00:16:51 Debra Liu: Fatigue 00:17:06 Irica Baurer: Not being able to connect with my students especially because I am going to a new school. 00:17:06 nancyrodriguez: Not being able to access students and be able to help them with their particular needs 00:17:11 Javier Arriola: My greatest fear is that many students will fall more behind when we go remote learning! 00:17:22 sglynn: I fear I do not have the skills to be as effective on-line as I am in person. 00:17:28 Yolanda Hammond: I agree with Tina. There are a lot of meetings like this but no change. 00:17:28 BEF: during remote learning, some students will not participate 00:17:38 Camille Auguste: Something I fear as we approach this upcoming school year is broadening the divide that already exists between students of color and white students. 00:17:40 Asher Miller: that adults will not be able to build relationships effectively with students, virtually 00:17:43 Shayna (she/her/hers), Ashburn Elementary: Ensuring access for ALL students, supports for DL and EL students, grading practices 00:17:48 Martin.Block_4: Not being able to form meaningful relationships with students. Trying to do so much that I do everything horribly. 00:17:50 bstadie: Students who most need the schooling will not be engaged due to no support at home—and me not to be bias about the reasons and their home situations. 00:17:57 John Fontanetta: Students will lose touch with each other. They might use the valuable group discussion element of the classroom 00:18:01 Javier Arriola: My greatest hope is that we will do better with remote learning. 00:18:11 Denise: Fear of not building a sense of community with our new students and families. 00:18:19 John Fontanetta: “lose” 00:18:27 Asher Miller: Greatest hope is that the circumstance force us to be more compassionate for our students, and that we carry that on beyond 2020 00:18:27 Aprilanne Lynch-Bolk: My fear is that we will go back to normal after this is over. Normal wasn’t fair or great for all students. 00:18:38 Steve Zemelman: My fear is that our "President" will make public life so ugly that we all -especially teachers and students- will be distracted and discouraged. 00:18:38 sglynn: My greatest hope, is that I am able to reach every student, regardless of circumstance. 00:18:44 Debra Liu: Greatest hope is to guide students to become agents of change. 00:18:57 nancy: Not being able to reach all of our students, especially those in need of technology/wifi, and not being able to establish relationships with students the way we would be able to in-person 00:19:00 Krystal Payne: My greatest hope is that everyone is able to tap into and be propelled by the joy and resilience that is within them. 00:19:03 Camille Auguste: One hope that I have as we enter this upcoming school year is that more people become more conscious of the inequities that run through the veins of this country and actively work to become change agents. 00:19:08 nancyrodriguez: Greatest is hope is that our school community will come together to help our students the best we can, while keeping them first in mind 00:19:12 Lisa Welsh: My fear is that we will all go back to system that, as Dr. Bettina Love said, is "comfortable with oppression" and that we will not make the necessary changes to support all of our students. 00:19:35 Martin.Block_4: My hope is that everyone will embrace discomfort and not be afraid to make revolutionary changes. 00:19:46 Sheila-Barat: Greater increase on both economic and education gap - the haves and have nots 00:19:54 Denise: My hope is to do more intentional virtual teaching with my students. 00:20:08 Lisa Welsh: My hope is that schools can become places of justice, creativity, and support for students and teachers. 00:20:11 nancy: My greatest hope is that educators will continue to reflect on the difficulties our students confront on a daily basis and bring empathy and compassion into the classroom 00:20:32 Steve Zemelman: My hope is that the many people -of Color and White- will follow through on creating the changes they say they want for equity, in schools and beyond. 00:21:01 Irica Baurer: My hope is to be able to give my students the opportunities they want to studying music and singing. 00:27:47 Tina Curry: What do you think would happen if your students interviewed each other? 00:29:55 BPALME13: https://primarysourcenexus.org/ 00:30:09 Steve Zemelman: I'm confused about exactly how the interview works. How does the teacher help students create meaningful, affirming questions? Do the interviews get written up? Shared? 