​One of my fondest memories in high school was taking horticulture class.  My teachers always wore flannel, because she was continually elbow deep into dirt.  I found the process of taking something natural and turning it into a work of art quite fascinating. She taught us the power of balance, symmetry, and color. 

As an adult, I am still drawn to flower arrangements that evoke an emotional.  In my 20s-30s, I would frequently attend the Bouquets to Art held by the de Young museum/ Legion of Honor.  Floral designers would create arrangements that aligned with key pieces witin the art collection.  I was always amazing how they took sculptures and turned them into mermaids, nymphs, and sirens. 

From the lens of an educator, where are we offering our learners the opportunity to engage with nature through the lens of horticulture?  I'm getting ideas right now for my learners in the new year!

A few years ago, I learned about MsCindyPYP from several Twitter friends.  They told me about her wealth of knowledge, particularly in fifth grade.  I quickly followed her Twitter page and soon became a fan.  

​Since then, Cindy has moved from Madagascar to live back in the United States.  She has become the Director of Learning and Engagement for Toddle.  In that short period of time, she has created some amazing resources and started the School Leaders Project.  

I had the priviledge of meeting Cindy in-person at the IB Global Conference in Dublin.  I had so much fun with her that I can't wait for it to happen again. 

Here is my educator shout-out to the fabulous Cindy Blackburn.  I can't wait to see what she will do next!

​Hephzibah Elementary School is one magical place. I met a team of educators at a FLIBS workshop and didn't think anything of it.  Then, many months later, the vice principal emailed to see if I was available to lead a workshop at their school.  Several workshops and a consultancy later, i have a sense of this magical school. 

I never thought I would find so much love for learning in Richmond County, Virginia.  Hepzibah is one of three PYP schools that I know quite well and cherish.  These people are good and kind-hearted.  As my momma would say, they are the salt of the earth.  

Everytime I get to return, I feel like I am going home again. 
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​This is the final week of our exploration of Culturally Responsive Teaching and the Brain:  Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. 

​We don’t often think of the person that has repeatedly failed as a winner.  Yet, the experiences and understanding they have gained by losing is probably worth more than all of the accolades from their peers. 

I connect this to success in school. The accolades that schools often seek from learners are grades.  If they fail, it means the school was a failure too.  Since many schools are funded by the government or private investors, it’s difficult to justify that failure is a good thing.  

If we look at every success story of every genius that walked the earth, they often talk about all of the failures they had.  These experiences spurred them on to finding the correct solution or inventing a tool that would better mankind.  Embracing failure is vital in this process. This is what independent learners do. 

​In chapters 8 and 9, there are numerous strategies that Hammond provides, but I want to give you the chance to pick and choose the ones that best fit your context.  I am going to lean into the ones that most resonate with me.  I hope that is okay.  Many of these ideas are multi-step and I want to honor our time together. 

Ignite
How do we ignite the brain to wake up and pay attention?  I’ve been asking myself this for years, because what worked five years ago doesn’t work on learners today. We have to continuously modify the ways that we provoke and wake up the imagination and connections of our learners.  This is why relationships matter so much.  We already know how they learn best, because they have already shared their ideas and methodologies.  This is now in response to their learning preferences.  

Ignite the brain

• Call and response:  the teacher calls out and the learners respond.  This is a way that learners know they must listen for the next steps.

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• Music:  a burst of music can announce that a transition is well underway.  Once the music stops, we must be reset for a new learning experience. 

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• Provocations:  this can come in the form of an image, sort video clip, piece of art, objects, etc.  These objects and words help to ignite the discussion as learners are trying to connect to prior learning experiences. 

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• Talk:  a brief chance to answer a question to get the mind activated and ready to think. 

The rest of the process is quite clear and short in the book.  I relate it to my thinkchat lesson cycle, which is a similar scaffold for learning. 

Pose a question:  I present an open-ended question about what we are exploring and ask learners to share their unique perspectives about how it might look and feel and their implications. 

• Example:  Why do people revolt?

Warm-Up Activity:  I might present a provocation of objects, imagery, video, music, etc. for learners to discuss or solve a problem. They are engaging in talking through the ideas and how it connects to the question initially posed.  

• Example:  What are the commonalities of all revolutions? I might present pictures with descriptions of each revolution at the learners' reading levels.

During the pose a question and warm-up activity, I am listening to learner responses and jotting down notes of misconceptions, amazing connections, and ideas I want to highlight to extend the thinking. 

New Information:  This is the only time I will speak to the class directly.  I present my findings and the new information as a way of possible exploration.  I don’t call out misconceptions directly, unless it is blatantly wrong.  In other cases, I will say, “I heard many groups say this, I wonder what my alternative viewpoints are.  Here are some suggestions.”  This usually helps them to recalibrate that they might not be on the right track. 

I will present a short new idea or concept at this time for only 10-15 minutes.  I want it to be sizable information that they can apply to their prior thinking.  

