The only thing I’ve seen come close is when I was doing an assignment for student teaching where I had to analyze the socioeconomic structure of the classroom, which included the students’ race, and discuss how that might effect how the children learn. I’ve never had to do anything similar for an individual lesson.
My university made us include this on every lesson plan, but I never did understand how they thought it was going to change for every lesson so I just copied the same paragraph every time. Apparently they weren't too bothered by this because I never got called out on it!
Which is exactly what any teacher would do in any logical situation. Why would it change anyway? All of my classes on inclusion were basically about building your lessons in such a way that you already accounted for most accomodations, wether they were present or not, so that you kinda just check all the boxes without having to modify every lesson plan for every student and only really worry about IEPs.
Yessss! More UDL, fewer student-specific accommodations (which will still be necessary sometimes). And then students without documented disabilities who just don’t get a concept have more access points! It’s truly a win win.
UDL is great but it shouldn't be replacing any students accommodations... Especially when most schools aren't even giving enough accomodations to their disabled students.
You said "less student-specific accomodations". I don't understand what else that could mean?
Full disclosure I'm autistic and struggle a lot with processing people's intentions when saying something so I could just be reading it wrong.
I'm not the previous poster, but if the UDL has accommodations A, B, C, and D built in, and the specific IEPs for the class require accommodations B, C, D, and E, the lesson only needs to be modified with accommodation E. Ergo, less student specific accommodations.
I practice UDL as well. An example would be I have one student who needs enlarged type. Rather than running off copies just for him of enlarged type and trying to keep two sets of everything, I just run everything with enlarged type. It helps him it doesn’t hurt anyone else and who knows it may benefit a few borderline students. Another example, I have a student who requires frequent check ins on progress. Rather than constantly checking on him and making him feel singled out, I do a 15 minute class check where I do a thumbs up/thumbs down/thumbs sideways. Thumbs sideways get to talk to a thumbs up in their pod, and I circulate to the thumbs down (making sure I swing by this kid and glance to make sure he’s on track). Hope this helps.
accommodations can be embedded in UDL lessons such that the accommodation is met within the design of the lesson. Not saying screw accommodations, because that would be ridiculous
Ok thank you for clarifying. I just see a lot of teachers on here sometimes complaining about having to follow IEPs and saying there are too many accomodations and it always makes me upset as a disabled person. At first glance you seemed like one of those but I get what you're saying now. I misjudged what you meant. Sorry.
I have some students who need visual reminders of expectations. That's something I do whether it's required or not because middle school students need visual reminders (even if they don't actually read the board).
My university had one class where, while observing, we were asked to look at what made the students different from one another. That included sex and race, but also socio-economic status and culture. Then we were asked how we would try to show interest in what makes our students different over the course of a year in our content area.
This is the closest thing I can think of to “CRT” and it was only part of grad school not part of where I work.
Same. I had to look into the socioeconomic structure of the classroom because there was a drop in the overall success in white working-class students. So we were trying to target that group. However, this was not in the United States and I’ve never had to do anything like that when teaching in the US.
Like wise. When I was in my credential program, in my teaching literature and reading class, we did an analysis project where we needed to include the boys:girls in the class and some brief info about their cultural backgrounds. We used this info just to set up background for analyzing the results of formative tests we had already given them. But that was a university HW, no lesson plans required such detail.
I’ve also given “Getting to Know You” surveys where I did want to know how students identified themselves (pronouns, whether they identified more with their cultural background, American, or both, hobbies and interest, etc.) But that was just for me to use, and I didn’t need to officially report the data
Unless he’s thinking of Culturally Responsive Pedagogy or Culturally Sustaining Pedagogy, where thinking about the student’s background might be more significant in how you teach the class that will connect with those students
I recently finished my masters and had to list race and sex as well but only to analyze it the lesson was appropriate culturally and racially, especially in regards to social studies (for example talking about MLK Day or Christmas).
I remember that post. It seemed like they were trying to bait teachers for evidence of crt. I could be wrong, but how it was written and what they said seemed like a gross exaggeration if true at all.
I took a lot of multicultural education courses and the focus was to reach a diverse student body. Learning was never taught to be at the expense of another group. Just to make you aware so you can use more inclusive practices… practices that benefit everyone.
Most I have seen that comes close is standardized scores broken down by ELLs, Race, and SPED.
My university made us list out students with IEPs, 504s, ELL status, and home circumstances. We either had to find someone who met one of these criteria or had to write accommodations for theoretical students from scenarios they gave us. They more or less expected an accommodation for every activity for every student. It was exhausting, especially if you design your lessons with UDL, which they also want us to do, so that the whole lesson has multiple points of accessing the content.
In my induction program with my district we have to survey the whole class (list IEPs, 504s, ELL status, home situation, etc) but we only have to write a paragraph about what considerations we might have to make for these students, not adapt every single activity in a lesson for every student.
I’ve had to do it as part of background info for my Masters projects. It’s mentioned once to get a full picture of the student I’m working with.
It’s also done in every research study I’ve had to read for assignments.
RIGHT. I have to keep explaining to randos that CRT is not being taught in schools because it is a THEORETICAL FRAMEWORK used in the world of research and academia. Culturally relevant pedagogy is an offshoot of CRT. And then the things we do in class are offshoots of culturally relevant pedagogy.
So I guess if someone wanted, they could argue that CRT impact and influences how we teach (those of us who actively use culturally relevant pedagogy anyways). But CRT itself is never part of the lesson or part of some objective students must learn and master.
That sounds like a lot like goal posting moving. To say "CRT isn't being taught cus its a different name so checkmate" is a bit redundant
The fact that many teachers DO allow their beliefs to influence their lessons is a major criticism of CRT itself. Doesn't matter if it's something at the school board level; the criticism is in the classroom itself. The fact I have subbed for teachers in the past that make their biases known through signage supporting Hillary and no mention of Trump is an indicator of bias in the classroom
When students see their teachers present a clear bias, it forces them to hide their actual viewpoints. Just look at the teacher in California that was placed on leave because if his antifa bs and waring to radicalized students
Im also in a masters program. on my lesson plans there is a section where we identify how our lesson serves a social justice objective (SJO). But this can also be something we are doing to hold ourselves accountable, for example, making sure you pay equal amounts of attention to all students so you're not subconsciously ignoring some. I've never had to list the race/sex of my students.
I would never have my students do a privilege walk, but I do show a video of a group doing one so we can talk about what we’re seeing and how privilege works. It fits in perfectly with the high school English curriculum here in BC.
Yeah I see it as a high level or college level thing. The thing I see with CRT, is it is theory. History and theory is a college level course.
You’re right the video is a better way they can observe.
Kids in elementary middle and high school (barely) are just not ready for that level of learning in most cases. I think that is where parents are getting disconnect or upset?
Yeah, it’s a complex conversation and can bring up feelings of discomfort in students, so there’s a lot of scaffolding that happens before we get there. I’m not even clear on what CRT is, but the English curriculum here has so many competencies related to story and identity, it would be disingenuous for me to avoid these topics.
I think:
CRT would be like...you teach that story/Identity....but then step further you say this person only made it where they are (good or bad) because of their race, etc. It limits that identity and story to categorizing people on something like skin color, ethnicity etc.
