Module 1, Week 3

This week's objectives, in many ways, mirror last week's. We are primarily trying to understand what elements and structures in society might be essential to consider and know as we learn what supports learning for learners in our schools. It is worth considering the following conceptual framework for this class:

First and foremost, value and create space for the reality that a student's life experiences and social environment do not predetermine their ability to learn, achieve, or find success.
Use sociological data to investigate the additional impacts of community, culture, social factors, and demographics on student learning.
Identify social factors in students' lives in various communities that can positively impact teachers' ability to be effective in the classroom and support student learning.
Develop an open mindset and confront bias when exploring communities as living and breathing social spaces with complex, diverse, and changing histories, realities, social values, and norms.

New Academic Vocabulary (What are some terms I should know?)

Statistical and Data Terminology

Considering temporality, mechanisms, structures, and social factors in examining or understanding data and statistics helps you understand the underlying cause that might influence the effect and strengthen the evidence for causation. However, making sense of meaningful correlations regarding temporality, mechanisms, structures, and social factors is also essential. This involves explaining how changes in the cause or correlation at a psychological or social level may lead to changes in the effect at a psychological or social level. This is why constructing TRUTH in social sciences and particularly within social contexts of learning is, in some ways, extremely difficult, if not impossible. We can undoubtedly construct very good ideas of what we think is happening, but certainty or perfection is elusive.

Correlation - In statistics and data, correlation refers to the degree of association between two variables. It measures how much one variable changes about the other. Here are some critical points about correlation:

It's not causation: This is the most critical thing to remember about correlations. If there is a strong correlation between two variables, it's easy to conclude that one causes the change in the other. However, this is not a valid conclusion. Just because two things are correlated doesn't mean one causes the other. For example, there might be a correlation between ice cream sales and shark attacks, but that doesn't mean ice cream causes shark attacks!
It can be positive or negative:
A positive correlation means that as one variable increases, the other variable also increases. A negative correlation means that as one variable increases, the other variable decreases.

Causation - In statistics and data, causation refers to a cause-and-effect relationship between two variables, where one variable (the cause) directly influences the other variable (the effect). Causation suggests that a change in the cause now leads to a change in the impact. Here are some critical points about causation in statistics:

Difficult to establish: Proving actual causation is often challenging and requires more than just observing a correlation. It involves accounting for potential confounding variables, ruling out alternative explanations, and conducting controlled experiments.
Randomized controlled trials (RCTs): These experiments randomly assign participants to either a treatment group (exposed to the potential cause) or a control group (not exposed), measuring the effect on a specific outcome. Strong evidence for causation comes from observing significant differences in the outcome between the groups. However, they very often need more context.
Observational studies: While more robust than RCTs, observational studies can provide valuable insights into potential causal relationships because of context. Statistical techniques like regression and path analysis can be used to adjust for confounding variables and explore the strength and direction of causal effects.

Educational & Academic Performance Terminology

Deficit Thinking - Deficit thinking refers to a negative pattern of focusing on what is missing, lacking, or wrong with individuals or situations rather than their strengths, potential, or positive aspects. It often leads to blaming individuals for their shortcomings, overlooking external factors that might be contributing, and promoting a sense of inadequacy or failure. It usually stems from various sources: biases, stereotypes, assumptions, and negative experiences can all contribute to deficit thinking. It has negative consequences: deficit thinking can harm individuals and groups. It can lead to lowered self-esteem, reduced motivation, decreased opportunities, and perpetuation of inequality. It can be countered with asset-based thinking: shifting the focus to strengths, resources, and possibilities can be a powerful antidote to deficit thinking. For example, in education, teachers might assume that a student from a low-income family is likely to struggle in school due to their background, overlooking their talents and potential. By becoming aware of the pitfalls of deficit thinking and actively practicing asset-based thinking, we can foster more positive and empowering perspectives for ourselves and others.

Language Acquisition - the process by which humans acquire the ability to perceive, comprehend, and use language. It's not just about learning words and grammar, but also about understanding the complex system of rules and structures that make up a language and using it effectively for communication.

