Podcasts about zaretta

In this engaging episode of Leader Chat, Jeff speaks with teacher educator and author of Culturally Responsive Teaching & The Brain, Zaretta Hammond. Jeff and Zaretta delve into the importance of culturally responsive teaching, productive struggle, and building strong teacher-student learning partnerships. Zaretta also discusses the integration of neuroscience with teaching practices and provides practical leadership strategies to support instructional equity. 

This edWeb podcast is sponsored by CORE Learning.The webinar recording can be accessed here.There's a misconception that structured literacy doesn't work for multilingual learners—and that's true if you're using a monolingual approach. But structured literacy is not one-size-fits-all, and this edWeb podcast with Zaretta Hammond shows you how to break free from that limited perspective to provide multilingual learners with the evidence-based literacy instruction they deserve.Zaretta connects the dots between the Science of Learning and the Science of Reading to explain how all new learning builds on what students already know. For multilingual learners, this means using their heritage language as a foundation to strengthen English literacy skills. When applied through a multilingual lens, structured literacy taps into students' existing knowledge to drive deeper understanding.In this first session of CORE Learning's Structured Literacy and Language Diversity Week: Fall ‘24 Series, you learn evidence-based instructional practices that honor and integrate the linguistic assets each student brings to the classroom. Structured literacy is effective for all learners—including multilingual learners—when it's viewed as a flexible framework, not a rigid set of rules. The key is adapting it to meet the diverse needs of your students, ensuring every learner has the opportunity to succeed.This edWeb podcast is of interest to PreK-12 teachers, school leaders, and district leaders.CORE LearningTransform teaching and learning so that every student thrives.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

JUNE 2022: Tom was joined by author Zaretta Hammond to discuss her 2015 book, "Culturally Responsive Teaching and the Brain." Zaretta on X: @Ready4rigor Zaretta on Instagram: @crtandthebrain Zaretta on Facebook: CRTandtheBrain Zaretta on LinkedIn: Zaretta Hammond Zaretta's Website: www.crtandthebrain.com     UYES PODCAST   UYES podcast link   NEW BOOKS BY TOM: "Redefining Student Accountability" (NEW)   "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"   CONNECT WITH TOM SCHIMMER Podcast on Twitter Tom on Twitter Podcast on Instagram Podcast on TikTok Podcast on Facebook www.tomschimmer.com Email: tomschimmerpod@gmail.com  

In this episode, I'm talking to author and consultant Zaretta Hammond about culturally responsive teaching. We unpack what culturally responsive teaching is (and is not), the importance of building trusting relationships with students, and how culture affects the way we learn. Zaretta shares insights on how teachers can support students by leveraging what they already know and extending it. We discuss being student-focused, key moves teachers can make to support learning, creating a classroom culture of errors, and helping students become more powerful by thinking about their learning. This episode is packed with useful information about culturally responsive teaching. Listen now to learn more! -Chrissy Beltran Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Join The Confident Literacy Coach Waitlist and get a 15% off code to use when it opens in May 2024! - http://ConfidentLiteracyCoach.com/   The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode186 Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching!   Podcast produced by Fernie Ceniceros

Welcome, new subscribers, and welcome back, loyal readers! I'm happy you're here.Today's issue is dedicated to an interview with Jonathan Escoffery, the author of “In Flux,” March's article of the month.First published in Passages North, “In Flux” is a short story about race, identity, and the dreaded question, “What are you?” It's about Blackness, belonging, and the main character Trelawny's struggle to figure out where he fits in.Mr. Escoffery writes:I was interested in what complications an American-born boy of Jamaican parentage, and of African and European descent, presenting, to some degree, as racially ambiguous, might find in claiming a neat, pre-packaged identity, and how the competing attitudes—the contradictory denials and affirmations—held by those within his various communities might further complicate this, and how shifting geographic and class locations would complicate this even further.