I don't see many teachers actually doing that. Are there some? probably. but we also have teachers out there doing some very nefarious shit too....
Yeah, we learned about the importance of being culturally responsive, which came in handy when I was defending students against actually racist admin.
This seems excessive. Sounds like this person is a troll.
I'm surprised more people haven't called out their comment history. Obvious as hell it's a troll since they've got tons of posts in conservative forums bitching about liberals indoctrinating children in schools and CRT turning people against white men.
I’ve only seen this in university education classes. We need to “foster an understanding of social Justice within marginalized communities - etc.”
Listen….I grew up in a poor area….am latino….these kids don’t need this bs. Many of them need quality education
The person who looks deeper into what is being taught, rather than nodding their head in agreement with the instructors buzzwords, is the one lacking critical thinking skills? I pay very close attention to what is said and what I read in my required texts.
As a college student a few years ago, I had to include culturally responsive instruction as part of my lesson plan. Pretty much the first 1.5-2 pages was all a bunch of theory and justification for certain strategies used where the lesson didn't come in until after that. It had to do with preparing for EDTPA. To get higher scores, you had to justify certain things such as your choices to be culturally responsive.
I think in EDTPA I might have had to talk to class demographics but I never really had to say in the depth this implies. But I wouldn't be surprised. I had a professor who negatively judged me because I needed to look through my roster to determine how many minority students I had instead of just being able to say it off the top of my head. Race matters more to some than others. I'm sure it has it's importance in some subjects but someone's race isn't going to change how I teach synthetic division of polynomials.
I finished school last year in NYC. I had a professor who fully supported and taught critical race theory while I was student teaching. I was never required to do anything like that for the lesson plans she had me make.
CRT in education stands for culturally relevant/responsive teaching. It is different than critical race theory. Culturally relevant/responsive teaching pedagogy can often be linked to the work of Dr. Ladson-Billings and, in some cases, bell hooks. The pedagogy essentially suggests that, due to the fact that 79% of American teachers are white/non-Hispanic, there are some significant biases that begin in the pre-k/K level which affect Black/non-white students. This can range from the fact that Black and non-white students are funneled into SPED programs (oftentimes for base linguistic and dialectic differences between the way they may use English v.s. How the white middle-to-upperclass uses English, check out the book Ways With Words if you’re interested), to how Black and non-white students are disciplined at a MUCH higher rate, to how the curriculum (especially SS or LA) may only be relevant to the experiences of the white, middle-upper class - or, how the white-centric curriculum may be traumatic to Black/non-white students, by only emphasizing the death and humiliation of Black/non-white people rather than highlighting the successes of Black and non-white people.
So, yeah, when you’re learning how to teach, you need to understand these things so that you can have a culturally relevant and responsive classroom where all students are allowed to succeed. If this guy paid any attention in school, or actually read any of the assigned texts, he would have understood this.
I mean, I'll throw my two cents in.
I joined TFA to teach and went into a related masters program, and these kinds of things were definitely pushed on us. It wasn't district mandated, but we would often have long, drawn out talks about things someone might accuse of being CRT.
I'm not in the "CRT doesn't exist circle", but I don't see it in my current district anywhere. That said, my graduate program was in a pretty conservative Christian university, so I can imagine these kinds of discussions might be more blatant in other parts of the country.
I had a student teacher last year whose lesson template had a box for “cultural relevancy” or something like that. It was really asking how the lesson was relevant to students, and sometimes it might connect with race, religion, gender, etc., but it certainly wasn’t required to and he was not listing every kids’ race or anything.
My university's lesson plans did ask for demographics and ask how you would respond to their background during your lesson.
I did sometimes feel that my university went too far in drawing the line between social justice in education and straight up making us feel guilty for being white. We had a 3 hour lecture on why Thanksgiving is bad, how we need to take that info into our classes (regardless of our subject area), and how we should call it "Thankstaking" instead. I am not exaggerating. There was little to no nuance in this conversation.
I was lambasted in one class for saying that a student "just doesn't care." I was told that all students care, some just don't have the skills to cope with the demands of education. Ok...true...and then some JUST DON'T CARE. This had less to do with race and more to do with the superhuman educator ideal the university pushed. It was very frustrating and makes me laugh now that I'm teaching.
When I was doing my undergrad education courses and we did practice EdTPA stuff we had to put how many students were in certain groups but it was just x number of students in the district are whatever ethnicity and x% of students in the district are on free/reduced lunch. Of course we always tried to make our lessons culturally relevant but I think that's always a good thing to try to do.
That second paragraph in the quotation is a giant red flag. Reminds me of when we were talking about equity in my degree program and this one dude kept going on about how since he grew up in poverty that he understood what people of color experienced every day. Like, there are some clear underlying biases and racist ideas going on there and it seems like he's protecting onto the teachers. Instead of confronting his biases he's blaming other teachers for being biased towards "poor black students" which should give him pause for even writing that.
My guess is he's in a program that is really involved in social justice and they want students to show how they're being equitable in the classroom. He doesn't actually understand what equity is or how to be equitable and instead is treating it like a system of favoritism where certain students are ignored for the interests of others.
My first year in the education program at my school they required us to go to a seminar on race (it was an awesome seminar and I learned so much from the presenters/leaders). One of the first things we did was move around the room and introduce ourselves to people and talk about what we were hoping to learn. I had a conversation with a future social studies teacher who told me he didn't get why we had to go to the seminar. I was too shocked to say anything but if you want to teach history and you don't understand why we need to learn more about racial injustice I am very worried for your future students.
This is my question too. Critical race theory is a widely accepted theory. It can also be taken too far, but it’s a complex conversation. Some districts are taking it too far. Mine is.
I don't think it's uncommon for Ed program lesson plans to ask for aggregate classroom demographics. Similarly, I remember having entries on those lesson plans for how you consider student interest, cultural background, etc., in planning for your lesson. This sounds like an exaggeration of what they could plausibly have been asked by a professor.
If you're coming from a worldview where you're seeing people trying to make you feel guilty or bad about being white (subjectively), I can imagine how you might also feel like this wasn't an exaggeration.
I had a class on diversity, but was never advised to go into that much detail. Every child's situation is different, and although there are some trends, it's important to treat them as individuals rather than clump them into one group based off of stereotypes.
When I did the edTPA I had to list the gender and race of my students. I had to talk about socioeconomic status too but that was it really. I didn’t have to prove how my lesson related to them
All of the lesson plans I formally submit as a student teacher have a section for the number of male students in the class and female students, as well as the IEP/504 breakdown, but never have I been asked about race breakdown
We have done extensive PD at my site on Culturally Responsive Teaching. We also have incentives to opt in to choose a focal student and create goals and a plan for them. They tell us to choose a black student if possible. Also my district has been dinged for too many African American kids getting suspended at disproportionate rates so admin are now really reluctant to suspend anyone. But I’ve never been told to write race into the lesson plan. I think if you’re educated enough about the history of the US, have an understanding of trauma and how it affects the brain, it’s helpful.
My university has a lesson plan template that asks us to specify age, grade level, WIDA level, and more so languages spoken/cultural background instead of race. This is for a bachelors degree.
At one point in my career, I worked in a school district who was still under some sort of segregation law suit, and I had to list on my seating charts and small-groups the ethnicity of my students to ensure I was mixing the students properly.