Student Learning - Student learning is not just about memorizing facts, but about actively engaging with information, building connections, and internalizing understanding. It's a journey of intellectual growth, where students constantly evolve their thinking and abilities. All students can learn in different ways as much as different students learn in unique ways. Some flourish through auditory explanations, while others grasp concepts best through hands-on activities or visual representations. Recognizing and catering to the range of learning styles is crucial for fostering an effective learning environment. Learning doesn't happen in isolation. Students benefit from interacting with peers, teachers, and experts. Sharing ideas, asking questions, and working together in groups create a rich learning environment that fuels understanding and motivation. Effective learning involves balance among being active exploring, questioning, and making connections and allowing information to settle and be integrated into existing knowledge structures or schemas.

Essential Questions (What are the questions which ground this inquiry?)

Essential Questions for Week 3 - Please consider where you are regarding thinking about Education in Society.

Who are your students?
Where do they come from?
What languages do they speak?
Are your students impacted by poverty, immigration, or other social indicators?
Are your students receiving mental health services?
Do your students have other health issues?
How do your students feel?
What are your student's interests?

Introduction & Provocation (How do we get our brain and cognition going about the topic?)

Conceptual Framing & Schema - Schema is a mental structure to help us understand how things work. It has to do with how we organize knowledge. As we take in new information, we connect it to other things we know, believe, or have experienced. And those connections form a structure in the brain. Consider the following quotes from education researchers.

Donovan & Bransford, 2005

“The reason experts remember more is that what novices see as separate pieces of information, experts see as organized sets of ideas.”

Boaler, 2014

“It turns out that people who do well in math are those that make connections and see math as a connected subject.”

Meta & Fine, 2019

“Cognitive scientists think of deep learning—or what you might call ‘learning for understanding'—as the ability to organize discrete pieces of knowledge into a larger schema of understanding.”

Teacher's Corner - Post-it Notes

If organized thinking is a hallmark of expertise, how can we help students see the structure of the subject we teach?

Enter the noble and practical "post-it." This low-tech tool has the power to revolutionize your teaching practice. They allow students to build and manipulate schema as they learn physically.

You can start with individual concepts, which are the building blocks of schema. Concepts are words we use to organize and categorize our world. When we look at our curriculum standards or learning outcomes, the nouns are usually the concepts. Examples include story patterns, characters, fractions, whole numbers, habitats, living things, organelles, leadership, and sovereignty. It is often a good idea to build on the previous schema and start with examples of concepts that students already know. For instance, we can use ocean, desert, and rainforest as examples of habitats. Students can put or file different pieces of knowledge into groups and then in front of other students. Ask them to determine the features that hold the group together or differ within or between them. Once students understand a concept, it’s time to consolidate their understanding (Fisher, Frey & Hattie, 2017).

These learning objectives would be comparing & contrasting, synthesizing, OR analyzing.

(*Adapted from: What Is Schema? How Do We Help Students Build It?)

Conceptual Schema for Teaching & Learning

You can organize most information in the education field into these categories. Of course, this is an oversimplification and is meant to be at this stage. You need to be able to see the proverbial "forest through the trees."

Students are learners (with lives) exist in classrooms with teachers who make instructional and ethical decisions (curriculum, instruction, and classroom management). These decisions are guided by the leadership and structures in schools (values, expectations, outcomes) within the context of the community (values, culture, class, socioeconomics) and in relation to the society at large (economies, culture, policies, & politics).

Are you successful in life? Academically successful? If so, why?

What has occurred in your life to provide you with these opportunities?

What about your family origins, generations, resources, finances, values, culture, and religion?
What about your housing situation (stable v. moving), food, resources, finances, amount of people, expectations, rules, surrounding noise, study rooms, computer access, and many other things in your house?
What do you think about your mental health? Your psychological, emotional, and social well-being? How was your daily life, stress, self-image, concentration anxiety, interactions with others, and meeting expectations or academic performance?
How was your school? Teachers? Classroom? Peers? Expectations? Curriculum? Attendance? Motivation and Engagement? Resources? Finances? Classroom management? Inclusivity? Exams and Testing? Texts?
How was your community? Families? Peers? Mentors? Resources? Finances?

