TED 728 week 3 spring '23

Hello, Welcome back week three already. T E D 7 28.

This week will run february 7th through the 14th. Valentine's day.

Um that must mean valentine's day is on a Tuesday this year,

I guess they didn't even look

um that being said though everything this week and I'll go

over it further once we get it further allowing here,

but everything is going to be due on the 13th, that is due for week three,

which I will tell you is a bit lighter, a little more reading maybe,

but a bit lighter Um to give you time to work on your cultural project, which again,

I'll get into.

But yes, um even though it says the 14th,

just know everything's do the 13th and this video

will reflect that as we get further along.

So sorry for the confusion,

hopefully wherever you are starting to warm up um we had kind of

a good cold snap there at least in the twin ports area here.

So hopefully depending again where you are located, if it is better or not,

but alrighty,

let's get rolling recap last week was really

all about building community in our schools and

in our classrooms specifically and we know this as

teachers and I know you knew that know this,

you do a good job of this based on what I'm learning about you.

Um but really that and we know as effective teachers,

they teach us in a theory class in undergrad that,

that fostering that belonging and and making sure students feel

safe and it is that brave space for them.

Um you know,

I think I mentioned maybe in a previous video that Brave Space versus a

safe space and what the difference is they're that Brave Space gives that platform

um and really does foster that belonging,

that this is a space where we can be true to us

and we might not say things perfectly or do things perfectly,

but we're going to treat it as a learning curve for us.

So maybe embracing or fostering that Brave Space versus

a safe space because Brave Space encompasses that.

Then last week was the wheel of power and privilege and kind of

finding where you're at in regards to that wheel of power and privilege.

I find that particular wheel very interesting and I might um

it might be worth your while and it's happened to me now

that I find myself moving a little bit through there and

realizing different things than maybe I would have put myself previously,

as I've continued to unlearn to relearn,

okay,

then you got to do a scavenger hunt and I'm

so excited to look at those because that often times,

at least for me, is one of those moments in life, one of those experiences,

it's really an experiential learning piece,

but one of those experiences in life where you're like, well I never realized that

and it kind of helps broaden that perspective and gain

different insights and and make you more aware maybe,

and that is part of that unlearning process in my mind,

so I'm looking forward to diving into those.

Alright,

there's a quote I threw on week three right at the beginning

that overview page that says being able to laugh

got me through and that's by Toni Morrison.

Um being able to laugh got me through. This is deep stuff. It's important work

and you have to own where you're at which

we all have room to grow here.

But being able to laugh at yourself as you

go through this process and in general as you're

learning and in your grad program which is stressful

and balancing work in life and school and whatever,

but just know being able to laugh is super important.

Okay.

And there are times that that got me through when

I was in grad school getting my Master's degree,

I had a three year old and I was pregnant with our youngest and

I was teaching full time. It's hard, it's hard work, It's real work.

Um you'll be so glad it's done though when you are done and then you

can continue on with your learning and other ways depending on what your path is.

But no,

there's never a good time for this and then when we throw on

really heavy con content like this one that's so important and so relative,

I know that it can feel a little much,

but please take time for you in this process and just be okay

with where you are and know that's where your starting point is.

And I know I probably sound like a broken record, but I just,

I wish somebody would have ingrained that into me as I started this process.

Already

educational gaps boy, we hear those all the time achievement gap.

Um, all of these different gaps in education, you know,

Covid brought on that achievement gap big time.

Well, there's, you know, I've even heard the nature gap,

I've heard the adventure gap and the kids that are living areas where they're,

they're able to do more adventure,

more outdoors things versus your more urban Children that aren't.

And it's now forming this adventure gap. I mean there's all these different gaps.

Well,

Here's one,

the wealth gap,

the wealth gap.

Um I read a statistic at some point a while ago, don't quote me, but by the time a child,

so a child that is middle class or upper class.

By the time Children are in kindergarten, if that child is of middle or upper class,

they have 10,000 more hours of educational experiences than

the child that is of a lower income bracket,

how do we combat that in the school?

10,000 hours is a ridiculous amount of time.

And when we talk educational experiences, we're talking walking down the street,

going to the zoo, going to eat at a restaurant, um, going on a vacation somewhere.

So all of those numbers add up, but how do we combat that as teachers?

And that's part of the wealth gap, quite frankly,

um with the wealth gap, you know,

we have to think about how is that affecting our school as a whole?

I think money right away, How is that affecting our community?

How is that affecting parenting?

How is that affecting again, of course our Children in that,

how is it affecting us as teachers?

So there are stereotypes out there when it, when it comes to the wealth peace.

Um there are certain groups,

minority groups that are affected more or less depending on where we live,

uh depending on gender is another one.