00:31:03 Camille Auguste: Students interviewing one another would reveal commonalities that they share and lend itself to building community and fostering empathy in a classroom environment where typically social emotional needs are often neglected 00:32:13 Tina Curry: What are some additional ways you can create an intellectual safe space for students? 00:32:24 Steve Zemelman: Hi, Camille. Have you used the interview strategy? I'd like to hear how a teacher can help ensure that the interviews get deeply into students' identities? 00:33:22 Jacqueline Hoy: I would have students interview each other on their values and perspectives in order to create our class Code of Conduct. 00:34:29 Krystal Payne: Use of the Chalk Talk protocol to call forth the thoughts of my less vocal young people on an open-ended question. The conversation takes place in complete silence and invites them to share their thoughts in words, pictures, symbols, etc. We revisit the Chalk Talk to refine, add, etc. ideas. 00:34:30 Asher Miller: I think that utilizing Circle practices to discuss primary sources could have a similar effect to the"Save the Last Word" approach. It protects each person's voice and allows everyone to speak unimpeded, and/or to pass if they feel more comfortable 00:35:40 Camille Auguste: Hi Steve! I’ve asked students to complete identity portfolios, and one assignment was for students to interview a family member as well as a classmate they’d not normally consider speaking to. I encouraged students to develop their questions in class, and we modeled for one another the types of questions that would yield the fruit students naturally were seeking. 00:35:55 Camille Auguste: Students wanted to know more about their histories, so they developed great questions from genuine curiosity. They also used me and their peers to edit/revise and discuss what they were researching through the form of interview questions. 00:37:02 Camille Auguste: The interview questions came as part of a unit where we discussed identity and culture, so students had the background knowledge to aid in their understanding of how to develop meaningful questions. 00:37:10 Debra Liu: power struggle and racism 00:37:39 Yolanda Hammond: It makes me angry, as a black person, who has experience racism since I was five. 00:38:20 Jacqueline Hoy: Fear 00:38:31 Jacqueline Hoy: Confusion 00:38:43 bstadie: group think and how dangerous it can be— 00:39:01 Steve Zemelman: Thanks, Camille. OK, so it sounds like the unit material helped to get students focused on digging into what identity would mean, especially through a racial lens. 00:39:05 Aprilanne Lynch-Bolk: Inferior vs superior 00:39:05 Joslyn Hunscher-Young: Kids learn from and mimic adults in good and bad ways 00:39:06 Shayna (she/her/hers), Ashburn Elementary: Racism is often thought to be something that "happens" later in life. These pictures depict children's involvement in racism 00:40:55 Martin.Block_4: Whiz??? 00:41:23 Irica Baurer: I am thinking students can find songs as their primary source. 00:41:42 Asher Miller: Save the last word for me 00:41:44 Yolanda Hammond: Save the last word. 00:41:51 John Fontanetta: Save the Last Word for Me 00:41:51 Irica Baurer: The interview process 00:41:52 Jacqueline Hoy: That’s a cool idea Irica :) 00:41:52 sglynn: Affirmative Interview 00:41:52 Denise: Save the Last Word for Me 00:41:57 Jacqueline Hoy: Interview 00:41:59 BEF: artifact add on because it is personal 00:42:01 Aprilanne Lynch-Bolk: Brain share 00:42:11 Joslyn Hunscher-Young: I think Affirmative Interview would help with my middle schoolers in particular, but plan to use Artifact add on with my upperclassmen in high school 00:42:12 Martin.Block_4: Brain share probably would work well for math classes 00:42:33 Steve Zemelman: Hey, Javier. Great to see you here. 00:42:41 Lisa Welsh: Artifact add-on - supports student understanding and makes a personal connection. 00:45:19 Camille Auguste: My history and personal experiences ignite my passion 00:45:45 Debra Liu: belief in humanity 00:45:57 Yolanda Hammond: The ignorance in the world about race especially among educators. 00:46:13 Joslyn Hunscher-Young: My students continue to re-fuel me with the passion to do this because they know and recognize how we can make our world better; their leadership inspires me 00:46:50 Shayna (she/her/hers), Ashburn Elementary: "For I am my mother's daughter, and the drums of Africa still beat in my heart. They will not let me rest while there is a single Negro boy or girl without a chance to prove his worth."