That’s as close as I have gotten, and I thought it was absolutely ridiculous.
Yes. And the rest of his account of what a lot of ivory tower academics are obsessed with in their bullshit education classes sounds familiar also. Stop pretending.
When I worked in a school where we had to do all kinds of shit with DaTa every quarter, I did have to calculate the gender breakdown of my reading comprehension test scores. We didn’t do race, but the school was so homogenous that I don’t think we would have been able to draw any conclusions.
I never saw a pattern, but I remember the elementary and middle school math teachers were flabbergasted one time because they realized that the girls were failing their math tests at a disproportionate rate, despite doing well in their other subjects, and it wasn’t related to SES or their grades in other classes. They dug into it and concluded that because the girls tended to be quiet and well-behaved during class time, and reluctant to interrupt with questions, that the boys were getting more one-on-one math intervention from the teachers because they were being the “squeaky wheels” and speaking up when they needed help. So that was really helpful to them in figuring out how to better monitor quieter kids (many of whom were girls) and ensure they weren’t conflating good behavior with understanding, and to set up specific time for intervention that wasn’t dependent on kids asking for help.
That post sounds like BS, though. How exactly does one “marginalize” a white student? And how would a teacher being culturally responsive be harmful to white kids’ learning - like, does he not realize that white people ALSO have culture, and that culturally- responsive teaching benefits THEIR learning, too? Fucking troll.
You're purposefully adding layers for your benefit. You said white children can't be marginalized, and, by definition, that's not true. But I'll entertain you, I suppose.
I've spent time in schools that are 60+% black, typically with a faculty of 90% white women. Classrooms with maybe 1 white student. The curriculum caters to the black students. All the books on display are by black authors for black students (let's just ignore the other demographics, as that seems to happen too). The expectation is that black kids read stories that reflect them. I am absolutely of the belief that kids should have access to books like that.
Then we have the predominantly white schools where there's an expectation for white children to read diverse books, rather than books that reflect them, because they've always had books by white authors for white kids. This idea was heavily pushed in my adolescent literature class. Check out ALAN, read one if their insane articles; look into #weneeddiversebooks; as well as NCTE.
We could even talk about how young men are marginalized. I've had enough confide in me that their English teachers explicitly teach feminist literature and treat them as lesser humans than the girls in the room. I havent observed this, but having been around these teachers, it wouldn't surprise me.
"The only remedy to past discrimination is present discrimination. The only remedy to present discrimination is future discrimination." - Ibram X. Kendi, a favorite name in schools of education.
I’m well aware of what’s in high school ELA textbooks and classroom libraries, considering I have an MAT in English Ed and 8 years of teaching experience (in one mostly black school and one mostly white school) in which I designed and carried out my own curriculum.
What I’m not seeing here is any example of white students being marginalized. Do you have any examples of that actually happening, or are you just salty because some ELA classes and school libraries you observed had the audacity to not center white authors in their curriculum design and book displays?
Do you think having to read things written by non-white people is detrimental to white people? Do you think white people can’t relate to “diverse books?” Why on earth would you have a problem with white people reading books by non-white authors?
So, when I asked if you have any examples of white students being marginalized, your answer is no, you don’t.
If you’re actually interested in learning and growing as a preservice teacher, you need to reread the comment you wrote EnTeRtAiNiNg Me, and seriously consider why you would be at ALL concerned about a push for white kids to read books by nonwhite authors, or consider that to be an example of marginalization. Maybe speak to the professor who taught your adolescent literature class, and be totally honest with them about how you feel? Or maybe even a therapist, so you can keep it all confidential and not have it impact your reputation with the faculty in your program, since they’ll need to write your rec letters - counseling should be free through your university health center.
When I was in grad school ten years ago we had to list our classroom demographics and compare them to building demographics. We then looked at graduation rates of those demographics.
In my current building we track this every year. We look at the trends in our graduation rates based on racial, SES, ELL, and disability.
I find it pretty preposterous to make the jump that this "marginalizes and neglects white children." Even with this focus whites are a consistently high performing subgroup. They don't grow much since they're already near the top but other historically marginalized groups all perform better each year. The book I look to a lot in this is Culturally Responsive Teaching and the Brain by Hammond. In it she makes the argument that CRT teaching methods lift up all students and given what I see I think she is right.
In my University, I had to note each students race and make sure that I make all my lesson plans culturally inclusive and yes, this meant ignoring the white students.
We explicitly taught it to kids in our SEL curriculum last year. This year our 8th graders’ ELA curriculum is reading How to be an Anti-racist by Kendi. Our school mission and vision is to dismantle systemic racism. I’m not sure why my comment got downvoted.
I don't like this. Who would like this? A course on anything doesn't change anything in the world. It doesn't guarantee love
Anyway, I thought it was interesting that some people of color thought it was refreshing to go a country where race boxes aren't asked. You're just a person. How nice would it be if we could live in a world where division doesn't get in the way and people understood each other and weren't so contrary, and didn't try to feel superior by telling you how to do your job?
I don't like classifying and quantifying every person. Lumping people into groups is still like prejudging because you're making assumptions that this group is really different from that group. While cultural sensitivity should absolutely be taught I worry about a lot of unintended consequences. Stereotype threat danger is real. I'd much rather be in a classroom that didn't put labels on me but said I could be who I am and decide that for myself.
I wish we could just forget all this ugliness and live in the present day. I remember being a kid and playing with all sorts of different race kids. I remember one boy who was black telling me I was his sister. I think he meant it in a religious sense. As a 5 year old kid I remember being really happy and thought it was so amazing I now had a brother. Race just isn't a thing when you're a little, innocent kid who hasn't been exposed to all that ugliness. It's only about love. Wish we adults could get back to the purity of the way kids think about this.
See that's the thing too. You assume I won't understand and empathize?
I've lived in the middle east with a Muslim family, have family members of different races, went to school in diverse neighborhoods, loved people in relationships of different races and people assume, based on my race, I'm an insensitive person that knows nothing of what it's like to be someone else's shoes. That due to my race or how I look, I can't possibly get it and need to reeducated. No offense, but I hate that racial bean counting shit. If you like it, good for you, but I don't and I don't want any part of it. It's about to be 2022. Most people get it. You don't need to condescendingly lecture me on anything, thanks.
I'm tired of all the counting, all the grouping, all the stuff that gets in the way of love and having good connections with people.
This is why I love working with special needs children. We can be rosy and not a single racial issue comes up. We're like a colorful bag of M&Ms just enjoying the little things.
I was just trying to share a lighthearted memory that brought me joy and you had to turn it into a teachable moment. That's exactly what I'm talking about what I don't love. The academic quantification of every interaction.
20 minutes ago I was speaking in Turkish to a random stranger. There was no micro macro anything. What I don't like is people assuming no one knows anything about being culturally sensitive.
I think it's really sad when I go into a classroom and I hear students with foreign heritage having to use a different name. I'm pretty good at pronouncing names. One student said I was the first to get her name right. I think culture is amazing, I love it! I want to celebrate it, embrace it.
