Teach Out: Summaries

 

1. Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools by Shannon Renkly and Katherine Bertolini

The article argues that schools too often operate from a deficit model, focusing on what students lack or the risks they exhibit. When in reality, they should use an asset-based approach that identifies and builds on students' strengths, talents, and even interests. Renkly and Bertolini describe that the more assets a student possesses, the more likely they are to thrive and the less likely they are to engage in risky behaviors, with asset levels dropping most sharply in middle school. Making middle school a critical intervention window and potentially a place the asset model should be emphasized the most. To make this shift, school leaders must embed the asset model into the school's shared vision, model it with faculty and staff, and foster community-parent-school partnerships, since research consistently shows that supportive adults and positive relationships are among the most powerful asset-building tools available to young people.

2. The TedTalk: Color blind or Color Brave by Mellody Hobson

Mellody Hobson explores the difference between colorblindness and color bravery and how such bravery can improve businesses, companies, and lives. Hobson explains how colorblindness ignores a problem rather than addressing it. Hobson describes color blindness as a learned behavior where people pretend not to notice race, arguing it makes the issue worse rather than better, because "the first step to solving any problem is to not hide from it." She urges people to engage in honest and sometimes uncomfortable conversations about race. Hobson discusses that the first step in taking action is being aware of your own blindness.

Takeaways From: "On Neurodiversity"

 Talking Points

Creating inclusive environments is essential for all students, but especially for those with neurological differences. The article highlights how some of the challenges faced by neurodivergent students are not rooted in the student themselves, but in the environments around them. This includes school schedules, overstimulating classrooms, and social situations. These factors can all make it impossible for a student to function at their best. As educators, being aware of these environmental factors and actively working to change them is one of the most powerful things we can do to support student success.

There are numerous factors that can contribute to a student's outbursts, meltdowns, or mood changes. It is important not to jump to conclusions. As Dr. Cynthia Martin explains in the article, extreme behaviors often lead parents to seek evaluations, but other factors such as anxiety, mood disorders, or social difficulties can also be responsible. I see this firsthand every day in 7th grade. Middle schoolers are navigating hormonal, emotional, and social changes simultaneously, and those shifts show up in the classroom in big ways. Before we label a student, we have to ask what else might be going on in their world.

Neurodiverse people have differences, not deficits. As the text emphasizes, rather than thinking of students as needing to be "fixed," we should put a spotlight on what they are good at and support the areas they are still developing. This is exactly the kind of educator I strive to be. All I want is for every student in my classroom to feel heard, seen, and genuinely capable of success. When we lead with strengths, we open doors that deficit-thinking keeps firmly shut.

Argument Statement

Caroline Miller argues that neurodiversity should be understood not as a disorder to be corrected, but as a natural variation in how brains work. And that students thrive when their differences are recognized as strengths and their environments are shaped to support them.

Connections

After reading this article, I immediately thought of "Shifting the Paradigm from Deficit-Oriented Schools to Asset-Based Models" by Renkly and Bertolini, which we read earlier in the semester. Both texts are making the same essential argument: students do not need to be fixed. Whether we are talking about neurodivergent learners or students from marginalized communities, the research consistently shows that when educators identify and build on what students bring to the table, students are far more likely to grow and thrive. In the text it states that "everybody has strengths and everybody has things they're working on" which could have been pulled directly from Renkly and Bertolini's asset-based framework. Both texts challenge educators to shift their lens from what is wrong with a student to what is right, and to build their practice around that foundation.

Takeaways From: Rethinking Schools #2

Talking Points: 

“Teachers have been on the frontlines of building the struggle against ICE’s expanding cruelty. This should come as no surprise because an essential part of being an educator is caring about our students’ lives and the communities we serve.” (p.6) This quote stood out to me because it highlights how teaching goes far beyond delivering content. Educators are constantly putting their students first, often becoming advocates and voices for them when they have no one else. However, it also makes me think about the pressure placed on teachers. There is already so much emotional and mental exhaustion throughout the school year. Teaching is not something you can simply “clock out” of; it stays with you. I find myself thinking about my students constantly, even outside of school, hoping they are safe, cared for, and supported.