- Mary McLeod Bethune 00:47:05 BPALME13: Citizen U website: https://citizen-u.org/teacher-resources/rise-micro-credential-program/ Citizen U website: https://citizen-u.org/teacher-resources/rise-micro-credential-program/ 00:47:14 Denise: Personal encounters and the racism cruelty in the world 00:47:15 Krystal Payne: My 89-year-old dad who worked in the fields of the south, who at times went hungry, who cherished every book he could get his hands on, and who raised 11 children who are walking in the power he paved for us and in us. 00:47:18 Martin.Block_4: My experience teaching students of color for 23 years and realizing that the obstacles that my students encounter, I have not had to deal with personally and realizing how incredibly unjust that is. 00:47:18 nancy: Personal experience and the desire to be the person I needed when I was a student 00:50:17 Steve Zemelman: It's hard to say when and how my passion was ignited. Some of it came from my religious education, which was strongly focused on social justice. Getting immersed in this as a young person - early teens, I guess, really helps imprint such values in a person's mind and heart. 00:50:21 Tina Curry: My colleagues at National Louis University 00:50:30 Suzy Evans: My sister 00:50:41 Jacqueline Hoy: Teachers in my culturally responsive group 00:50:42 bstadie: friends at school 00:50:44 Krystal Payne: My two accountability partners 00:50:47 Aprilanne Lynch-Bolk: My staff 00:50:53 sglynn: My teaching team 00:50:58 nancyrodriguez: Family and friends 00:51:08 Lisa Welsh: My colleagues at school - especially in my department 00:51:12 Debra Liu: partner 00:51:14 Irica Baurer: Other Fine Arts colleagues 00:51:38 Yolanda Hammond: I do and it's met with backlash. 00:51:56 Javier Arriola: I will share with my teachers at school. 00:53:55 Tina Curry: I called out some of my colleagues for remaining silent when they witness bad behavior 00:54:13 Aprilanne Lynch-Bolk: Jacky and I lead a book study and discussions this summer about culturally responsive teaching 00:54:15 Suzy Evans: Neighbor told me to lock my car because of the kids riding their bikes— but he said he wasn’t prejudiced! We talked with each other. 00:54:19 Camille Auguste: Each time I offer pushback on decisions that are unilaterally made by school administration I am acting boldly. 00:54:24 sglynn: I spearheaded a rally in my white-conservative community after the murder of George Floyd which led to a Coalition for Racial Equity that is now fighting local injustice. 00:54:25 Steve Zemelman: I'm part of a group guiding the Service Learning and Civic Engagement Consortium. We're focused on initiating action on racial equity in our universities in Chicago. Might some of you at the university level like to join with us? I don't think we have anyone from Depaul. 00:54:49 bstadie: I challenged a post in my neighborhood about where they found their facts—never got an answer 00:54:53 Jacqueline Hoy: Aprilanne has been a great leader in these racial conversations over the summer in our book club! 00:55:07 Martin.Block_4: While I can think of some situations, I am ashamed to admit I can think of more than a few situations I have failed to do so or even deliberately shifted the topic of conversations to make white colleagues feel more comfortable. 00:55:12 Joslyn Hunscher-Young: Amplifying the voices, actions, and needs of Black colleagues and reminding others that it was the work of these Black teachers who made it happen - not me 00:56:05 Yolanda Hammond: Thank you for your honesty, Marty. 00:56:34 Donna Kiel: @Marty you are an inspiration. Thank you for being honest and vulnerable. 00:57:44 Krystal Payne: @ Tina Facts... 00:58:22 Camille Auguste: Hey, Block! Nice to see/hear from you. Thanks for your reflection. 00:58:29 Irica Baurer: I created a composition project that allowed students to use any topic or language they felt meaningful even though I knew there might be backlash. 00:58:46 Jacqueline Hoy: Extended, guided inquiry projects 00:58:57 Lisa Welsh: I cultivate my students' genius by giving them control in what they read and write. 00:59:03 Jacqueline Hoy: Translanguaging for our bilingual students 00:59:32 Martin.Block_4: Good to hear from you again, Camille. Thanks. 