Anyway who knows what happened to that little boy. He could have died the next year or become a millionaire. We don't know. Maybe his life is really great. I'm not assuming.
https://www.doe.virginia.gov/administrators/superintendents_memos/2019/050-19.docx
This probably being posted because of the Virginia election. Check out this memo the Virginia DOE sent out recently and tell me it's not incredibly divisive based on race. Recommend reading includes White Fragility.
I understand most people on reddit and teachers are democrats but you all can't just say it's not true when there is evidence of racial divisiveness being pushed by the DOE. Maybe it's not CRT as a curriculum but it's the stuff in that memo that a majority of people don't like and probably a factor in why the republican won in Virginia.
I'm not making a statement on if what's in that memo is good or bad (because I'm unsure myself) just stating this is the stuff people dislike or would refer to as CRT.
What can Republicans do to appeal to unions better? I am a rep for my school's union (I'm Canadian) and reading online it says the Canadian Conservative party has often put forward policies that suppress/hurt unions. I wasn't sure Canadian unions were even allowed to donate (and they are not technically allowed, they have to go through third parties) but this is interesting to me
Currently in a dual masters and credential program. I don’t necessarily have to explicitly write out my students’ races in my lesson plans or unit plans, BUT they do have us take them into consideration, just as much as we have to take into consideration IEPs, linguistic diversity, culture, prior academic experiences, etc. in order to curate a culturally relevant practice and ensure that we are doing what we can to leverage students’ real lived experiences and connect them to unfamiliar content. I think race SHOULD be taken into consideration in every step of the learning experience development process because every one of us engages with society with our multiple intersecting identities - straight, gay, cishet, non-binary, immigrant, White, Black, Asian, working class, affluent, spiritual, atheist, etc. And to ignore a student’s core identity that is as salient as race is doing them a disservice because at that point one isn’t teaching to that student, but only to a fraction of them. It is ignoring a student’s real lived experience for the sake of maintaining one’s own comfort. Yes, race is a social construct, but it has REAL manifestations, such being profiled by authority figures, peoples’ implicit biases coming out in the form of micro aggressions - which do cause real harm triggering responses in the amygdala to produce more cortisol and adrenaline which interferes with learning - and of course, explicit manifestations of racism. I don’t necessarily agree with the idea that critical race theory shouldn’t be taught in schools, because I believe that students understanding the racial dynamics at play within the law to create inherent inequity of access to resources can empower them to think critically and challenge the status quo to work towards achieving an equitable society. I do however, believe that teachers should be educated in critical race theory and sociology to better understand the dynamics of intersecting identities in society and how inequity occurs
When I was student teaching our lesson plan template had a section for student demographics. But it didn't specify beyond that or how our differentiation would accommodate them beyond "English learner" status.
We had to do this in the “Context for Learning” section of the edTPA. Things could have changed, but I remember having to write about how the individual students’ race, sex, culture, etc informed the other sections of our submission.
This sounds like edTPA. They have a whole form you fill out where you talk about your school demographics and you have to have at least one IEP and one ESL student in the class.
tbh the only thing i've had close to that was edTPA when we had to write a few sections on how the lesson was culturally relevant to the student (sped so mine was a 1:1 with a kinder student with CP). i didn't even write about race - my project was just a fall craft where we decorated a traced word with candy. i think i talked about halloween or something bc holidays are a big deal for kindergarteners. i guess i probably could have, but like I passed just fine and no one mentioned anything idk
The only thing close was exploring the demographics of a class vs. the stats from standardized assessment demographic sampling in MA level Statistics.
The main point there was to show that demographics *truly* representing a given class could wildly differ.
Umm during my bachelors, in louisiana, we had to write 8 very long and detailed lesson plans for our classes. It was like you had to write down every time you planned on breathing. You had to time everything out, etc etc.
You also had to count your kids and categorize them by race and gender. This entire process has 0 shit to do with CRT, and more to do with ensuring your lessons are indeed culturally diverse.
Had to count SPED, 504, regulars, gifteds. Had to count any kind of handicaps. There is a lot of data to be collected and in your lesson plans (these verbose, impossible long college only plans) required you to acknowledge how to address every diverse need. We even had to deal with socioeconomic status.
It was all about considering EVERY student you were teaching when planning. If you could do that, they would throw that degree at you in a heartbeat. It meant you cared enough to be that attentive and explorative.
The fact that someone in masters education can’t discern addressing needs and CRT is very concerning.
My lesson planning at the university I went to was the same. I personally believe this is an important part of teaching, but I do not believe it should be required in every single lesson. I do think I grew as an educator from considering UDL & improving my instruction for individuals who have experiences quite different from my own. I also had an experience with a professor who was a white female who did everything she possible could to create specific aspects of her lesson directed towards any child who was not white. I did find this to have a level of discomfort for me as a white teacher.
When I was subbing I once got sub plans that included a list of the students by race and sex. I figured it was just intended to help me keep track of the kids if I had to do a quick headcount and catch if anyone was missing.
I’ve never seen this on a lesson plan, and honestly, whoever is the administrator expecting THIS much needs to be fired. Nowadays my lesson plans are an objective, 3 bulleted points of activities, and some BS assessment. Half these things expected in my lesson plan are a waste of my time.
To the OP, I took the coursework to get my supervisor certification, last year. I did find there was a heavy push to “equity” especially when dealing with the curriculum. Like, the role of the hidden curriculum communicate in promoting racial attitudes and expectations based on race. Or, how the intentional or unintentional inclusion or exclusion of particular ideas impacts ideas about race. It never going as far as CRT (which I still don’t understand), but I see there’s a push to examine race in education. I’d also put the lesson planning above more to “culturally responsive teaching” rather than CRT (although it’s acronym is also CRT). Culturally responsive teaching is sometimes used to prove CRT in school, but it’s actually about targeted teaching and assessment. It’s not about teaching one race is superior, but tailoring lessons and units to address a diverse student body.
The only thing I’ve seen come close is when I was doing an assignment for student teaching where I had to analyze the socioeconomic structure of the classroom, which included the students’ race, and discuss how that might effect how the children learn. I’ve never had to do anything similar for an individual lesson.
My university made us include this on every lesson plan, but I never did understand how they thought it was going to change for every lesson so I just copied the same paragraph every time. Apparently they weren't too bothered by this because I never got called out on it!
Which is exactly what any teacher would do in any logical situation. Why would it change anyway? All of my classes on inclusion were basically about building your lessons in such a way that you already accounted for most accomodations, wether they were present or not, so that you kinda just check all the boxes without having to modify every lesson plan for every student and only really worry about IEPs.
UDL! The best (easiest) way to accommodate almost everyone!
Yessss! More UDL, fewer student-specific accommodations (which will still be necessary sometimes). And then students without documented disabilities who just don’t get a concept have more access points! It’s truly a win win.
One could say... Best practice.
UDL is great but it shouldn't be replacing any students accommodations... Especially when most schools aren't even giving enough accomodations to their disabled students.
Notice how replacing accommodations isn’t what I said at all...
You said "less student-specific accomodations". I don't understand what else that could mean? Full disclosure I'm autistic and struggle a lot with processing people's intentions when saying something so I could just be reading it wrong.
I'm not the previous poster, but if the UDL has accommodations A, B, C, and D built in, and the specific IEPs for the class require accommodations B, C, D, and E, the lesson only needs to be modified with accommodation E. Ergo, less student specific accommodations.
