Prior to my first observation for SUCCEED, my understandings of social justice were largely influenced by what was taught in my education classes. This included understanding the importance of culturally responsive pedagogy, which is instruction in the classroom that is driven by relationships built with students that reveals their funds of knowledge and backgrounds. As a teacher, specifically for me as a white, middle class, female teacher, I have an obligation to take into account all of the factors that have influenced my students’ lives and current understandings of the world to best support them in their learning. After completing my initial observation, I was impressed and excited to see these sorts of practices being used in the after school program I was with, which was Circesteem. Circesteem is a two hour long program that includes mini lessons with small groups of students involving social emotional learning (the first day I observed they were discussing the topic of consent), time for homework with help from instructors, and then time to learn a new circus trick using various tools such as mats and spinning plates. The instructors were visually happy to be with the students and worked to make each one feel involved and as though they received some sort of support throughout the time they spent together. Students were given options based on what their needs were for that day and restorative practices were used to help understand students’ behavior and change their environment to help them better learn and focus. Seeing this sort of work outside of typical classroom time was influential for me and helped me to see social justice as something that should happen at all times for students, rather than only during the school day. I am inspired to reflect on my own practices outside of teaching where I could better utilize my skills and knowledge as a teacher for social justice to always and constantly support not just my students but all people.
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March 2020
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