00:59:34 Debra Liu: surveys, conversation, observation, creativitiy 00:59:40 Krystal Payne: Yes!!!!!! I love that book! 00:59:44 sglynn: I use a book called The Best Part of Me, that showcases photography and poetry written by children about the part of themselves they love the most, to create an art project for our class. 00:59:47 Yolanda Hammond: I get to know them. I hold "Teen Talks" to learn about their interests, skills, and talents. 01:00:25 Javier Arriola: First I need to reflect how I am thinking as I am observing children. Then I remove from thinking any deficit thinking about children to really identify their genius! 01:01:41 Martin.Block_4: Your teen talks were amazing, Yolanda. I have recommended that every teacher in my department should spend part of their Fridays doing them. They're especially valuable in remote learning. 01:02:32 John Fontanetta: Have students participate in action projects for positive change. The genius of students comes through naturally as they commit to a cause. 01:02:37 Irica Baurer: We have had karaoke Friday and students work together to create playlists and lead the class in singing along. 01:02:49 Yolanda Hammond: Thanks, I am glad you are using that format. 01:03:09 Camille Auguste: Tina, this is very useful. Thank you for this framework. 01:04:20 Krystal Payne: My mama says that whoever is doing the most talking in the classroom is doing the most learning, so talk less. LOL! 01:05:49 sglynn: I am purposeful about who I invite to the front of the room to "share their work" so that my white students are learning from the children of color in the room. 01:05:51 Shayna (she/her/hers), Ashburn Elementary: Cultivating Genius has been ordered! Thank you! 01:06:27 Martin.Block_4: I think the Genius Hour project structure has been a game changer for me and allows my students much more choice and allows for more sharing of power. 01:07:14 Camille Auguste: One thing I do so that students experience success is listen deeply. I listen to their personal & academic stories, and I seek to understand and empathize. 01:08:40 bstadie: Be sensitive to what they need to feel successful. 01:09:25 Steve Zemelman: Some of us are working on writing personal autobiography, especially through a racial lens. Watch for a book that builds equity work around this, to come out next winter! 01:12:52 Tina Curry: Hey Marty, so glad you were able to join 01:13:34 bstadie: You need to learn to the parents and talk to them as adults—don’t shame them. Talk about their children in positive manner and that you value them. 01:13:41 Tina Curry: Hey Krystal, so glad you were able to make it 01:13:49 Jacqueline Hoy: And now it’s more personal because you’re talking about their children. 01:14:38 sglynn: Show Black students you care. 01:14:45 Shayna (she/her/hers), Ashburn Elementary: Act Boldly 01:14:46 Martin.Block_4: Act Boldly 01:14:48 Joslyn Hunscher-Young: Act Boldly 01:14:49 Denise: Very true, it is definitely important as an educator to build relationships with parents for the success of their children. 01:14:52 bstadie: Believe Black students to show them you care 01:14:53 Irica Baurer: I want to find ways that my students know I care 01:14:58 Steve Zemelman: Listen! and ask. 01:15:04 Tina Curry: Listen deeply to my students and act boldly on their behalf 01:15:06 Aprilanne Lynch-Bolk: Being an ally- the five extra strategies 01:15:11 Javier Arriola: act boldy 01:15:12 nancyrodriguez: Listen deeply 01:15:24 Denise: Listen deeply 01:15:29 Tina Curry: Hey Javier 01:15:37 Aprilanne Lynch-Bolk: The boys harassing the Horace Baker family was impactful 01:15:39 Tina Curry: Hey Shayna 01:15:53 bstadie: The boy looking off toward others across the field— 01:15:58 John Fontanetta: Boys harrassment 01:16:02 Irica Baurer: Thank you so much for hosting this! 01:16:05 sglynn: Honestly, grouping the primary sources together was more powerful than the individual images by themselves. It showed multiple sides of the same situation. 01:16:21 Martin.Block_4: The boys harassing the Baker family 01:16:32 Javier Arriola: thank you for the great information and resources! 01:16:48 bstadie: Thank you for the resources and the topic today—powerful 01:16:59 Camille Auguste: Thank you, ladies. You all are needed and appreciated. 01:17:00 Lisa Welsh: Thank you all! 01:17:02 Denise: The boy looking lonely and isolated from those across the field. 01:17:06 nancyrodriguez: Thank you for this! 01:17:20 Martin.Block_4: Thank you so much!