Think about it...what is success in education?

Harvard? MIT? Stanford?
Bachelor's? Master's? PhD?
Full-time Job near home? Full-time job on the USA Continent?
$50,000? $100,000? $1,000,000?
A House? Your kid's education?

Think about it...what is success in life?

What is Intelligence? What is Normal? What is Average? Who Gets the Most Success?

Check out the stats about educational achievement! https://educationdata.org/number-of-college-graduates

Radiolab’s “G” is a multi-episode exploration of one of the most dangerous ideas of the past century: the concept of intelligence. Over six episodes, the series unearths the fraught history (and present-day use) of IQ tests, digs into the bizarre tale of one man’s obsessive quest to find the secret to genius in Einstein’s brain, reveals the ways the dark history of eugenics have crept up into the present, looks to the future with a controversial geneticist who has created a prenatal test for intelligence, and stages a raucous game-show throwdown to crown the most intelligent animal in the world.

Episode 1 - Are some ideas so dangerous we shouldn’t even talk about them?

That question brought Radiolab’s senior editor, Pat Walters, to a subject he initially thought was long gone: measuring human intelligence with IQ tests. Turns out, the tests are all around us. In the workplace. The criminal justice system. Even the NFL. And they’re massive in schools. More than a million US children are IQ tested every year.

In the state of California, it is off-limits to administer an IQ test to a child if he or she is Black. That’s because of a little-known case, Larry P v Riles, in the 1970s … put the IQ test itself on trial. With the help of reporter Lee Romney, we investigate how that lawsuit came to be, where IQ tests came from, and what happened to one little boy who got caught in the crossfire.

The Bell Curve Controversy

"The Bell Curve" (Charles Murray & Richard Herrnstein) prevails as the flagship modern work reporting on racial differences in IQ scores. Black people in the U.S. score lower on average than white people (this isn't the book's primary focus, but it's the centerpiece and main draw of attention). As much as progressives don't want to hear such a thing, this book puts it plainly: It's in the data. With the book’s standing intact, armchair sociologists may defend certain stereotypes by simply pointing its way. As for attempts to take the book down, most critics go after its reasoning or its sources (or the authors' associations with the more notorious sources). However, those points should take a secondary position within a thorough rebuke. Let me clear my throat.

“The Bell Curve” endorses prejudice by what it does not say. Nowhere does the book address why it investigates racial differences in IQ. By never spelling out a reason for reporting on these differences in the first place, the authors transmit an unspoken yet unmistakable conclusion: Race is a helpful indicator as to whether a person is likely to hold specific capabilities. Even if we assume the presented data trends are sound, the book leaves the reader on his or her own to deduce how to put these insights to the best use. The net effect is to condone the prejudgment of individuals based on race tacitly. https://blogs.scientificamerican.com/voices/the-real-problem-with-charles-murray-and-the-bell-curve/

Weekly Content (What should we be familiar with to learn the content?)

Primary Concept - Academic Performance & Student Learning

Student Success & Achievement refers to the ability of students to reach learning and academic goals in any given educational context or structure. Achievement focuses explicitly on milestones such as completion, graduation, and matriculation. Much of what we care about as teachers, administrators, parents, politicians, families, and students is academic performance.

Academic performance is traditionally encapsulated in test scores and grades in classes. However, it SHOULD encompass a nuanced blend of factors beyond grades and test scores. It's a multidimensional tapestry woven from various threads, all contributing to a student's success in the academic realm. Here are some critical constituents of academic performance:

Cognitive Factors:

Knowledge and understanding include grasping concepts, principles, and factual information in various subjects.
Critical thinking and reasoning include analyzing information, drawing conclusions, and solving problems effectively.
Memory and recall include retaining information and readily accessing it when needed.
Metacognition includes reflecting on and monitoring one's learning process and adapting strategies accordingly.