In the article LA Educators vs ICE, it argues that students cannot learn if they do not feel safe, which is completely true. “What matters as much as any credential or subject expertise is the human element of teaching.”  (p.10) This made me reflect on what the “human element” of teaching truly means. In my opinion, it includes care, empathy, curiosity, and creating a sense of comfort. Students who are living in fear, especially fear of being separated from their families, are unable to experience these elements. Without safety, learning cannot happen, which reinforces how critical it is for schools to be supportive and safe environments.

In the article, Recipes For Resistance, I really appreciated how it emphasized creating spaces of joy, even in difficult circumstances. It quotes, “Resistance can be home-made; its manifesto — a sacred recipe.” (p.17) Classrooms should be places where students feel safe, supported, and able to experience joy. While resistance is not easy, this idea suggests that it can be built through small, intentional actions. No student should have to face the level of fear and cruelty described in these articles, and educators play a role in pushing back against that reality. 

Overall Argument: These articles argues that educators must go beyond traditional teaching roles to actively create safe, supportive environments and advocate for students who are experiencing fear and injustice.

Connections:

While reading these articles, I kept thinking about the documentary Precious Knowledge, where teachers put their jobs and careers on the line to support their students. It is concerning that over 15 years later, educators are still facing similar challenges and continuing to advocate for their students in powerful ways. These readings also connect to the idea that teaching is deeply rooted in relationships and humanity, not just curriculum. Educators are responsible for fostering environments of safety, empathy, and belonging.

I also reflected on my own school community, which is very diverse. Reading these articles made me realize that I may not always be fully aware of what my students are experiencing outside of the classroom. The thought that my own students could be facing similar fears is unsettling, and it pushes me to become more aware and involved. It also connects to our teach-out project, which is meant to raise awareness about important issues within our own communities. These articles reinforce the importance of not only being informed, but also taking action when possible.

Takeaways From: Rethinking Schools

Teaching for Joy Article

Talking Points

Students need connections with what they are learning. These connections have to be meaningful to their own lives, whether the truth is hard or not. The editors of Rethinking Schools write that "we need to reject the need to be efficient in the classroom and instead take the time required to restore young people's fractured relationships with others" (p. 4). While I agree with this, I also believe we must find ways to be intentional and efficient while simultaneously building connections with our students. Having students share their own stories, for example, is a powerful classroom practice that not only builds community and cultural awareness, but also strengthens literacy and speaking skills at the same time. Efficiency and connection do not have to be enemies.

Joy does not equal happiness. As educators, we can be joyful even when we engage with and teach the harshest topics. The article discusses how exploring difficult subjects that include racism, injustice, struggle, eventually creates a sense of community and belonging, which ultimately leads to students feeling safe. In my blog posts, I often return to my educational psychology background and Maslow's hierarchy of needs because it is so relevant. Students must feel safety before they can reach their true learning potential. When we use the stories of history to explore how racism and resistance to racism have shaped the lives of people closest to our students, we foster a learning environment unlike any other.

This article offers so many ways to build a supportive, welcoming, and joyful classroom, even in the hardest of times. One of those ways is creating gender-affirming spaces for all students. Joy in the classroom is impossible without safety, and gender-expansive students cannot truly experience joy if they are not affirmed. As educators, we can honor students' pronouns, help families understand the gender spectrum, incorporate inclusive picture books, and above all, keep learning. As a cisgender woman, I will never fully know what it feels like to fight for my own existence when it comes to gender expression. However, I can use my role as an educator to be a voice of support for every student in my care.

Argument Statement

The article Teaching for Joy argues that reclaiming joy in the classroom is essential to both student well-being and genuine academic growth.

Connections

I frequently make connections between this course and the Educational Psychology course I am currently taking, as well as my own classroom experience, because both feel deeply alive in my life right now. For that course, I recently read Why Don't Students Like School? by Daniel T. Willingham, in which the author explains that students lack focus and motivation not because they are lazy, but because thinking is hard. He explains that curiosity only thrives under the right conditions, which many K–12 schools fail to provide. Think about us as graduate students: we are constantly curious and asking questions because we are emotionally invested in the story, connected to the meaning, and driven to understand the world around us. Willingham argues that engagement deepens when educators tap into principles like story, emotion, and memory. This connects directly to what Rethinking Schools is calling for. When educators build community, center students' lived experiences, and make learning feel meaningful, students become more curious, more present, and ultimately more capable learners. Both texts remind us that the conditions we create in our classrooms matter just as much as the content we teach.