Um

there are so many stereotypes out there for instance,

and you'll read about one of these asians in

particular have that there's that stereotype that they're smarter,

they're brighter, they make more money.

Um but it, and people believe that and people, you know,

that really becomes a microaggression,

but that is also showing our wealth gap because as a teacher,

we may have a student of asian descent in

our classroom and we automatically think they're really bright.

Right? Well,

you can't do that.

We also automatically stereotyped students in our

classroom before even knowing anything about them,

that maybe they are poverty level and they

don't have those experiences based on maybe the

clothes they're wearing or um if they come to school with or without a launching,

there's 100 different things,

but these are all contributing factors to this educational

gap that we are now coining the wealth gap.

Um, so there's a bunch of reading on this this week,

so I'll just kind of touch on it right in that overview.

But once you page through in the module,

so I'm looking at my other screen too as well here.

Um you have to read chapter seven in our textbook,

that's part of your task before you can move forward here this week.

And it really talks about Classism, we're gonna call it classism.

That's the title of the chapter, but it's going to get at that wealth gap.

It's gonna give you some history.

Um, the new deal, it refers to the new deal and here labor immigration,

just status in the status.

What what proves your status in the wealth world,

is that home ownership or what is that?

Is it education. Um,

and then the powerlessness, people are feeling based on classism.

So, the chapter will cover a lot of that,

and then there's some minority myths out there

and those stereotypes I can refer to earlier.

So there's a couple of articles and they're not real long articles,

but they're really good background knowledge.

Um, and then stereotypes about poor.

There's there's a quick blurb on five

different stereotypes about that to read through,

and I believe one is a link to a

um, PBS learning and I believe there's a video,

I think that's the one that there's one that has a video,

it's like a five minute video in there.

I think that's the one that PBS learning one.

Um don't quote me, but I'm not going to open it up at this point. Ok?

The other piece keep going through this.

If you're not done with it already, it was a quicker read.

At least I found it was a quick read.

So if you're done great, kind of just set that aside. If you're not really start

hammer in it, you've got three weeks to go week six is when we meet on thursday,

March 9th at seven p.m. If you can if not, you'll have a written piece to do for that.

Okay,

let's get to what you have to do the week three

discussion where you'll be responding to your peers in that.

Remember try to get your your main response in on Wednesday and then that

gives you time to go back and kind of revisit what other people are writing

now nine a.m. It's due on monday the 13th

and it's really based off of all those readings.

It's about those stereotypes,

It's about those inequities that we're seeing in terms

of the wealth gap and what can you do in

your setting and your classroom about that and what

even what can you do in your own life?

Okay, societally.

So that's that piece of it and then you're going to go through,

you're gonna page through after that.

You're gonna see.

There's this there's another discussion which does not

mean that you need to reply to anyone?

Okay. You can if you want you do not have to this, this is a cultural symbol.

It is due at nine a.m. On monday again, february 13th,

but what you're gonna do and this is something you can use

in your classrooms and I've used in previous L ed classrooms.

Um Actually my daughter just did,

my youngest daughter in the fifth grade

classroom just did something super similar.

So

this is where you're gonna have a symbol of your culture. Okay.

Um something that represents you. Okay.

Whether that's family, culture, your personal experience,

something that's meaningful to who you are culturally,

which this opens up a big discussion in our classrooms and what define who you are,

Well, you want to think about not only your heritage particularly,

but you want to think about bigger picture what makes

you you what are things you like to do,

what our traditions you have in your family pieces like that.

So you're gonna pick a culture and then there's some directions on their on

on sharing that and it's quick.

Okay, it doesn't have to be a big long narrative in this discussion.

Um If you want to take a picture of it or if you wanted to even post just a quick video,

if that's easier for you answering?

There's five questions like describe your item um

how does how is this your cultural symbol?

How is it related to your culture, what does it mean to you?

Um And then what is its significance? So I too will pop in mind in there at some point.

I'll try to get it in right away here in the next day or two.

Um but I too will add one in there for you and again all of

these will be a little bit different in general and the set up of it.

So um just keep that in mind as well. Alrighty.

Then the next page in the module really is your final project reminder and work time.

Your final project. Your cultural project is due during week six.

So I didn't give you an assignment, an assignment.

Big assignment to work on a page or whatever because I wanted you

to take this extra time to be working on that cultural project.

That presentation for your final project.

So if you have questions please, of course let me know.

But that's what I wanted for you this week. There we go.

That was a lot as always, please reach out to me if you need anything I'm here for you.

Um I hope you are enjoying um

the weekend in the start of this next week and we

will see you and be in contact with you soon.

Thank you for all you do

TED 728 week 3 spring '23

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