Student organization can thrive in four ways: identity, dominance, involvement and effectiveness

Let’s think about the agencies associated with the four domains: identity, mastery, ownership and effectiveness. In order to experience agency, you must first feel that your core Identity– The ways you live, learn and know the world are valuable. Tunison (2007) noted that “lack of identity, lack of voice and low self-esteem” can be detrimental. The consciousness of learningA tribal idea that spirits travel with people and show them the way to learning, provide inspiration and the unrealistic possibility of who we can be. Bettina Love, author and founder of the Extinct Education Movement, has defined it Killing souls Schools have been denied “inclusion, protection, protection, upbringing and acceptance because racism is a stable, yet fluid and moldable, structure” (Love, 2013).

The second component of the agency is Mastered, As the ability to create knowledge and comprehension as a student. To gain proficiency experience, students must be able to demonstrate what they know in an unconventional way. Pencil-and-paper tests not only cause intense concern for many students, they also lack the precision and structure of street data. In reality, these are micro-versions of standardized tests that act like satellite data inside the classroom. Why did the students solve the problem that way? How did they feel during the test? What happened that day or morning that could affect their performance? With traditional assessments, we have the rest of the estimates. Project-based learning, performance appraisal, and discussion-based classrooms, on the other hand, create a framework for students to explore, construct, reflect, and demonstrate knowledge publicly. Students become agents in their own education without being consumers of the curriculum. For example, when our BALMA students presented their results in a community forum of two hundred people, they enjoyed a genuine audience to share their learning. It has made them accountable and has tarnished their image in the best possible way.

During my second teaching career in Oakland, California, I was asked to create a graduate Capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latin, Southeast Asian, and first generation college students. My seniors will be first class to present and defend their capstone to a committee of teachers, colleagues and community members. I vividly remember Alberto – a young man who gave up his life stealing, snatching and reselling Honda cars to become a budding scholar – his capstone was beautifully presented. Guava Shirt, translating each part into Spanish for his proud mother. I was Alberto’s mentor and English teacher, so I was privileged to train him through this process. He prepared carefully, did a fantastic job and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an irresistible sense of sharing his knowledge publicly in a way that respected his family, heritage and language. What tests could possibly capture that?

The third element of mastery is Belongs to, Which is bound in the statement, “I see myself, and I am seen and loved here.” Kinship emerges in a classroom characterized by deep and caring relationships. Author Jareta Hammond has created relationships as an onramp of learning, especially for marginal students who may have little reason to trust their teachers (Hammond, 2014). Herb Kohl describes the phenomenon of “intentional” No. Learning, “so that students prevent being intellectually weak in front of teachers who do not think honestly about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of kinship.

Despite a lot of research on the importance and connection of education to the relationship with neuroscience, many black and brown students have an intense experience. Lack Their rights when they enter their school building. One in three students in California cannot identify a caring adult on campus, according to California for Justice, a youth organizing group. I have worked with districts where this number has increased to 50 percent. Meanwhile, 30 percent of African American students in California and 22 percent of Latinos students enter high school before graduation, a data point replicated in high-poverty areas across the country. There is a crisis of isolation in our schools, driven to the highest level by deceptive messages of satellite data, virtually: “You are not achieving these steps; Therefore, you have to fix it through our intervention.

By extension, you really aren’t Belongs to To this academic community. You have to fill in the blanks to solve a problem. “It hurts my heart to write these words because I know that many young people experience school in this way.

Creating a sense of entitlement does not mean plastering our classrooms and school walls with racially diverse posters and inspirational sayings or celebrating “Diversity Day” পদ্ধতি the so-called Heroes and Holidays method (Lee, Mankart, and Okazawa-Ray, 1998). Rather, it demands strict attention to systemic racism, school and classroom culture, and the micro-interactions that characterize a student’s pass through school days. This is why it provides powerful road data that shades a student: it gives us a ground-level view of the ways in which children are included, excluded, marginalized or simply invisible in their learning environment.

Finally, the agency is about nurturing students’ feelings Efficacy-A feeling that “I can make a difference here.” Collective Teacher Effectiveness, shared belief among teachers about the ability to positively influence students, has emerged as the number one influence on students’ learning in John Hatty’s research (Hatty, 2008). For our purposes of student agency evaluation, effectiveness means the ability of the student to set a goal and produce a desired outcome, and it is absolutely critical to heal and transform from bullying. Scholar Shawn Ginwright describes the importance of helping young people to take loving action, collectively responding to political decisions and practices that can increase trauma (Ginwright, 2018). Taking action through project-based learning, peer-to-peer surveys, organizing walkouts, or creating a resource for your community gives students a sense of empowerment and control over their lives, which research has found is one of the most important reasons to recover well. Being for marginalized groups.

Shane Safir (Courtesy of Crowe Press, Inc.)

Shane Safir provides equity-focused leadership coaching, system transformation support, and professional education for schools, districts, and organizations across the United States and Canada. After studying in Sane Involved in organizing community events in Francisco and Oakland, California, and launching a new public high school, Shane Jun became the founding principal of the Jordan School for Equity. You can follow him on Twitter @ Shensafir.

Jamila Dugan (Courtesy of Corwin Press, Inc.)