  Zaretta Hammond is an educator focused on literacy and equity. She is a former classroom writing teacher. And is a lover of all things Marvel. She'll quote the Lord of the Rings at any opportunity she gets. In her spare time, you'll find her reading up on cognitive neuroscience or out in nature and can be seen routinely hugging trees.   Show Highlights Culturally responsive teaching isn't hot sauce The ripple effect caused by leaders ignoring the slow burn of “Cognitive Redlining.” Embrace intellectual curiosity and encourage students to chase their own curiosity.  Instructional Coaches are the “linchpin” to bridging the gap between leadership and teachers for pedagogical legacy. Make that first pancake and build collective intellectual curiosity and transformative practices that are important to your community. Questions to consider in the instructional core include how to help confused students and how to encourage the use of new skills. How to assess the current reality in classrooms to identify areas for improvement.   “Even when we talk about equity, it doesn't always mean you have to be talking about race. You have to have an understanding of how inequity actually presents itself in your environment and therefore know where to place those disruptive innovations, how to get those people that are the resistant minority to be part of the crew, part of the effort to make shifts. How do we reignite their idealism and move them into it? I think it's a small thing. Again, invite them to follow their intellectual curiosity.” -Zaretta Hammond    Get episode transcript here!!   Zaretta's Resources & Contact Info: Linkedin Twitter Facebook Ruckus | Ready 4 Rigor (free resource)   Read my latest book! Learn why the ABCs of powerful professional development™ work – Grow your skills by integrating more Authenticity, Belonging, and Challenge into your life and leadership.   Read Mastermind: Unlocking Talent Within Every School Leader today! Apply to the Mastermind The mastermind is changing the landscape of professional development for school leaders.    100% of our members agree that the mastermind is the #1 way they grow their leadership skills.   Apply to the mastermind today!   How We Serve Leaders   The School Leadership Scorecard™ Identify your highest leverage areas for growth this year in 10 -minutes or less.    https://betterleadersbetterschools.com/scorecard   Month-to-Month Principal Checklist As a principal with so much to do, you might be thinking, where do I even start?   When you download The Principal Checklist you'll get 12-months of general tasks that every campus need to do Space to write your campus specific items. Space to reflect and not what worked as well as a space of what didn't work Go to https://betterleadersbetterschools.com/principal-checklist to download now.   Ruckus Maker Mindset Tool™ The “secret” to peak performance is ot complicated.  It's a plan on how to optimize the five fundamentals found in The Ruckus Maker Mindset Tool™. https://betterleadersbetterschools.com/mindset   The Positive Spotlight Tool™ Energy flows to where attention goes! If you want to get more of what you want, when you want it as a school leader I have a tool for you…   Download The Positive Spotlight Tool™ for free here: https://betterleadersbetterschools.com/positive   The Ruckus Maker 8-Step Goal Setting Tool™ Are you ready to accomplish more? With less effort and in less time? When you download The Ruckus Maker 8-Step Goal Setting Tool™  I'll send you the tool and a short 8-minute coaching video that shows you how to work smarter, not harder…and create more value for your school campus.   Download The Ruckus Maker 8-Step Goal Setting Tool™  for free at https://betterleadersbetterschools.com/goals SHOW SPONSORS:   TEACHFX How much student talk happened today? When classrooms come alive with conversation, learning improves, students feel a sense of belonging, and teachers feel inspired.    The TeachFX instructional coaching app gives teachers powerful insights into their student talk, student engagement, and classroom conversation.    With TeachFX, teachers see how much student talk happened, the moments of students sharing their brilliance, and the questions that got students talking.Learn how to pilot TeachFX with your teachers. Visit: teachfx.com/betterleaders     ORGANIZED BINDER Why do students struggle? I'd argue that they lack access to quality instruction, but think about it. That's totally out of their control. What if there was something we could teach kids there was something within their control that would help them be successful in every class? It's not a magic pill or a figment of your imagination.    When students internalize Executive Functioning Skills they succeed.  Check out the new self-paced online course brought to you by OB that shows teachers how to equip their students with executive functioning skills.    Learn more at organizedbinder.com/go     IXL IXL is the most widely used online learning and teaching platform for K to 12. Over 1 million teachers use IXL in their classrooms every day for one reason: They love it. Visit IXL.com to lead your school towards data-driven excellence today.   Copyright © 2024 Twelve Practices LLC    

Today's guest is the brilliant Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. We'll talk about the science behind her recommended “six core design principles” that she calls “culturally responsive brain rules”. Later, I'm joined by my colleague Jerry Maraia for a continued conversation about practical takeaways.  ***To learn more about Jennifer Serravallo: www.jenniferserravallo.comTo read a transcript of this episode: www.jenniferserravallo.com/podcastLearn more about Culturally Responsive Teaching and the Brain, Zaretta Hammond's book***Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California.In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.She also writes the popular ready4rigor.com blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. Support the show