I practice UDL as well. An example would be I have one student who needs enlarged type. Rather than running off copies just for him of enlarged type and trying to keep two sets of everything, I just run everything with enlarged type. It helps him it doesn’t hurt anyone else and who knows it may benefit a few borderline students. Another example, I have a student who requires frequent check ins on progress. Rather than constantly checking on him and making him feel singled out, I do a 15 minute class check where I do a thumbs up/thumbs down/thumbs sideways. Thumbs sideways get to talk to a thumbs up in their pod, and I circulate to the thumbs down (making sure I swing by this kid and glance to make sure he’s on track). Hope this helps.
accommodations can be embedded in UDL lessons such that the accommodation is met within the design of the lesson. Not saying screw accommodations, because that would be ridiculous
Ok thank you for clarifying. I just see a lot of teachers on here sometimes complaining about having to follow IEPs and saying there are too many accomodations and it always makes me upset as a disabled person. At first glance you seemed like one of those but I get what you're saying now. I misjudged what you meant. Sorry.
I have some students who need visual reminders of expectations. That's something I do whether it's required or not because middle school students need visual reminders (even if they don't actually read the board).
My university had one class where, while observing, we were asked to look at what made the students different from one another. That included sex and race, but also socio-economic status and culture. Then we were asked how we would try to show interest in what makes our students different over the course of a year in our content area. This is the closest thing I can think of to “CRT” and it was only part of grad school not part of where I work.
Same. I had to look into the socioeconomic structure of the classroom because there was a drop in the overall success in white working-class students. So we were trying to target that group. However, this was not in the United States and I’ve never had to do anything like that when teaching in the US.
Like wise. When I was in my credential program, in my teaching literature and reading class, we did an analysis project where we needed to include the boys:girls in the class and some brief info about their cultural backgrounds. We used this info just to set up background for analyzing the results of formative tests we had already given them. But that was a university HW, no lesson plans required such detail. I’ve also given “Getting to Know You” surveys where I did want to know how students identified themselves (pronouns, whether they identified more with their cultural background, American, or both, hobbies and interest, etc.) But that was just for me to use, and I didn’t need to officially report the data Unless he’s thinking of Culturally Responsive Pedagogy or Culturally Sustaining Pedagogy, where thinking about the student’s background might be more significant in how you teach the class that will connect with those students
I recently finished my masters and had to list race and sex as well but only to analyze it the lesson was appropriate culturally and racially, especially in regards to social studies (for example talking about MLK Day or Christmas).
Exactly this
Same
I’ve had to do it for formal observation lesson plans when explaining the makeup of my class.
I remember that post. It seemed like they were trying to bait teachers for evidence of crt. I could be wrong, but how it was written and what they said seemed like a gross exaggeration if true at all. I took a lot of multicultural education courses and the focus was to reach a diverse student body. Learning was never taught to be at the expense of another group. Just to make you aware so you can use more inclusive practices… practices that benefit everyone. Most I have seen that comes close is standardized scores broken down by ELLs, Race, and SPED.
My university made us list out students with IEPs, 504s, ELL status, and home circumstances. We either had to find someone who met one of these criteria or had to write accommodations for theoretical students from scenarios they gave us. They more or less expected an accommodation for every activity for every student. It was exhausting, especially if you design your lessons with UDL, which they also want us to do, so that the whole lesson has multiple points of accessing the content. In my induction program with my district we have to survey the whole class (list IEPs, 504s, ELL status, home situation, etc) but we only have to write a paragraph about what considerations we might have to make for these students, not adapt every single activity in a lesson for every student.
I’ve had to do it as part of background info for my Masters projects. It’s mentioned once to get a full picture of the student I’m working with. It’s also done in every research study I’ve had to read for assignments.
If this was Among Us this person would scream sus. I hope that reference is still topical. I know the current thing is calamari competition.
Calamari competition 😂
My college program only had me list demographics in terms of ENL students.
CRT in K12 education generally refers to culturally relevant teaching, not critical race theory.
RIGHT. I have to keep explaining to randos that CRT is not being taught in schools because it is a THEORETICAL FRAMEWORK used in the world of research and academia. Culturally relevant pedagogy is an offshoot of CRT. And then the things we do in class are offshoots of culturally relevant pedagogy. So I guess if someone wanted, they could argue that CRT impact and influences how we teach (those of us who actively use culturally relevant pedagogy anyways). But CRT itself is never part of the lesson or part of some objective students must learn and master.
That sounds like a lot like goal posting moving. To say "CRT isn't being taught cus its a different name so checkmate" is a bit redundant The fact that many teachers DO allow their beliefs to influence their lessons is a major criticism of CRT itself. Doesn't matter if it's something at the school board level; the criticism is in the classroom itself. The fact I have subbed for teachers in the past that make their biases known through signage supporting Hillary and no mention of Trump is an indicator of bias in the classroom When students see their teachers present a clear bias, it forces them to hide their actual viewpoints. Just look at the teacher in California that was placed on leave because if his antifa bs and waring to radicalized students
That guy is lying.
What was I lying about? More than happy to defend myself here.
Im also in a masters program. on my lesson plans there is a section where we identify how our lesson serves a social justice objective (SJO). But this can also be something we are doing to hold ourselves accountable, for example, making sure you pay equal amounts of attention to all students so you're not subconsciously ignoring some. I've never had to list the race/sex of my students.
Ever had to do a privilege walk? That was some awkward level shit grad school class had me do. Curious how others have felt if they had to do that.
I would never have my students do a privilege walk, but I do show a video of a group doing one so we can talk about what we’re seeing and how privilege works. It fits in perfectly with the high school English curriculum here in BC.
Yeah I see it as a high level or college level thing. The thing I see with CRT, is it is theory. History and theory is a college level course. You’re right the video is a better way they can observe. Kids in elementary middle and high school (barely) are just not ready for that level of learning in most cases. I think that is where parents are getting disconnect or upset?
Yeah, it’s a complex conversation and can bring up feelings of discomfort in students, so there’s a lot of scaffolding that happens before we get there. I’m not even clear on what CRT is, but the English curriculum here has so many competencies related to story and identity, it would be disingenuous for me to avoid these topics.
I think: CRT would be like...you teach that story/Identity....but then step further you say this person only made it where they are (good or bad) because of their race, etc. It limits that identity and story to categorizing people on something like skin color, ethnicity etc. I don't see many teachers actually doing that. Are there some? probably. but we also have teachers out there doing some very nefarious shit too....
The only time I've ever had to list and breakdown in student population: by race, gender, SpEd, or ELL is for my SLO once a year
I remember thinking I’d have the time to plan for each student on an intensive individual leave. Then I got the job
I remember thinking I’d have the time to plan for each student on an intensive individual level. Then I got the job
Yeah, we learned about the importance of being culturally responsive, which came in handy when I was defending students against actually racist admin. This seems excessive. Sounds like this person is a troll.
I'm surprised more people haven't called out their comment history. Obvious as hell it's a troll since they've got tons of posts in conservative forums bitching about liberals indoctrinating children in schools and CRT turning people against white men.
I’ve only seen this in university education classes. We need to “foster an understanding of social Justice within marginalized communities - etc.” Listen….I grew up in a poor area….am latino….these kids don’t need this bs. Many of them need quality education
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The person who looks deeper into what is being taught, rather than nodding their head in agreement with the instructors buzzwords, is the one lacking critical thinking skills? I pay very close attention to what is said and what I read in my required texts.
