This semester I read and watched a lot of material which has been very meaningful.
After this semester ends, I’ll carry Carla Shalaby’s message with me as a reminder to look beyond student behavior and ask what a child might be trying to communicate. Instead of jumping to conclusions or relying on strict discipline, I want to be the kind of teacher who responds with curiosity and care. Her perspective pushed me to think more critically about how schools handle “noncompliance” and helped me realize that creating a truly supportive classroom means understanding each student as a whole person.
After this semester, I’ll take Patrick Finn’s ideas with me as a reminder to always be aware of how schools can either limit or empower students based on how they’re taught. His distinction between domesticating and empowering education made me reflect on how important it is to teach in ways that build students’ confidence, independence, and critical thinking, not just compliance. While I don’t believe all structure is oppressive, I now see how important it is to question how and why we use certain systems in the classroom, and to make sure those systems are helping students reach meaningful futures, not just follow directions.
Last, Thomas Hehir’s Ending Ableism in Education helped me reflect on how schools often create barriers by expecting all students to fit into one mold. His message reminded me that real inclusion means designing flexible, supportive classrooms from the start. It’s not students who need to change, it’s how we teach and structure learning.
Together, these authors have challenged me to rethink what it means to support every student. Whether it's through inclusive lesson design, reimagining discipline, or questioning the purpose of educational structures, they all push for classrooms that honor each child’s individuality. Moving forward, I’ll carry these ideas with me as I work to create a learning environment that is flexible, empowering, and rooted in understanding.
No comments:
Post a Comment