At the beginning of this class, we talked about reducing harm–colonial harm in particular, and especially harm done to marginalized, racialized, and otherwise vulnerable young people in schools. I have been thinking about several questions in relation to this idea. Option 1: What might it mean to reduce harm as a teacher in your current context, and in the future, when you return to the classroom? How have you tried to, or how could you, reduce harm for your students? Option 2: What will you do differently, as a teacher, once you are back in a classroom, after this experience? Option …

This week, after our small group check ins, I’m thinking about the challenges and possibilities for building community during the pandemic. Many of you expressed concern for your students: their well-being, both physical and emotional; their access to the technology they need to stay connected to peers and teachers; and the social, economic, and linguistic barriers that might isolate folks during this time. With those conversations in mind, a few questions to consider (feel free to address one or more, or to write about whatever’s on your own mind this week!)  Question 1: What difficulties have you faced in terms …

Hi everyone, it was so lovely to check in tonight! Per the results of your survey, we will host these brief check-ins once per week. Here are some options for this week’s blog. Feel free to respond to one, two, or all three. Option 1: I’d like to hear about how you could or have used technology to facilitate research with students. What platforms, apps, etc. might be useful? What websites are helpful? How might you encourage students to use apps, forms, and surveys to gather their own data? (Feel free to reference this week’s reading on facilitating research–however, not …

Hi all, as I stated in the contingency plan, all due dates are approximate, and I understand that you may be working on slightly different schedules depending on your work/personal situation right now. You will not be penalized for “lateness.” This week, I’d really like to hear about how and what you’re doing, both personally (if you’re interested/willing to share) and particularly in regards to your school and teaching. How has your school community handled coronavirus and the need to shift to remote/distance/online learning? What resources do your students need right now? What resources do you need? If you are …

THE NYCORE CONFERENCE SCHEDULED FOR SATURDAY, MARCH 21 HAS BEEN CANCELLED. We will discuss other possibilities for making up this time. As we dive into literary analysis, let’s talk favorite texts to teach and read with young people! What are some of your favorite pieces of “literature” (broadly defined) to use in class, and why? How have you engaged with visuals to aid in analysis, if at all, per this week’s reading? What might it mean to take a decolonial approach to literary analysis (reading and writing) in ELA? Finally, please remember to reference the assigned reading AND to reference …

Please respond to one or more of the (many!) options for this week (so much to think about after class yesterday–also feel free to share any other thoughts you’ve been having about argumentative writing or things you’d like to talk about in class):  Option 1: Reflect on our discussion about “controversial” or “uncomfortable” topics in class. What strikes you as important from that discussion? What questions remain for you? How does this week’s reading help us think about approaching difficult conversations in class? Option 2: We also raised questions about the roles of emotional and logical appeals in argumentation. How do …

This week, please respond to one (or both) of the prompts below: OPTION 1: How have you approached debate and/or argumentative writing in your classroom? What problems or tensions do you encounter when teaching argument? How do this week’s readings complicate our understanding of argument? OPTION 2: How can arguments and debates potentially reinforce colonizing attitudes and classroom contexts? How can we “decolonize” argumentative writing–if we can at all? Consider the readings from this week and feel free to bring in other resources, as well. In your response, please remember to keep in mind the rubric. A brief overview: Approximately 200-250 …

This week, please respond to one (or both) of the prompts below: OPTION 1: In class, many of you expressed interest in using mentor texts to teach narrative writing. What texts are you required to teach (or do you choose to teach) that you would like to use as springboards for narrative writing? What, if anything, have you tried so far? What concerns do you have or trouble spots do you encounter as you are using mentor texts to teach narrative? What insights can this week’s readings offer? OPTION 2: Reflect on one of the “Other Resources” (on the right side …

How can narrative writing be leveraged in an ELA classroom aiming to mitigate colonial harm? How do the particular recommendations in your chosen article potentially allow students to develop “reparative” or “restorative” relationships to writing? Consider your own practice – in terms of narrative, what would you like to continue to do and what would you like to try in your classroom, based on what we’ve discussed and read about in class? In your response, please remember to view the rubric. A brief overview: Approximately 200-250 words Specific reference to the assigned reading. Description of lesson idea, activity, resource, and/or mentor …

Due February 3, 2020 What assumptions about students, learning, and English education undergird your school’s required curriculum and/or and assessments? To what extent do these assumptions reflect the “colonial legacies” explored by de los Rios et. al. (2019) in the assigned reading? What readings, activities, and/or lesson plans might you use or have you used that might “upend colonial practices” in education? In your response, please remember to view the rubric. A brief overview: Approximately 200-250 words Specific reference to the assigned reading. Description of lesson idea, activity, resource, and/or mentor text. Please include a link to the resource when …