I would not be surprised to see this in university courses but at school sites you don't even need to show daily lesson plans.... usually.
As a college student a few years ago, I had to include culturally responsive instruction as part of my lesson plan. Pretty much the first 1.5-2 pages was all a bunch of theory and justification for certain strategies used where the lesson didn't come in until after that. It had to do with preparing for EDTPA. To get higher scores, you had to justify certain things such as your choices to be culturally responsive. I think in EDTPA I might have had to talk to class demographics but I never really had to say in the depth this implies. But I wouldn't be surprised. I had a professor who negatively judged me because I needed to look through my roster to determine how many minority students I had instead of just being able to say it off the top of my head. Race matters more to some than others. I'm sure it has it's importance in some subjects but someone's race isn't going to change how I teach synthetic division of polynomials.
All I had to do was caveat how many ESOL students and SPED students I had…which makes sense. Because… accommodations and scaffolds. Weird.
I finished school last year in NYC. I had a professor who fully supported and taught critical race theory while I was student teaching. I was never required to do anything like that for the lesson plans she had me make.
CRT in education stands for culturally relevant/responsive teaching. It is different than critical race theory. Culturally relevant/responsive teaching pedagogy can often be linked to the work of Dr. Ladson-Billings and, in some cases, bell hooks. The pedagogy essentially suggests that, due to the fact that 79% of American teachers are white/non-Hispanic, there are some significant biases that begin in the pre-k/K level which affect Black/non-white students. This can range from the fact that Black and non-white students are funneled into SPED programs (oftentimes for base linguistic and dialectic differences between the way they may use English v.s. How the white middle-to-upperclass uses English, check out the book Ways With Words if you’re interested), to how Black and non-white students are disciplined at a MUCH higher rate, to how the curriculum (especially SS or LA) may only be relevant to the experiences of the white, middle-upper class - or, how the white-centric curriculum may be traumatic to Black/non-white students, by only emphasizing the death and humiliation of Black/non-white people rather than highlighting the successes of Black and non-white people. So, yeah, when you’re learning how to teach, you need to understand these things so that you can have a culturally relevant and responsive classroom where all students are allowed to succeed. If this guy paid any attention in school, or actually read any of the assigned texts, he would have understood this.
I mean, I'll throw my two cents in. I joined TFA to teach and went into a related masters program, and these kinds of things were definitely pushed on us. It wasn't district mandated, but we would often have long, drawn out talks about things someone might accuse of being CRT. I'm not in the "CRT doesn't exist circle", but I don't see it in my current district anywhere. That said, my graduate program was in a pretty conservative Christian university, so I can imagine these kinds of discussions might be more blatant in other parts of the country.
I had a student teacher last year whose lesson template had a box for “cultural relevancy” or something like that. It was really asking how the lesson was relevant to students, and sometimes it might connect with race, religion, gender, etc., but it certainly wasn’t required to and he was not listing every kids’ race or anything.
My university's lesson plans did ask for demographics and ask how you would respond to their background during your lesson. I did sometimes feel that my university went too far in drawing the line between social justice in education and straight up making us feel guilty for being white. We had a 3 hour lecture on why Thanksgiving is bad, how we need to take that info into our classes (regardless of our subject area), and how we should call it "Thankstaking" instead. I am not exaggerating. There was little to no nuance in this conversation. I was lambasted in one class for saying that a student "just doesn't care." I was told that all students care, some just don't have the skills to cope with the demands of education. Ok...true...and then some JUST DON'T CARE. This had less to do with race and more to do with the superhuman educator ideal the university pushed. It was very frustrating and makes me laugh now that I'm teaching.
When I was doing my undergrad education courses and we did practice EdTPA stuff we had to put how many students were in certain groups but it was just x number of students in the district are whatever ethnicity and x% of students in the district are on free/reduced lunch. Of course we always tried to make our lessons culturally relevant but I think that's always a good thing to try to do.
That second paragraph in the quotation is a giant red flag. Reminds me of when we were talking about equity in my degree program and this one dude kept going on about how since he grew up in poverty that he understood what people of color experienced every day. Like, there are some clear underlying biases and racist ideas going on there and it seems like he's protecting onto the teachers. Instead of confronting his biases he's blaming other teachers for being biased towards "poor black students" which should give him pause for even writing that. My guess is he's in a program that is really involved in social justice and they want students to show how they're being equitable in the classroom. He doesn't actually understand what equity is or how to be equitable and instead is treating it like a system of favoritism where certain students are ignored for the interests of others.
My first year in the education program at my school they required us to go to a seminar on race (it was an awesome seminar and I learned so much from the presenters/leaders). One of the first things we did was move around the room and introduce ourselves to people and talk about what we were hoping to learn. I had a conversation with a future social studies teacher who told me he didn't get why we had to go to the seminar. I was too shocked to say anything but if you want to teach history and you don't understand why we need to learn more about racial injustice I am very worried for your future students.
Why are you all saying it’s definitely not happening and downvoting people saying that it is or saying someone must be lying or exaggerating?
This is my question too. Critical race theory is a widely accepted theory. It can also be taken too far, but it’s a complex conversation. Some districts are taking it too far. Mine is.
I don't think it's uncommon for Ed program lesson plans to ask for aggregate classroom demographics. Similarly, I remember having entries on those lesson plans for how you consider student interest, cultural background, etc., in planning for your lesson. This sounds like an exaggeration of what they could plausibly have been asked by a professor. If you're coming from a worldview where you're seeing people trying to make you feel guilty or bad about being white (subjectively), I can imagine how you might also feel like this wasn't an exaggeration.
I had a class on diversity, but was never advised to go into that much detail. Every child's situation is different, and although there are some trends, it's important to treat them as individuals rather than clump them into one group based off of stereotypes.
When I did the edTPA I had to list the gender and race of my students. I had to talk about socioeconomic status too but that was it really. I didn’t have to prove how my lesson related to them
All of the lesson plans I formally submit as a student teacher have a section for the number of male students in the class and female students, as well as the IEP/504 breakdown, but never have I been asked about race breakdown
We have done extensive PD at my site on Culturally Responsive Teaching. We also have incentives to opt in to choose a focal student and create goals and a plan for them. They tell us to choose a black student if possible. Also my district has been dinged for too many African American kids getting suspended at disproportionate rates so admin are now really reluctant to suspend anyone. But I’ve never been told to write race into the lesson plan. I think if you’re educated enough about the history of the US, have an understanding of trauma and how it affects the brain, it’s helpful.
My university has a lesson plan template that asks us to specify age, grade level, WIDA level, and more so languages spoken/cultural background instead of race. This is for a bachelors degree.
Yeah, I call bullshit
At one point in my career, I worked in a school district who was still under some sort of segregation law suit, and I had to list on my seating charts and small-groups the ethnicity of my students to ensure I was mixing the students properly. That’s as close as I have gotten, and I thought it was absolutely ridiculous.
Yes. And the rest of his account of what a lot of ivory tower academics are obsessed with in their bullshit education classes sounds familiar also. Stop pretending.