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Zaretta Hammond. The three of them talk through much of Zaretta's work, identifying the components of the ready for rigor framework, the differences between 'shallow' and 'deep' culture, and how culturally responsive teaching involves leveraging cultures to create a richer learning environment. They also cover how to build a rapport with students, the idea of 'active demandingness', and finally close on the idea that teaching isn't the art of being nice - it is readying students for rigour (or rigor), as there is a natural joy and satisfaction that emerges from rigorous learning. Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She has trained instructional coaches in reading development, especially targeted at students of colour and English learners, and is the author of Culturally Responsive Teaching and The Brain. Follow her on Twitter ⁠@Ready4rigor and check out her blog at ready4rigor.com Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter ⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

In this episode, Leanne has a conversation with Zaretta Hammond, an educator, author, and national speaker, who is renowned for her expertise in culturally responsive teaching and learning. Zaretta shares her insights on how to unleash the brilliance in every student, particularly those who come from marginalized backgrounds. She explores the importance of understanding cultural and linguistic diversity in the classroom, and provides practical strategies to create an inclusive and empowering learning environment.What You Will Learn:The significance of culturally responsive teaching and learningStrategies to tap into the brilliance of students from marginalized backgroundsHow to create an inclusive and empowering learning environmentUnderstanding the impact of culture on student learningCultivating student agency and ownership of learningPractical approaches to differentiate instruction for diverse learnersLeveraging neuroscience research to enhance teaching practicesGuest Bio - Zaretta Hammond:Zaretta Hammond is an educational consultant and author who focuses on culturally responsive teaching and learning. She has been a teacher, coach, and school leader, and her work centers around empowering educators to meet the needs of students from diverse backgrounds. Zaretta is the author of the critically acclaimed book "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students." She is also a sought-after speaker and facilitator, sharing her expertise in workshops and conferences worldwide.Links to Zaretta Hammond's work:Website: Zaretta Hammond's WebsiteBook: "Culturally Responsive Teaching and the Brain"Twitter: @Ready4rigorYouTube Channel: Zaretta Hammond on YouTubeSupport the show

While in New Orleans at the Plain Talk About Literacy and Learning conference, Susan sat down with keynoter Zaretta Hammond. Zaretta shared her thoughts on the importance of scaffolding in literacy education. In this episode, Susan and Zaretta also look back on Zaretta's impactful book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students and talk about scaffolding, mastery, and the importance of learning how to learn. Show notes:Book: Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta L. HammondTwitter: @ready4rigorInstagram: @crtandthebrainNewsletter sign up: www.crtandthebrain.comQuotes:“What I have come to believe is the obstacle is the way. So what worries me becomes my research project. What worries me becomes my new mission.”  —Zaretta Hammond“For me, justice is the mastery. I'm a movie fan and so I, in this case, think of Master Yoda all the time. You know, he said there's no try or not try. You're just doing it. Either you're teaching them to read or not.” —Zaretta Hammond“When that scaffold stays [up] too long, it becomes a crutch and the child actually believes they cannot learn without it.” —Zaretta Hammond“So this idea of somehow we get overprotective and we don't want them to fall. We don't want them to fail. We don't want them, you know, their self, self-esteem, to be bruised. We are actually doing that when we delay this because the only way we learn is through error. And we have not reframed errors as information.” —Zaretta Hammond“Number one, you assign yourself, and number two, you always go for mastery. Not a grade. No one will ever ask you about your grades four years after college, ever. Go for mastery. They will ask you what you know how to do.” —Zaretta Hammond

In today's episode we connect with Zaretta Hammond. She shares her story of true lived learning partnerships and why they are so important in the educational setting. Zaretta stands shoulder to shoulder with teachers and students to build their capacity to engage in the productive struggle. She highlights why the focus needs increasing our students' ability to be learners who gain knowledge, not just information. Zaretta also reminds us that to shift what is really happening in education is going to take more than just one PD, and she is leading the way in ensuring our teachers are cared for so they can continue to grow. Zaretta Hammond, M.A., is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a national consultant and currently runs the Culturally Responsive Education by Design Online PLC. She is a former high school and community college expository writing instructor and for the past 20 years, she has supported schools in deepening their understanding and application of culturally responsive practices. Intro song: Poets Row, Young Bones

