Abby YDEV 352-3

      When addressed with the idea of race and racism, I am always hesitant to talk about it and I find myself often times thinking I shouldn't speak on it. Growing up I did not experience much diversity, but it wasn't anything intentionally done by my parents, it was an education choice they made in order for me to have the best education possible. The first time I was really addressed with a diverse culture was when I was going to high school. My whole life before this, I was going to school with the same 18 people and of the 18 people in my class, no one identified as BIPOC. Once I got to high school though it was the opposite for me though, where as white students were the minority.      Being the minority for me was definitely a change, but not a shock. It is something that individuals who identify as BIPOC must deal with all the time, therefore why when I am addressed with the same situation should I be shocked. Although it wasn't a shock for me ...

 Visible/ Invisible Rules:      After reading about Marcus and his classroom, there are many examples of visible and invisible rules or codes of conduct in the classroom. The visible ones are used in order to set structure in the classroom as much as possible and make for every child to be able to learn in the given environment. The invisible rules are used in order to allow for the child to make some much needed decisions based upon how they are going to participate in their day within the classroom. These invisible rules are providing them with much support that they might not see or know they needed therefore why they are considered to be invisible. An example from the reading that contains both a visible and invisible rule to me would be when the class gathers at the rug in the mornings. The visible would be that they all know they must join on the rug, but the invisible would be where they have their choice of sitting on the rug a chair or standing.  In a Y...

 Child Development Core Story, Pt. 2: Serve and Return   Serve and return is the idea of child-adult interactions rather than leaving the child with an independent activity at a young age where development is top priority. The largest developmental period for a child is from brith to age 4 and this is because this is where the child’s foundation is being built. Without serve and return within the first four years of the child’s life, then it becomes very difficult for the child when they must enter school at the age of 5. They commonly lack social skills, do not focus as easily, and very often cannot control their emotions or do not know how to express their emotions properly.   Although the idea of serve and return makes it seem like the parent must be the adult the child is interacting with, that is not the case. It could be family, friends, daycare providers, or even neighbors. Just because the parent is spending less time with their child that does not mean that they ...

  Knew:   I knew that deficit approach was used largely for different reasons and the youth at the time was thought of as potential problems   Knew that many parents became single parents and where both the primary income providers as well as care takers   knew that the schools were overcrowded and one on one instruction was very limited if it happened at all   knew that this lead to an increase in problem behavior such as drug use, teen pregnancy, and increased dropout rates   Learned: Deficit Approach did not work   Deficit focused programs were to focused on single issues and most often found no significant reduction in their target population   Or only showed short term success   "By narrowly focusing on changing specific behaviors, this approach failed to address young people’s basic developmental needs." this quote stood out to me because of where I've done some previous work within the education field, and it has been with an at-risk p...