On April 19, 2016, Lindsay Chang, Kayli Gribi, Jocelin Morales, Maureen Pappin, and I presented our lesson on section C of Mica Pollock’s, Everyday Antiracism: Getting Real About Race in School. A lot of work went into producing a presentation and coming up with a lesson that would best communicate the main idea of our section. There were 4 parts to this section and being that there were 5 of us we each were responsible of covering a part with the exception info Kayli and Maureen who split a part of the section because the part was lengthy. We all played the same role in the planning and teaching process. As mentioned, each of us were responsible for a part and we each created 2 slides to the PowerPoint presentation. The first slide was a brief
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Honestly, you may have noticed, but I was extremely nervous. Until this very moment I am still not sure why I was so nervous, especially since I have other classes with my fellow colleagues and know some of them really well. Knowing that I would be nervous, however not to the extent that I was, I practiced presenting my slides multiple times. I wanted to make sure that the information that I was presenting was understandable and encompassed the main idea of my part, Creating Curriculum That Invites Students to Explore Complex Identities And Consider Racial Group Experiences. Elaborating on the main ideas were not as tedious as I thought it would have been because many of the points that the author made to back up strategies that he presented were straightforward and explained well. I also found it beneficial to follow up the main ideas with discussion questions that prompted my fellow classmates to apply what they had learned, through what I spoke about, because it related the points back to their own experience(s). They were also able to critically think about how they might go about incorporating the talk about race and diversity in their future classrooms. Being able to teach about this topic of race, diversity, and how we can promote acceptance and equality in the classroom, really made me aware of just how sensitive this topic may be for others to swallow. Hearing my classmates’ responses to some of the discussion questions posed by my fellow classmates and I, shed light on the idea that with the right approach there are things that can be done to promote an equal and safe environment for all students and the races that they identity
Honestly, you may have noticed, but I was extremely nervous. Until this very moment I am still not sure why I was so nervous, especially since I have other classes with my fellow colleagues and know some of them really well. Knowing that I would be nervous, however not to the extent that I was, I practiced presenting my slides multiple times. I wanted to make sure that the information that I was presenting was understandable and encompassed the main idea of my part, Creating Curriculum That Invites Students to Explore Complex Identities And Consider Racial Group Experiences. Elaborating on the main ideas were not as tedious as I thought it would have been because many of the points that the author made to back up strategies that he presented were straightforward and explained well. I also found it beneficial to follow up the main ideas with discussion questions that prompted my fellow classmates to apply what they had learned, through what I spoke about, because it related the points back to their own experience(s). They were also able to critically think about how they might go about incorporating the talk about race and diversity in their future classrooms. Being able to teach about this topic of race, diversity, and how we can promote acceptance and equality in the classroom, really made me aware of just how sensitive this topic may be for others to swallow. Hearing my classmates’ responses to some of the discussion questions posed by my fellow classmates and I, shed light on the idea that with the right approach there are things that can be done to promote an equal and safe environment for all students and the races that they identity