Skill-based Factors:

Study skills and time management include efficiently organizing and planning study time and adopting effective learning strategies.
Communication skills include clearly and concisely expressing ideas verbally and in writing.

Research and information literacy include finding, evaluating, and utilizing relevant information.
Technology proficiency includes skillfully using technology tools for learning and research.

Affective Factors:

Motivation and engagement include a genuine interest in learning and actively participating in the learning process.
Curiosity and inquisitiveness include asking questions, exploring new ideas, and seeking more profound understanding.
Perseverance and resilience include overcoming challenges and setbacks and continuously striving for improvement.
Self-confidence and self-efficacy include believing in one's ability to learn and succeed.

Environmental Factors:

Quality of instruction includes engaging and effective teaching methods and a supportive learning environment.
Peer support and collaboration include learning from and with others and fostering positive relationships.
Family and community support includes encouragement, resources, and positive learning at home and in the community.
Socioeconomic factors include access to educational resources, financial stability, and overall well-being.

It's important to remember that these factors interact and influence each other. For example, solid cognitive abilities combined with effective learning strategies can lead to higher academic performance. However, a lack of motivation or an unsupportive environment can hinder success even with strong cognitive skills.

Therefore, evaluating academic performance needs to go beyond a singular metric like grades. Understanding the interplay of these various factors provides a more holistic and nuanced picture of a student's strengths, weaknesses, and potential for growth.

What is most important to a teacher about student learning and academic performance?

Teachers should try to discover anything meaningful that can be positively correlated with or provide evidence for causing student learning to increase.

This is why we are here in this class. To explore aspects of social structure and context that can positively (or negatively) impact students' ability to learn and achieve.

Primary Concept - Educational Attainment

In its simplest form, educational attainment refers to the highest level of education an individual has completed. It's a statistic used to describe the overall educational landscape of a population or specific group. While seemingly straightforward, it encompasses various nuances and aspects to consider.

Here are some critical points about educational attainment:

Levels of Education - Educational attainment is typically categorized by specific levels, often aligned with a country's education system. It might include levels like:

- Early childhood education
- Primary education
- Secondary education
- Post-secondary education (including certificate programs, diplomas, associate degrees, bachelor's degrees, master's degrees, and doctoral degrees)

Measurement - Educational attainment is measured through surveys, censuses, or administrative data systems. Individuals are usually asked about the highest level of education they have completed.

Significance - Educational attainment is a crucial indicator of various aspects of an individual's life, including:

- Socioeconomic status: Higher educational attainment is often linked to higher income, better health outcomes, and excellent employment opportunities.
- Social mobility: Education can be a crucial driver, providing individuals with opportunities to move up the social ladder.
- Human capital: A population with higher educational attainment contributes to a more skilled and productive workforce, benefiting the economy.

Analyzing educational attainment data helps policymakers create informed decisions about education policy, resource allocation, and addressing inequalities. Individuals can also use it to understand their position within the educational landscape and make informed choices about their academic goals.

Ultimately, educational attainment is a valuable but multifaceted indicator of individual and societal progress. By understanding its nuances and limitations, we can utilize it effectively to guide educational initiatives and foster a more educated and skilled population.

Primary Concept - Social Factors in Learning

Educational outcomes refer to the measurable results and achievements that students attain due to their educational experiences. These outcomes encompass a wide range of knowledge, skills, and abilities acquired during formal education. Educational outcomes are typically categorized into various domains, including academic, social, and emotional development. Here are some critical components of the way we talk about and use educational outcomes to understand the world:

Academic Achievement & Graduation Rates - Completing an educational program is a significant outcome. Graduation rates measure the percentage of students who successfully finish a specific level of education, such as high school or college.
Educational Attainment - Another outcome is pursuing higher education, such as attending college, vocational training, or other post-secondary institutions, often in the form of degrees and certificates.
Income & Career Achievement - financial resources or positions students can attain post-graduation.
Academic Learning - Academic outcomes focus on the knowledge and skills students gain in specific subjects, such as mathematics, science, language arts, and social studies. This includes standardized test scores, grades, and proficiency in core academic areas.
Cognitive Skills - Educational outcomes also involve developing cognitive skills such as critical thinking, problem-solving, analytical reasoning, and information processing. These skills are essential for lifelong learning and success in various fields.
Literacy & Numeracy - Proficiency in reading, writing, and numeracy skills is a fundamental educational outcome. Literate and numerate individuals are better equipped to communicate effectively with complex information.
Social and Emotional Learning (SEL) - SEL outcomes focus on developing social and emotional skills, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills contribute to positive interpersonal relationships and emotional well-being.
Career Readiness - Educational outcomes also include students' readiness for the workforce. This involves acquiring skills and knowledge relevant to specific careers and being prepared for the demands of the job market.
Citizenship and Civic Engagement - An important educational outcome is preparing students to be informed and responsible citizens. This includes understanding civic duties and rights and actively participating in community and civic activities.
Life Skills - Education aims to equip students with practical life skills, such as communication, time management, financial literacy, and problem-solving, which are valuable for navigating various aspects of life beyond the classroom.
Global Competence - In an increasingly interconnected world, educational outcomes also include the development of global competence—understanding diverse cultures, perspectives, and international issues.

Measuring and assessing these educational outcomes helps educators, policymakers, and stakeholders evaluate the effectiveness of educational systems and make informed decisions to enhance the quality of education for students.

Lives on the Boundary

A Moving Account of the Struggles and Achievements of America's Educationally Underprepared - The award-winning account of how America's educational system fails its students and what can be done.

Remedial, illiterate, intellectually deficient—these are the stigmas that define America’s educationally underprepared. Having grown up poor and been labeled this way, nationally acclaimed educator and author Mike Rose takes us into classrooms and communities to reveal what lies behind the labels and test scores.

With rich detail, Rose demonstrates innovative methods to initiate “problem” students into the world of language, literature, and written expression. This book challenges educators, policymakers, and parents to re-examine their assumptions about the capacities of a wide range of students.

The story included here (Lives on the Boundary) is about a young boy named Mike Rose. Mike was born to an Italian immigrant father and a lower-class mother on the United States East Coast. He moved across the country with his family to Los Angeles in the 1950s. Here, he had several interesting educational experiences. These include:

Public School v. Private School
Parochial Education
Lack of Parental Education
Lack of Family Financial Resources
Family health issues
Neighborhood violence and abuse
Outside Mentorship
Contributing to Family Finacial Resources
Low Student Engagement & Motivation
Low Academic Success
Systematic Exclusion from Academic Opportunity
Systematic Inclusion with Academic Opportunity
College Preparatory Classes
Academic Mentorship
Academic Opportunity
Post-Secondary Education

You may consider reading Chapter 2 - I Just Want to Be Average. I have broken the chapter into 5 different parts.

Part I (pp.11-18) “The New Neighborhood”
Part II. (pp.18.4-22.9) “Early success”
Part III. (pp. 22.9-26.4) “The old school”
Part IV. (pp. 26.4-30.4) “Vocational Ed.”
Part V. (pp. 30.4-37) “Deliverance.”

Some questions that you may want to work through.

What events and social factors are happening in this student's life and potentially impacting his learning?

- Positive
- Negative
How do you imagine this student is feeling about what is happening in his life and school?
How does the students' mindset influence their school experience?
How does the family influence their school experience?
Can you choose one quote from the text that you feel captures Mikeʻs school and life experiences?
Given the context and social structures, what is one thing we can do as teachers to support learning?

So, what do we know about Education and Socioeconomics?

Education and Socioeconomic Status - Socioeconomic status (SES) encompasses not just income but also educational attainment, financial security, and subjective perceptions of social status and social class. Socioeconomic status can encompass quality of life attributes and the opportunities and privileges afforded to people within society. Poverty, specifically, is not a single factor but rather is characterized by multiple physical and psychosocial stressors. Further, SES is a consistent and reliable predictor of many life outcomes, including physical and psychological health. Thus, SES is relevant to all behavioral and social science realms, including research, practice, education, and advocacy.