Join Jim and Zaretta Hammond in this episode of Coaching Conversations as they break down culturally responsive teaching and how teachers can be powerful catalysts in helping students transform into cognitively independent learners. Follow along as they discuss the impact of applying the science of learning through active demandingness, instructional equity, setting goals, and building students' confidence to accelerate and bring joy into learning for all students.   Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She has published articles in Educational Leadership, The Learning Professional, and Phi Delta Kappan. She is passionate about the intersectionality of equity and culturally responsive teaching as a way to help educators close opportunity and learning gaps for under-served students. She has consulted widely with school districts, regional education service agencies, and coaching organizations across the country on ways to support students to accelerate their own learning through the science of learning. Ms. Hammond sits on the Board of Trustees for the Center for Collaborative Classroom and is involved in a number of working groups committed to educational equity through improvement science and the science of learning.  Learn more about Zaretta Hammond and her work by visiting: https://crtandthebrain.com/  Hear more from Zaretta at the 2023 Teaching Learning Coaching Conference, where she'll be featured as a keynote presenter. Register to attend in-person in Orlando, FL or virtually from your home or office. https://www.instructionalcoaching.com/tlc2023/

Zaretta Hammond is an international education consultant and the author of the best-selling book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She holds a Master's in Education in English Education, with a concentration in Writing from the University of Colorado, Boulder. Zaretta is a former high school and community college expository writing instructor. She has also served as adjunct instructor at St. Mary's College School of Education in Moraga, California, where she taught Foundations of Adolescent Literacy. As a consultant, she has advised and provided professional development to school districts and non-profit organizations across the country around issues of equity, literacy, and culturally responsive teaching for the past 25 years. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC) and she sits on the Board of Trustees for the Center for Collaborative Classroom. She has published articles in Educational Leadership, The Learning Professional, and Phi Delta Kappan. Zaretta brings a unique focus on neuroscience to the conversation about equity, literacy and culturally responsive pedagogy to make it understandable and practical for educators. Social Links LinkedIn: @zaretta-hammond Twitter: @Ready4Rigor

We've talking about assessment design and rubrics…but what about equity in assessment? In this episode, Anna and Shey speak with Albert Shaheen about his dive into equitable assessment and grading practices.

Jim Knight's Coaching Conversations series featuring teacher-educator and author of the bestselling book, Culturally Responsive Teaching & the Brain, Zaretta Hammond. The theme of their discussion is Equity, Culturally Responsive Teaching, and the Brain During Uncertain Times.To learn more about Zaretta, visit her website, Culturally Responsive Teaching & the Brain.

In Don't @ Me (3:17), Tom questions whether or not society's assertion of "majority rule" is something we all really believe in. Then, Tom is joined by author Zaretta Hammond (14:04) to discuss her 2015 release, "Culturally Responsive Teaching and the Brain." Finally, in "Assess THAT with Tom & Nat" (1:03:29), Tom and special guest Natalie Vardabasso talk about what aspects of assessment and grading are non-negotiable, and which aspects allow for some philosophical choices. Zaretta on Twitter: @Ready4rigor Zaretta on Instagram: @crtandthebrain Zaretta on Facebook: CRTandtheBrain Zaretta on LinkedIn: Zaretta Hammond Zaretta's Website: www.crtandthebrain.com   NEW BOOK BY TOM: "Concise Answers to FAQs about Assessment & Grading"     UPCOMING PROFESSIONAL LEARNING   Annual Conference on Assessment & Grading  Austin, TX (July 18-20, 2022) Register Here     Grading from the Inside Out (2-Day Workshop)  Long Beach, CA (September 21-22, 2022) Register Here       Teach Better Conference (CODE: Schimmer22) Akron, OH (October 14-15, 2022) Register Here   Student Agency Institute  Laval, QC (October 24-26, 2022) Register Here   CONNECT WITH NATALIE VARDABASSO Nat on Twitter: @natabasso EduCrush on Twitter: @educrushpod EduCrush Podcast: #EduCrush on Apple   CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com  

Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family.

