Steps are always helpful, I remember reading about this method somewhere in the past before. YPAR follows identifying a problem, research, collective plan, implement, evaluate.

This reminds me of how we could shift voice into classrooms. This would also be framing of the students counter-narratives as something valuable with knowledge

This reminds me of seeing students as makers, and recognizing that students are people with their own lives, identities, as well as funds of knowledge. It is important that we empower our students in the classroom.

Excellent way to shift towards the end of a unit. This allows students to be makers, meaning that they can be critical consumers of their environments and promote or propose ideas on how to change their environment.

This reminded me of a policy that my school follows called "corrective restorative practices" thinking about why a students critical consciousness more in depth rather than implementing strict discipline.

Importance of educators to implement the same tools of education that benefit white students. Thinking about the traditonal concept of education as white supremacy followed by damaging narratives from the mainstream media about black youth. An example of this off the top of my head is thinking about gun violence in chicago and how often the news is always reporting shots on the southside of chicago, when something happens vise versa it does not get as much coverage and I think this is to protect the "image" of the community that it is flawless and perfect which is a damaging concept.

Interesting text of collaboration in classrooms, I often feel that feedback is important for students and is often overshadowed with negativity. Positive feedback is an important and crucial and creates a classroom environment that is good for rapport.

This reminds me of the importance of a collective classroom library, sharing students stories with each other and incorporating these stories into our classroom libraries.

This reminds me of the importance of incorporating stories that our students can relate to in the classroom environment. However, sometimes stories can be more harmful than we think rather than good. So it is important for educators to research the authors that they are presenting

I remember conversations about work when I was younger, not too much conversations were around the concept of college, and rather trade work.

Students notice change in their communities this is not a new concept or something that should be shocking. I think that it is important that we bridge our community into our curriculum, incorporating storytelling, and providing lessons that are engaging.

This made me think about the recent outburst that fired when the new ariel movie came out and individuals were acting all shocked and offended. This impacts young children's perspectives and their imagination of the future, as well as how life should be. White cinderella becomes a young girl's dream, this is a toxic trait that can follow into adulthood

Thinking about how Individuals should be represented as a whole and not in a deficit based lens. Literature and thinking about often that young adult literature can push these concepts that uphold stereotypical depictions

This made me think about the meaning of hidden curriculum. How are we ensuring as educators that we are addressing state standards while also addressing the needs of our students social and emotionally. This also makes me think about how we can intertwine transformative healing practices into our everyday curriculum

Often times external factors are often overshadowed in the class room environment. These factors can pile up and cause traumatic experiences in the classroom. I think it is important for educators to honor and recognize these in the classroom. When we pay attention to how our curricula can honor students traumas and relate to experiences in the classroom.

Linda C was an author that I read in undergrad, I believe it was an article called "Rethinking Schools" it was about honoring students names and in particular I enjoyed an activity called a name poem. However, when I first gave this activity to my students I realized that my students did not have the foundational skills to create a poem, so we did some backwards thinking and did a few lessons on that. The second time around it went really good. This section reminded me of some importance towards academic skills.

Being on the MTSS committee at my school, we are often so focused on assessment and comparing students scores to other students scores, I often found that they do not enjoy my input on testing scores since I feel that it is little to none of information that truly captures a student. I suggested a check in and out program at my school for these students to ensure that they are even in the right headspace to learn for the day. Linda C makes some excellent notes about how we should stop viewing our students as test scores and numbers.

It is interesting to read these guidelines. I think about how in my own classroom space that we are often doing quite a bit of writing activities. I get a handful of questions from students like "isn't this art??" I provide students the opportunity to write about art since I feel like that is often overlooked, especially in middle school art curriculum.. I like to stress that art is not always about creating and creating! but it has a process to it! For us educators, regardless of content area we should be providing opportunities for students to use these guidelines in our classroom spaces.

This reminds me of some of the teaching practices that I currently use in my art classroom. I use the phrase "everyone is an artist" quite a bit. I notice that my students would often groan and disagree and say "I'm bad at art!" I wonder if I took an approach like this if some of my students answers would shift or change? "I am a___artist" I think this approach would reframe the measurement of success and create opportunities for students to realize their artistic identities..

Thinking about the importance of educating our children on our own stories, histories, and identities.