• Example:  I heard many interesting commonalities between different types of revolutions.  Some of you compared the French and American revolutions, which I found interesting.  While others examined political movements as a revolution, like the Worldwide Women’s March in Jan 2017 and the Racial Justice marches around the world in 2020.  Something to consider is that all revolutions begin when a large group of unheard citizens revolt against the current regime.  Sometimes these revolutions make lasting change, while others do not.  The key is that people took a risk, usually with their lives, to stand up against injustice.  Here are other examples…

Play with Ideas:  This is the longest section in the lesson cycle.  It’s where learners get to play with their new ideas and how they connect with their prior learning. 

• Example:  What is an issue that is close to your heart that you want to raise awareness?  Consider all the different ways that people have revolted in the past.  What will you do in the present?  

Reflect:  Have learners reflect on their process. 
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• Example:  What are some new ideas that came about with this exploration?  What were some experiences that helped you to grow? 

I really appreciate this approach to exploration, because it’s mostly driven by the learner.  They are able to incorporate their unique perspectives while learning about others.  It requires an open mindset that must be first established for it to flourish on its own. 

​There are many strategies from page 114-151 that you can explore to deepen your practice to become more culturally responsive.  I know what you are thinking…Lu, you’ve just stopped once it’s gotten good.  I know, but I always want to honor your ability to apply it to yourself.  It’s just too much to cover in these sessions. 

As I reflect on my experience with this analysis, I just want to thank Zaretta Hammond for being brave to bring this book to the forefront of the discussion.  I live in a country where people are being canceled for expressing their opinions that do not align with the vast majority.  This book goes against that status quo.  It says there is a problem, without casting blame on certain populations. 

We can all do better to make every learner feel like they belong in our classroom.  It’s an opportunity to create a space where learners can be their authentic selves.  I can’t wait to return to the classroom next year to apply these concepts to my practice.  I hope you will too. 

​Hammond begins by stating, “Our job is to get students to recognize that putting forth the effort is worth the work.”  I don’t know about you, but I’ve had plenty of learners who just would not put in the effort, no matter how many times I met with them or explained the positive benefits.  Before they came to me, they had already fallen into learned helplessness and I struggled to get them to trust me.  We have to be real here.  At the same time, we can’t give up on those learners.  They need people like us more than the highly motivated kiddos who will go home and make a project based on their learning during the week.  These students make us feel good about our role as a teacher, but we really haven’t done much to spark them.  Let’s be honest. 

This academic mindset is hard work.  It just doesn’t pop into our minds and we tell ourselves that we will do it.  But, there are tools that are available within this chapter to help you.  Of course Zaretta would not let us down in our greatest moment of need!

Ms. Hammond created an Academic Mindset Components on page 109 that is on fire. She has four basic components. I will unpack them with her ideas, but in my own words.  

​I belong to this academic community:  this is where learners believe they belong intellectually and not just socially. This reminds me of the story I shared about Ben Carson in my last episode where he felt intellectually below his peers, so he acted like it.  Our learners will take on the roles we give them, which is why I am mostly against homogeneous groupings.  I say mostly, because there are times where we need to lean into remediation of pertinent skills and ideas that a group of learners are struggling with.  It actually helps in those situations to know that I’m not alone in not understanding this idea or skill.  But for it to be effective, the teacher needs to establish that the area of growth does not shape the whole experience of learning, because everyone has areas that they are continuously developing. 

I can succeed at this:  learners believe they can achieve something in particular and that they have the skill set to make it happen.  When I read this for the first time, my initial response was self-efficacy.  The heart of self-efficacy is the belief that I am capable and it partners with self-esteem that I am worthy enough to make it happen.  In a time where learners are just understanding who they are, we need to be putting learners into self-reflective moments where they focus on their positivity, instead of their deficiency.

My ability and competence grow with my effort:  this is embracing a growth mindset and I am just on one portion of my learning journey.  This means that we have only begun to learn and understand, so we need to be patient and kind to ourselves.  As educators, we need to share with our learners our journey and the struggles that we had along the way.  This helps them to see that we are not perfect and that there is a chance for them. 

The work has value for me:  the ideas a learner is exploring has relevance to their own personal experience and knowledge.  It may not connect to the lesson objectives, but it needs to be recognized as an authentic application.  This will help learners to realize that all learning is connected to everyday life if we just look for it.  As they grow in their understanding of the world, they will see it manifest in different ways.  

​As I went through this reflective practice for myself, I was instantly sent back to seventh grade.  Being shy and a selective mute, I strived to be invisible, particularly in math class.  To be honest, I stank at the subject and everyone knew it.  I just couldn’t understand the purpose of the formulas and algorithms, so I constantly felt like I was in a state of fog.  One day, a math teacher shared in front of the class, “I don’t understand why you don’t understand this, your brother had no problem.”  Just like that, I grew to hate math for the rest of my schooling career.  I avoided the subject as much as possible.  In college, I took the least amount of credits possible, because I didn’t want to be called out for being an imposter again.

​Hammond proclaims, “As culturally responsive teachers, we have to address the real root of the problem -- students’ self-doubt that leads to a negative academic mindset.  This means that as culturally responsive teachers our focus has to be on shifting mindset rather than on trying to force engagement or cajole students’ motivation.  Students have to become self-motivated.  That’s one of the hallmarks of an independent learner.”  So how do we do this exactly?