To kick off Black History Month, The Whole Student podcast host Kal Balaven talks with Zaretta Hammond, an educator and the author of "Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students." Zaretta's journey as a student was heavily influenced by her cultural and class perspective, growing up poor as one of few Black students in an affluent and predominantly white and Asian-American school. The teachers who impacted her most were those who saw beyond those differences and pushed her to level up — to break through the predefined labels placed on her by others and even herself.

Today we continue our conversation with Zaretta Hammond. In part one, Zaretta explained what it means to be a culturally responsive teacher – and why it's necessary not only to stimulate intellectual curiosity, but also move beyond cognitive redlining and transition students to cognitive independence. In part two, Zaretta extends the analysis, outlining practical steps for teachers to become, ideally, personal trainers of cognitive development. And we discuss whether educators should be worried about so-called “learning loss” during the  Covid-19 pandemic or focus instead on what students may have learned away from school? Some background: Hammond is the author of “Culturally Responsive Teaching and the Brain” and founder of the “Ready 4 Rigor” blog. She is a former English teacher and, for nearly two decades, has worked at the crux of instructional design, professional development, and achieving equity. She is particularly interested in the work teachers must do to help students become the drivers of their own learning. For more information, go to www.turnaroundusa.org/podcast.

This is the final episode of the Pandemic Pass mini-series all about how we can best emerge as a school system stronger and better than before. This episode, Siddons is joined by his friend/colleague Serenity Moore to interview the incomparable Zaretta Hammond. Moore and Siddons ask Zaretta about deficit thinking and the premature determination of "learning loss" and much much more!

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at www.writable.com Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She holds a Masters of Arts in English Education, with a concentration in Writing from the University of Colorado, Boulder. She is passionate about the intersectionality of equity, literacy, and culturally responsive teaching as a way to help schools and districts close opportunity and learning gaps for under-served students. Her current interests are around secondary literacy, especially vocabulary development through engaging, student-centered word study. Zaretta is a native San Franciscan, but also has deep Southern roots in Alabama, Arkansas, and Louisiana. Her grandparents came to San Francisco from Louisiana in 1940. She attended public schools in the San Francisco Unified School District as well as community college before transferring to the University of California, Berkeley. She graduated from New York University in New York City (where she transferred once her partner attended Columbia Law School). She's the parent of 2 adult children and has been married for 34 years. For more information on Zaretta Hammond: Website: https://crtandthebrain.com/ Books: https://www.amazon.com/s?i=stripbooks&rh=p_27%3AZaretta+L.+Hammond&s=relevancerank&text=Zaretta+L.+Hammond&ref=dp_byline_sr_book_1 Twitter: https://twitter.com/ready4rigor Instagram: https://www.instagram.com/crtandthebrain/ **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at www.writable.com Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She holds a Masters of Arts in English Education, with a concentration in Writing from the University of Colorado, Boulder. She is passionate about the intersectionality of equity, literacy, and culturally responsive teaching as a way to help schools and districts close opportunity and learning gaps for under-served students. Her current interests are around secondary literacy, especially vocabulary development through engaging, student-centered word study. Zaretta is a native San Franciscan, but also has deep Southern roots in Alabama, Arkansas, and Louisiana. Her grandparents came to San Francisco from Louisiana in 1940. She attended public schools in the San Francisco Unified School District as well as community college before transferring to the University of California, Berkeley. She graduated from New York University in New York City (where she transferred once her partner attended Columbia Law School). She's the parent of 2 adult children and has been married for 34 years. For more information on Zaretta Hammond: Website: https://crtandthebrain.com/ Books: https://www.amazon.com/s?i=stripbooks&rh=p_27%3AZaretta+L.+Hammond&s=relevancerank&text=Zaretta+L.+Hammond&ref=dp_byline_sr_book_1 Twitter: https://twitter.com/ready4rigor Instagram: https://www.instagram.com/crtandthebrain/ **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Zaretta is a former writing teacher turned equity freedom fighter. She’s listened to her inner wisdom for many decades and continues to put herself in situations where she’ll have new learning opportunities—which she says is a way to “disrupt” herself. It’s also how she lives her life’s purpose.Resources:Zaretta’s websiteCulturally Responsive Teaching and the Brain, Corwin (2014)Lovecraft Country, Matt Ruff (2017) Is there someone whose story should be shared on our podcast? Someone who has stepped into their courage and reclaimed a part of themselves? Send me an email: podcast@brightmorningteam.com

In this episode we chat with Zaretta Hammond, the best-selling author of Culturally Responsive Teaching and The Brain. Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary’s College’s Kalmanovitz School of in Moraga, California. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. 

