnic studies empower students of color and create a more inclusive and informed environment for everyone.

Group Two Reading FIX

 I find it interesting that most schools in poorer sections of cities were mainly attended by African Americans and Hispanics. What does that say about our country and the opportunities it "provides." Is the "American Dream" still alive? Was it ever? No matter what laws get passed, society finds its way to oppress minorities. Of course, it's not as drastic as in the 60s and earlier. However, it doesn't mean it's not prevalent. In today's world, we still have to deal with intergenerational racism, education inequities, housing discrimination, employment discrimination, healthcare disparities, environmental racism, racial profiling, and police brutality. These are all still very real and current issues minorities are facing in this country. Here's a question: is it worse for a minority to be in a school with a poor education system and an unmotivated environment, teachers not wanting to teach, students not enthused to learn, etc.? Or to be a minority in a predominately white school? 

Shifting the Paradigm FIX

After reading this paper, I completely agree that students who receive more support from parents, teachers, and peers will likely experience more tremendous educational success than those without such support, especially for younger students, the guidance and positive reinforcement from the people around them, whether teachers, parents, or friends, are crucial in shaping their academic journey. I can personally relate to the experience of comparing my grades, assignments, and answers with my classmates, which was often a way to measure how I was doing relative to others.

Additionally, raising your hand and asking questions in class is vital for learning, but I remember feeling hesitant to ask questions in specific classes. This reluctance negatively impacted my understanding and grades. It's so essential for students to feel comfortable and confident enough to ask questions without fear of judgment.

Another key factor is what happens at home, which can significantly affect a student's learning ability. Some students face difficult home situations, such as caring for siblings or dealing with neglect or abuse, which can make it harder for them to focus in school. Schools must create a safe and welcoming environment where students feel supported, and they should have access to resources to help them navigate any difficulties they may be facing outside of school.

Ultimately, every student needs to know that school is where they can thrive and improve and that it's okay to reach out for help. Feeling secure enough to talk to a trusted teacher or counselor about personal issues is critical, but asking for help can be one of the hardest things for many students. Schools need to prioritize ensuring that all students feel safe, supported, and empowered to seek assistance when needed.

My Name is Anthony Fix

 Here’s a little about me:

•  I am a musician. I love playing guitar and writing music.

• I have a dog named Luna. Not to brag, but she’s the best.

• I’m actually a transfer student. I’ve lived in Rhode Island most of my life, but first went to a Pennsylvania college called Muhlenberg College.

• One of my all-time favorite musicians is Hozier.

• I also used to do Musical Theatre. 

• 
   I also have a beautiful girlfriend named Olivia. With everything in this world, she makes me the happiest.