Here are some possible ways to shift the mindset. 

• Help students create a counter narrative about their identity as learners.  This is all about teaching a learner how to engage in a growth mindset.  

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• Use images, quotes, and poetry to ignite students’ imagination about what’s possible.  Consider using media that reflects the diversity of the classroom, so they can see how their culture adds to the narrative of the human story. 

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• Notice and acknowledge students when they are acting according to the elements of the academic mindset.  Learner profile attributes and approaches to learning…use them everyday in this context. 

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• Help students connect with their current expertise and competencies.  Sharing their skills, passions and ideas with the class. I like to do this through a success criteria. 

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• Help students interrupt negative self-talk.  The things we tell ourselves lead to action.  Teaching students to be mindful of negative self-talk is the first step.  Providing a list of alternative statements is the next. 

I don’t know about you, but this has been a self-reflective practice.  There are many things to consider as we are trying to reinforce a positive academic mindset.  I’m open to making some changes in my practice and hope you are too. 

Hammond provides many ways to create positive academic mindsets, but it all begins with our self-examination as educators.  What might we be unknowingly doing to support the negative academic mindset?  This is where it becomes real. ​

Microaggressions: small, seemingly innocent verbal, behavioral or environmental indignities that send a hostile or derogatory message to people of color.  

What I experienced in math during middle and high school was microaggression.  I heard teachers say, “You are Asian.  They are known for being super smart.  Why aren’t you?”  I internalized this as You are Asian, so why aren’t you smart?  This must mean that you aren’t quite Asian enough.  This reinforced the feelings I was already experiencing with the absence of my Korean mother and the remarriage of my father to a white woman.   The sad part, I believed the message for far too long in my life, because of simple comments that were made to me in passing. 

How do microaggressions show themselves?  There are three possibilities that Hammond outlines on page 113. 

Microassaults:  this is the misuse of power and privilege in subtle ways to create different outcomes of children of color.  

• How might this look: different punishments are issued for the same infraction, based on ethnicity or race.  To be honest, I’ve seen this in school’s.  A teacher makes a mistake and is written up by the principal on their record.  A peer of a different ethnicity, one that is usually the same as the principal, does not receive the same punishment.  This creates an imbalance of power within a school and one can feel powerless. 

Microinsults:  this is being insensitive to culturally or linguistically diverse students and trivializing their racial or cultural identity.

• How might this look:  a child has a name that is difficult to pronounce, so the teacher shortens it or continues to pronounce it incorrectly.  I am always trying to learn people’s names within workshops.  It’s not easy, but there is a new invention called YouTube that has pronunciation tools that will help you to say it correctly.  A name matters, because it’s the first gift a parent bestows on their child.  Let’s use them wisely. I’m passionate about this topic and actually wrote an entire episode about it. Yes, I’m that much of a nerd. Do I make mistakes with pronunciation?  All the time.  The key is to learn how to say it correctly to affirm to the child that their identity, culture, and heritage matters. 

Microinvalidations: these are actions that negate or nullify a person of color’s experiences or realities.  This can also be expressed when we don’t want to recognize that structural racialization or implicit bias exists. 
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• How might this look:  growing up in the 1990’s, I heard a lot of people say they were color blind, because they only saw the human race.  This is a microinvalidation, because it invalidates the nuisances of cultures and the richness of their traditions, heritage, oral traditions, beliefs and values, norms, and so much more.  Instead of being color blind, we need to focus on being color rich.  It’s all about seeing the beauty of all races and ethnicities, not just our own. 

There are times when you have to pinch yourself.  This is one of those moments for me.  Here I am in beautiful San Jose, Costa Rica as a workshop leader for the IB organization.  I get to travel, meet many wonderful people, and learn more about who I am.

Below is the workshop leader team that I had the priviledge of working with while presenting at The Lincoln School.  What a delight to meet such passionate and experienced IB educators. 

While in town, I was able to meet Roberto in-person, whom I had the priviledge of coaching as an IB workshop leader.  What a delight it was to meet his lovely family. 

These are my feelings one morning as I was looking outside of my hotel balcony before a day of training.  Pinch me, because sometimes I can't believe this is my life.  I am truly blessed. 

When I think of Misty Paterson, these words come to mind: energetic, authentic, and unforgettable.  She truly is what you see on screen.  There is no gimmick or hype.  She just loves helping others to create learning that best meets the needs of their learners.  We need more people like her in the world. 

Misty and I became acquainted in Aug 2021 when we connected through Twitter.  From one chat, it turned into a partnership of ideas to a real friendship.  I am so lucky to have her in my life, because I know she genuinely has my best interests at heart.

Have you had a chance to meet Misty yet?  Be sure to check out her website for free resources and learning opportunities.  There is always something going on that may be of interest.  Be sure to join her newsletter too!

​I'm excited to launch my learner-driven library series! There are three ways to connect.

A Video: www.youtube.com/watch?v=NjxMLxU--Tg

A Guide with Directions only

A Guide with Directions and Posters