“I’ve never met a parent who doesn’t care about their children’s education. It’s the assumptions we make when families don’t show up to school in the way we might traditionally expect they would.” Last year, some volunteer tutors in Madison public schools were having trouble relating to some of the students they were tutoring. In response, we developed a three-part training series to help the tutors become more aware of who they are as they move throughout the world and become aware of their biases and assumptions so that they can limit the assumptions they act upon with kids.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Other music by Ryan Aranda.  *** Thank you to Laura Whitmore, Eric Kestin, and Lachele Greenlee. *** Resources:  Zaretta Hammond's Culturally Responsive Teaching and the Brain *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

Listening, caring, building trust, and knowing each student individually. These are among the pillars of “culturally responsive teaching.” In this piece, we take you inside a classroom at O’Keeffe Middle School in Madison, Wisconsin, to see how these strategies, and more, are helping students break through to become independent learners, prepared to succeed and defy the achievement gap.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Other music by Ryan Aranda.  Thank you to 8th grade teacher Tracy Warnecke.  Resources:  Zaretta Hammond's Culturally Responsive Teaching and the Brain *** Transcript: (musical intro with mash-up of different voices) my main passion is robotics engineering. I kind of feel like we're on the radio. This has been my dream like forever. It makes you want to be a better student inside the classroom. I want to be a astronaut go outerspace. Try to understand where I fit in a society that doesn't always cherish my presence. (end of musical intro) 0:00:43.219,0:00:47.460 hello and welcome back to the MMSD voices 0:00:45.930,0:00:48.960 podcast where we will go into our 0:00:47.460,0:00:50.520 public school community in Madison 0:00:48.960,0:00:52.199 Wisconsin and hear directly from the 0:00:50.520,0:00:53.610 voices of our students staff and 0:00:52.199,0:00:56.100 families I'm Ryan 0:00:53.610,0:00:57.539 a Memorial High School 2009 graduate now 0:00:56.100,0:00:58.890 I work for the School District I 0:00:57.539,0:01:00.780 graduated from as a bilingual 0:00:58.890,0:01:02.609 communication specialist at our central 0:01:00.780,0:01:04.019 office I'm here to introduce today's 0:01:02.609,0:01:05.670 episode we're heading to Georgia 0:01:04.019,0:01:07.530 O'Keeffe middle school to hear from a 0:01:05.670,0:01:09.479 teacher known for being great at getting 0:01:07.530,0:01:11.310 kids to push themselves academically and 0:01:09.479,0:01:12.920 achieve a high levels by relating to 0:01:11.310,0:01:15.090 them connecting to their lives 0:01:12.920,0:01:15.540 understanding them and gaining their 0:01:15.090,0:01:17.460 trust 0:01:15.540,0:01:19.110 it's a story on culturally responsive 0:01:17.460,0:01:21.659 teaching we'll hear from eighth grade 0:01:19.110,0:01:23.610 teacher Tracey Warneke and we slice up a 0:01:21.659,0:01:26.820 few clips former students to sharing 0:01:23.610,0:01:29.549 their insights we hope you enjoy it is 0:01:26.820,0:01:33.030 my 21st year being a public head teacher 0:01:29.549,0:01:35.369 so it's the journey to get to this point 0:01:33.030,0:01:38.700 and it's a journey by making a thousand 0:01:35.369,0:01:40.770 mistakes first and just constantly 0:01:38.700,0:01:44.220 reflecting upon my practice and knowing 0:01:40.770,0:01:47.970 what I can do better the next day I have 0:01:44.220,0:01:51.420 no control over the kids reaction to me 0:01:47.970,0:01:53.850 I have control over me and my reaction 0:01:51.420,0:01:56.719 to them I have control over my 0:01:53.850,0:01:59.640 curriculum and how I present it to them 0:01:56.719,0:02:01.890 it's also through thousands of hours of 0:01:59.640,0:02:04.079 grad school and professional development 