SES affects overall human functioning, including our physical and mental health. Low SES and its correlates, such as lower educational achievement, poverty, and poor health, ultimately affect our society. Inequities in health distribution, resource distribution, and quality of life are increasing in the United States and globally. Society benefits from an increased focus on the foundations of socioeconomic inequities and efforts to reduce the deep gaps in socioeconomic status in the United States and abroad.

Research indicates that children from low-SES households and communities develop academic skills slower than children from higher-SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009). For instance, low SES in childhood is related to poor cognitive development, language, memory, socioemotional processing, and consequently, poor income and health in adulthood. The school systems in low-SES communities are often underresourced, negatively affecting students’ academic progress and outcomes (Aikens & Barbarin, 2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low-SES status of the community. Improving school systems and early intervention programs may help to reduce some of these risk factors; therefore, increased research on the correlation between SES and education is essential.

(*Adapted From APA SES & Education)

Family Resources

Literacy gaps in children from different socioeconomic backgrounds exist before formal schooling begins.
Children from low-SES families are less likely to have experiences that encourage the development of fundamental reading acquisition skills, such as phonological awareness, vocabulary, and oral language (Buckingham, Wheldall, & Beaman-Wheldall, 2013).
Children’s initial reading competency is correlated with the home literacy environment, number of books owned, and parent distress (Aikens & Barbarin, 2008; Bergen, Zuijen, Bishop, & Jong, 2016). However, poor households have less access to learning materials and experiences, including books, computers, stimulating toys, skill-building lessons, or tutors, to create a positive literacy environment (Bradley, Corwyn, McAdoo, & García Coll, 2001; Orr, 2003).
Prospective college students from low-SES backgrounds are less likely to have access to informational resources about college (Brown, Wohn, & Ellison, 2016). Additionally, compared to high-SES counterparts, young adults from low-SES backgrounds are at a higher risk of accruing student loan debt burdens that exceed the national average (Houle, 2014).

School conditions

School factors contribute more to SES differences in learning rates than family characteristics do (Aikens & Barbarin, 2008).
Students randomly assigned to higher-quality classrooms in grades K-3 earned more, were more likely to attend college, saved more for retirement, and lived in better neighborhoods (Chetty et al., 2011).
A teacher’s years of experience and training quality correlate with children’s academic achievement (Gimbert, Bol, & Wallace, 2007). Children in low-income schools are less likely to have well-qualified teachers (Clotfelter, Ladd, & Vigdo, 2006).
The following factors have been found to improve the quality of schools in low-SES neighborhoods: a focus on improving teaching and learning, the creation of an information-rich environment, the building of a learning community, continuous professional development, involvement of parents, and increased funding and resources (Muijs, Harris, Chapman, Stoll, & Russ, 2009).
Schools with students from the highest concentrations of poverty have fewer library resources to draw on (fewer staff, libraries are open fewer hours per week, and staff are less well-rounded) than those serving middle-income children (Pribesh, Gavigan, & Dickinson, 2011).

Academic achievement

Research continues to link lower SES to lower academic achievement and slower rates of academic progress compared to communities with higher SES.
Children from low-SES families enter high school with average literacy skills five years behind those of high-income students (Reardon, Valentino, Kalogrides, Shores, & Greenberg, 2013).
In 2014, the high school dropout rate among persons 16–24 years old was highest in low-income families (11.6 percent) compared to high-income families (2.8 percent; National Center for Education Statistics, 2014).
The success rate of low-income students in science, technology, engineering, and mathematics disciplines is much lower than that of students who do not come from underrepresented backgrounds (Doerschuk et al., 2016).
According to the U.S. Census Bureau (2014), individuals within the top family income quartile are eight times more likely to obtain a bachelor’s degree by age 24 than individuals from the lowest family income quartile.