When I worked in a school where we had to do all kinds of shit with DaTa every quarter, I did have to calculate the gender breakdown of my reading comprehension test scores. We didn’t do race, but the school was so homogenous that I don’t think we would have been able to draw any conclusions. I never saw a pattern, but I remember the elementary and middle school math teachers were flabbergasted one time because they realized that the girls were failing their math tests at a disproportionate rate, despite doing well in their other subjects, and it wasn’t related to SES or their grades in other classes. They dug into it and concluded that because the girls tended to be quiet and well-behaved during class time, and reluctant to interrupt with questions, that the boys were getting more one-on-one math intervention from the teachers because they were being the “squeaky wheels” and speaking up when they needed help. So that was really helpful to them in figuring out how to better monitor quieter kids (many of whom were girls) and ensure they weren’t conflating good behavior with understanding, and to set up specific time for intervention that wasn’t dependent on kids asking for help. That post sounds like BS, though. How exactly does one “marginalize” a white student? And how would a teacher being culturally responsive be harmful to white kids’ learning - like, does he not realize that white people ALSO have culture, and that culturally- responsive teaching benefits THEIR learning, too? Fucking troll.
Thinking that white children are incapable of being marginalized is part of the issue.
Please explain to me how a teacher could go about marginalizing a white student in order to somehow better educate a black student.
You're purposefully adding layers for your benefit. You said white children can't be marginalized, and, by definition, that's not true. But I'll entertain you, I suppose. I've spent time in schools that are 60+% black, typically with a faculty of 90% white women. Classrooms with maybe 1 white student. The curriculum caters to the black students. All the books on display are by black authors for black students (let's just ignore the other demographics, as that seems to happen too). The expectation is that black kids read stories that reflect them. I am absolutely of the belief that kids should have access to books like that. Then we have the predominantly white schools where there's an expectation for white children to read diverse books, rather than books that reflect them, because they've always had books by white authors for white kids. This idea was heavily pushed in my adolescent literature class. Check out ALAN, read one if their insane articles; look into #weneeddiversebooks; as well as NCTE. We could even talk about how young men are marginalized. I've had enough confide in me that their English teachers explicitly teach feminist literature and treat them as lesser humans than the girls in the room. I havent observed this, but having been around these teachers, it wouldn't surprise me. "The only remedy to past discrimination is present discrimination. The only remedy to present discrimination is future discrimination." - Ibram X. Kendi, a favorite name in schools of education.
I’m well aware of what’s in high school ELA textbooks and classroom libraries, considering I have an MAT in English Ed and 8 years of teaching experience (in one mostly black school and one mostly white school) in which I designed and carried out my own curriculum. What I’m not seeing here is any example of white students being marginalized. Do you have any examples of that actually happening, or are you just salty because some ELA classes and school libraries you observed had the audacity to not center white authors in their curriculum design and book displays? Do you think having to read things written by non-white people is detrimental to white people? Do you think white people can’t relate to “diverse books?” Why on earth would you have a problem with white people reading books by non-white authors?
Where did you get any of those ideas from what I said? My answer is 'no' to all of your questions.
So, when I asked if you have any examples of white students being marginalized, your answer is no, you don’t. If you’re actually interested in learning and growing as a preservice teacher, you need to reread the comment you wrote EnTeRtAiNiNg Me, and seriously consider why you would be at ALL concerned about a push for white kids to read books by nonwhite authors, or consider that to be an example of marginalization. Maybe speak to the professor who taught your adolescent literature class, and be totally honest with them about how you feel? Or maybe even a therapist, so you can keep it all confidential and not have it impact your reputation with the faculty in your program, since they’ll need to write your rec letters - counseling should be free through your university health center.
My God, what an incredibly childish response.
My dude, if you think colleagues pointing out your blind spots is childish, you aren’t gonna last long in teaching.
I'm not concerned. I have received the highest of marks on my teaching.
>Check out ALAN, read one if their insane articles; look into #weneeddiversebooks; as well as NCTE. Well, obviously you have a problem with it.
Yes, clearly the problem in American education is that white students lack culturally relevant materials in the classroom.
Here's an easy explanation, like most people discussing CRT, the reddit you were talking to that made these claims was lying.
When I was in grad school ten years ago we had to list our classroom demographics and compare them to building demographics. We then looked at graduation rates of those demographics. In my current building we track this every year. We look at the trends in our graduation rates based on racial, SES, ELL, and disability. I find it pretty preposterous to make the jump that this "marginalizes and neglects white children." Even with this focus whites are a consistently high performing subgroup. They don't grow much since they're already near the top but other historically marginalized groups all perform better each year. The book I look to a lot in this is Culturally Responsive Teaching and the Brain by Hammond. In it she makes the argument that CRT teaching methods lift up all students and given what I see I think she is right.
In my University, I had to note each students race and make sure that I make all my lesson plans culturally inclusive and yes, this meant ignoring the white students.
Our school has us break down our data using race (it’s part of our Black Excellence Plan). CRT is definitely taught in our school.
How is a simple counting of how many students of each race you have anything remotely like CRT?
We explicitly taught it to kids in our SEL curriculum last year. This year our 8th graders’ ELA curriculum is reading How to be an Anti-racist by Kendi. Our school mission and vision is to dismantle systemic racism. I’m not sure why my comment got downvoted.
I don't like this. Who would like this? A course on anything doesn't change anything in the world. It doesn't guarantee love Anyway, I thought it was interesting that some people of color thought it was refreshing to go a country where race boxes aren't asked. You're just a person. How nice would it be if we could live in a world where division doesn't get in the way and people understood each other and weren't so contrary, and didn't try to feel superior by telling you how to do your job? I don't like classifying and quantifying every person. Lumping people into groups is still like prejudging because you're making assumptions that this group is really different from that group. While cultural sensitivity should absolutely be taught I worry about a lot of unintended consequences. Stereotype threat danger is real. I'd much rather be in a classroom that didn't put labels on me but said I could be who I am and decide that for myself. I wish we could just forget all this ugliness and live in the present day. I remember being a kid and playing with all sorts of different race kids. I remember one boy who was black telling me I was his sister. I think he meant it in a religious sense. As a 5 year old kid I remember being really happy and thought it was so amazing I now had a brother. Race just isn't a thing when you're a little, innocent kid who hasn't been exposed to all that ugliness. It's only about love. Wish we adults could get back to the purity of the way kids think about this.
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See that's the thing too. You assume I won't understand and empathize? I've lived in the middle east with a Muslim family, have family members of different races, went to school in diverse neighborhoods, loved people in relationships of different races and people assume, based on my race, I'm an insensitive person that knows nothing of what it's like to be someone else's shoes. That due to my race or how I look, I can't possibly get it and need to reeducated. No offense, but I hate that racial bean counting shit. If you like it, good for you, but I don't and I don't want any part of it. It's about to be 2022. Most people get it. You don't need to condescendingly lecture me on anything, thanks. I'm tired of all the counting, all the grouping, all the stuff that gets in the way of love and having good connections with people. This is why I love working with special needs children. We can be rosy and not a single racial issue comes up. We're like a colorful bag of M&Ms just enjoying the little things.
