Margarita Velazquez

Professor Bartlett
SED 322
20 October 2015
Annotation: Transgressing Boundaries for Socially Just Teachers

QUESTIONS
o Can you have students help create a unit in class? The example provided by the
author in the beginning seems really interesting, and I can see why students would
be interested in creating the work they will be studying. However, Im not sure

how realistic that is or what it would look like.

REACTIONS
o I have to agree with the authors idea that there is a time warp back to having
teachers follow a certain rubric. Although I understand the benefits of having
students learn the same thing at the same time despite their teacher, there are too
many restriction. There are schools that allow some freedom, but many districts

require teachers to follow their rubrics and calendars.

CONNECTIONS
o The article mentioned Ms. Kathy creating a unit on agriculture, which is supposed
to tie in with her students backgrounds since most of them have a parent working
in agriculture. In many of my teachers college courses there is a stress on making
lessons relevant, and making connections to students backgrounds. As such, this
is something that I will have to keep in mind while creating lessons, which can

also allow me to learn more about my students.

RESTATEMENTS

o As mentioned by the example teacher, Ms. Christi, narrative stories can help draw

in students who are struggling with concepts like racism.

APPLICATIONS
o As a teacher I will have to know the demographics of my students to better
understand their needs. As such, I will be able to create units based on themes that
are relevant to their lives, and experiences. This will help students become
engaged and interested while creating a safe and open classroom environment.