Psychological health

Increasing evidence supports the link between lower SES and learning disabilities or other adverse psychological outcomes that affect academic achievement.
Low SES and exposure to adversity are linked to decreased educational success (McLaughlin & Sheridan, 2016). Such toxic stress in early childhood leads to lasting impacts on learning, behavior, and health (Committee on Psychosocial Aspects of Child and Family Health et al., 2012).
Children from lower-SES households are about twice as likely as those from high-SES households to display learning-related behavior problems. A mother’s SES is also related to her child’s inattention, disinterest, and lack of cooperation in school (Morgan et al., 2009).
Perception of family economic stress and personal financial constraints affected emotional distress/depression in students and their academic outcomes (Mistry, Benner, Tan, & Kim, 2009).

Career aspirations

Social class is a significant factor in influencing career aspirations, trajectory, and achievement.
Diemer and Blustein (2007) found that racial, ethnic, and socioeconomic barriers hinder individuals’ vocational development. Career barriers are significantly higher for those from poor backgrounds, people of color, women, those who are disabled, and LGBTIQ-identified individuals (Blustein, 2013).
A study showed that individuals from a lower social class generally had less career-related self-efficacy regarding vocational aspirations (Ali, McWhirter, & Chronister, 2005).
Those from higher social class backgrounds tend to be more successful in developing career aspirations and are generally better prepared for the world of work because of access to resources such as career offices, guidance counselors, better schools, high-level “social factors,” and familial experience with higher education (Diemer & Ali, 2009).

Summary (What should I conclude from this Information?)

First and foremost, let's consider our students as humans. Many factors go into educational outcomes, and as teachers, we do not control most of them. However, we control how we view and treat our students. Research shows that how you perceive your students influences how you treat them—just check out the Pygmalion Effect.

Teacher's Corner—Humanizing Our Classrooms - We must ensure we humanize our classroom interactions as educators. A humanized space is where...

Less of us is hidden, and more of us are known.
Students feel valued, understood, respected, and safe.

We learn more about a child as the year goes on, and we know the child’s profile as a learner, their strengths and weaknesses, and their knowledge in conversations and feedback.
Stories of your students help deal with children’s trauma and stress in this difficult time.
People work harder to build relationships with and connect.
We recognize that you can quickly make a child feel valued, known, or respected.
Who you are influences how you will show up in the classroom.
We have to get honest about connecting with other kids as humans; we have to be willing to see them for who they are and not for who we think they are or who we assume they are.
Our systems and instructional practices support learners.
We warmly demand that learners meet our learning expectations.
You'll be able to combine truthful feedback with your belief in the student.
We are organic and authentic selves.

Links & Resources (Where can I find Out more information?)

- SES & Education - 30 Million Word Gap
- SES & Education - More Spending Better Results
- SES & Education - Poverty in Philly Schools
- SES & Education - Children without Fathers
- SES & Education - Family Income and Brains
- SES & Education - Income More than Race?
- SES & Education - Economic Segregation in the South
- Exploring Students Lives - Lives on the Boundary Text
- Exploring Students Lives - LOTB Student Activity Support Document
- Life Factors & Experiences That CAN Impact Learning
- Bullying
  - - Study & Stats - Youth Truth Survey - Bullying
    - Perspectives & Stories
- Mental Health
  - - Study & Stats - Trends in Student Mental Health
    - Perspectives & Stories on Trauma-Informed Practices
    - Solutions - Taking Aim at Mental Health
- Drugs
  - - Study & Stats - Substance Abuse in Teens (2022)
    - Perspectives & Stories
- Pandemic
  - - Study & Stats - The Consequences of Remote and Hybrid Instruction During the Pandemic
    - Study & Stats - Teachers Perceptions of How to Mitigate Learning Loss
      - 6 Things We Learned - Pandemic and Schooling
      - Learning Loss in Minnesota

Weekly Assessment (What will I do in order to meet the outcome?)

Assessment 1.3 - School Case Study Part II - Student Profile (EDEF 310)

Next Steps (What will we be doing next?)

Module 2, Week 4 - How are schools organized?

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