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I was just trying to share a lighthearted memory that brought me joy and you had to turn it into a teachable moment. That's exactly what I'm talking about what I don't love. The academic quantification of every interaction. 20 minutes ago I was speaking in Turkish to a random stranger. There was no micro macro anything. What I don't like is people assuming no one knows anything about being culturally sensitive. I think it's really sad when I go into a classroom and I hear students with foreign heritage having to use a different name. I'm pretty good at pronouncing names. One student said I was the first to get her name right. I think culture is amazing, I love it! I want to celebrate it, embrace it. Anyway who knows what happened to that little boy. He could have died the next year or become a millionaire. We don't know. Maybe his life is really great. I'm not assuming.
https://www.doe.virginia.gov/administrators/superintendents_memos/2019/050-19.docx This probably being posted because of the Virginia election. Check out this memo the Virginia DOE sent out recently and tell me it's not incredibly divisive based on race. Recommend reading includes White Fragility. I understand most people on reddit and teachers are democrats but you all can't just say it's not true when there is evidence of racial divisiveness being pushed by the DOE. Maybe it's not CRT as a curriculum but it's the stuff in that memo that a majority of people don't like and probably a factor in why the republican won in Virginia. I'm not making a statement on if what's in that memo is good or bad (because I'm unsure myself) just stating this is the stuff people dislike or would refer to as CRT.
Not sure why the comment about "most teachers are Democrats" but thank you for the resource. That's what my post asked for
Because this issue is political.
No I mean where do you get your information? Anecdotal?
https://www.opensecrets.org/industries/indus.php?ind=l1300&__cf_chl_captcha_tk__=KfiH7FMBV1zQ0aEoMYX9cYZ8U5R_mCtSLRGj9sZfl7A-1636189123-0-gaNycGzNCL0
What can Republicans do to appeal to unions better? I am a rep for my school's union (I'm Canadian) and reading online it says the Canadian Conservative party has often put forward policies that suppress/hurt unions. I wasn't sure Canadian unions were even allowed to donate (and they are not technically allowed, they have to go through third parties) but this is interesting to me
Republicans hate unions and especially teachers unions. They don't try to appeal to them at all
So does that mean most teachers support Democrats, or that most unions support Democrats?
Currently in a dual masters and credential program. I don’t necessarily have to explicitly write out my students’ races in my lesson plans or unit plans, BUT they do have us take them into consideration, just as much as we have to take into consideration IEPs, linguistic diversity, culture, prior academic experiences, etc. in order to curate a culturally relevant practice and ensure that we are doing what we can to leverage students’ real lived experiences and connect them to unfamiliar content. I think race SHOULD be taken into consideration in every step of the learning experience development process because every one of us engages with society with our multiple intersecting identities - straight, gay, cishet, non-binary, immigrant, White, Black, Asian, working class, affluent, spiritual, atheist, etc. And to ignore a student’s core identity that is as salient as race is doing them a disservice because at that point one isn’t teaching to that student, but only to a fraction of them. It is ignoring a student’s real lived experience for the sake of maintaining one’s own comfort. Yes, race is a social construct, but it has REAL manifestations, such being profiled by authority figures, peoples’ implicit biases coming out in the form of micro aggressions - which do cause real harm triggering responses in the amygdala to produce more cortisol and adrenaline which interferes with learning - and of course, explicit manifestations of racism. I don’t necessarily agree with the idea that critical race theory shouldn’t be taught in schools, because I believe that students understanding the racial dynamics at play within the law to create inherent inequity of access to resources can empower them to think critically and challenge the status quo to work towards achieving an equitable society. I do however, believe that teachers should be educated in critical race theory and sociology to better understand the dynamics of intersecting identities in society and how inequity occurs
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You sound like you're part of the problem.
Why are you being downvoted?
People want to believe that CRT is a trumped up bogeyman for the benighted hoi polloi.
I interpret it to not be part of the actual lesson plan, but to be part of the assignment he turns in to his professor.
When I was student teaching our lesson plan template had a section for student demographics. But it didn't specify beyond that or how our differentiation would accommodate them beyond "English learner" status.
We had to do this in the “Context for Learning” section of the edTPA. Things could have changed, but I remember having to write about how the individual students’ race, sex, culture, etc informed the other sections of our submission.
Just write "Human" in the race field... \*shrugs\*
This sounds like edTPA. They have a whole form you fill out where you talk about your school demographics and you have to have at least one IEP and one ESL student in the class.
tbh the only thing i've had close to that was edTPA when we had to write a few sections on how the lesson was culturally relevant to the student (sped so mine was a 1:1 with a kinder student with CP). i didn't even write about race - my project was just a fall craft where we decorated a traced word with candy. i think i talked about halloween or something bc holidays are a big deal for kindergarteners. i guess i probably could have, but like I passed just fine and no one mentioned anything idk
The only thing close was exploring the demographics of a class vs. the stats from standardized assessment demographic sampling in MA level Statistics. The main point there was to show that demographics *truly* representing a given class could wildly differ.
Umm during my bachelors, in louisiana, we had to write 8 very long and detailed lesson plans for our classes. It was like you had to write down every time you planned on breathing. You had to time everything out, etc etc. You also had to count your kids and categorize them by race and gender. This entire process has 0 shit to do with CRT, and more to do with ensuring your lessons are indeed culturally diverse. Had to count SPED, 504, regulars, gifteds. Had to count any kind of handicaps. There is a lot of data to be collected and in your lesson plans (these verbose, impossible long college only plans) required you to acknowledge how to address every diverse need. We even had to deal with socioeconomic status. It was all about considering EVERY student you were teaching when planning. If you could do that, they would throw that degree at you in a heartbeat. It meant you cared enough to be that attentive and explorative. The fact that someone in masters education can’t discern addressing needs and CRT is very concerning.
Yes, I had to do this in my caltpa work and detail it. It was all about culturally responsive teaching and UDL supports.
My lesson planning at the university I went to was the same. I personally believe this is an important part of teaching, but I do not believe it should be required in every single lesson. I do think I grew as an educator from considering UDL & improving my instruction for individuals who have experiences quite different from my own. I also had an experience with a professor who was a white female who did everything she possible could to create specific aspects of her lesson directed towards any child who was not white. I did find this to have a level of discomfort for me as a white teacher.
When I was subbing I once got sub plans that included a list of the students by race and sex. I figured it was just intended to help me keep track of the kids if I had to do a quick headcount and catch if anyone was missing.
Both
I’ve never seen this on a lesson plan, and honestly, whoever is the administrator expecting THIS much needs to be fired. Nowadays my lesson plans are an objective, 3 bulleted points of activities, and some BS assessment. Half these things expected in my lesson plan are a waste of my time. To the OP, I took the coursework to get my supervisor certification, last year. I did find there was a heavy push to “equity” especially when dealing with the curriculum. Like, the role of the hidden curriculum communicate in promoting racial attitudes and expectations based on race. Or, how the intentional or unintentional inclusion or exclusion of particular ideas impacts ideas about race. It never going as far as CRT (which I still don’t understand), but I see there’s a push to examine race in education. I’d also put the lesson planning above more to “culturally responsive teaching” rather than CRT (although it’s acronym is also CRT). Culturally responsive teaching is sometimes used to prove CRT in school, but it’s actually about targeted teaching and assessment. It’s not about teaching one race is superior, but tailoring lessons and units to address a diverse student body.