0:02:01.890,0:02:06.630 that I just take what I learn and I 0:02:04.079,0:02:09.780 apply it here in the classroom I play 0:02:06.630,0:02:11.560 some days it goes well some days it 0:02:09.780,0:02:15.160 completely bombs 0:02:11.560,0:02:16.750 I reflect on that I ask students for a 0:02:15.160,0:02:19.930 reflection what can we do to make it 0:02:16.750,0:02:22.030 better so with that what I've learned 0:02:19.930,0:02:24.510 over the years is behavior comes first 0:02:22.030,0:02:28.030 academics comes second and I think as 0:02:24.510,0:02:29.920 teachers we get that especially math 0:02:28.030,0:02:32.440 teachers where they have that crunch of 0:02:29.920,0:02:35.500 they have to cover certain chapters by 0:02:32.440,0:02:38.410 certain dates and you know you have to 0:02:35.500,0:02:40.930 reach certain goals in the curriculum by 0:02:38.410,0:02:45.519 a certain time we flip that in our head 0:02:40.930,0:02:48.010 and so I spend the first week of school 0:02:45.519,0:02:49.959 doing nothing but behavior teaching my 0:02:48.010,0:02:52.239 expectations teaching my classroom 0:02:49.959,0:02:54.670 routines teaching and building community 0:02:52.239,0:02:58.000 and I teach absolutely everything and 0:02:54.670,0:03:01.810 assume nothing so we agree every morning 0:02:58.000,0:03:02.310 and I teach them why and the purpose and 0:03:01.810,0:03:04.540 all of that 0:03:02.310,0:03:05.950 all right ladies during our greeting to 0:03:04.540,0:03:22.720 our mindfulness meditation get this day 0:03:05.950,0:03:25.450 started are you done 0:03:22.720,0:03:27.190 you are amazing human beings thank you 0:03:25.450,0:03:29.829 so very very much would you guys like a 0:03:27.190,0:03:33.150 piece of gum for helping me out or just 0:03:29.829,0:03:33.150 like a piece of candy for helping me out 0:03:39.720,0:03:45.700 one thing I live on was 20 live she's 0:03:42.579,0:03:49.150 very open about herself and like she's 0:03:45.700,0:03:52.030 like she is not afraid to tell people 0:03:49.150,0:03:53.020 who she is like she openly told us that 0:03:52.030,0:03:55.630 she was 0:03:53.020,0:03:58.180 okay and I actually really liked that 0:03:55.630,0:03:59.980 because when this morning he was telling 0:03:58.180,0:04:01.450 us all about her I got to know her 0:03:59.980,0:04:04.930 better and like know what kind to 0:04:01.450,0:04:07.810 specialize in she showed me that like I 0:04:04.930,0:04:10.660 shouldn't be afraid to like show who I 0:04:07.810,0:04:12.190 really am she's a really cool teacher 0:04:10.660,0:04:15.220 and I feel like I can just trust her 0:04:12.190,0:04:18.250 with anything like earlier today when I 0:04:15.220,0:04:19.959 was mad and I was I did not want to get 0:04:18.250,0:04:21.610 in trouble with my other teacher because 0:04:19.959,0:04:23.800 I did not want to do anything stupid I 0:04:21.610,0:04:25.810 just went to her classroom and she gave 0:04:23.800,0:04:29.100 me a piece of gum and let me draw in her 0:04:25.810,0:04:31.480 classroom calm down and it really helped 0:04:29.100,0:04:35.080 she's good in that way and she 0:04:31.480,0:04:37.240 understands us you know my name is Lily 0:04:35.080,0:04:40.030 I'm in this morning he's morning class 0:04:37.240,0:04:41.830 for homeroom class and I've just always 0:04:40.030,0:04:43.900 noticed since the beginning of the year 0:04:41.830,0:04:45.850 that she always tells her students that 0:04:43.900,0:04:48.280 they're smart and that they shouldn't 0:04:45.850,0:04:50.290 like cut corners and that they're better 0:04:48.280,0:04:52.300 than what they think that they are and 0:04:50.290,0:04:54.370 that they are smart and stuff like that 0:04:52.300,0:04:56.740 and I think it's really helped a lot of 0:04:54.370,0:04:58.510 the students in our class know that they 0:04:56.740,0:05:00.760 can trust her and I know that I can 0:04:58.510,0:05:04.360 trust her and I really enjoy being in 0:05:00.760,0:05:06.190 her classroom and I think I my ground 0:05:04.360,0:05:08.020 students in the purpose of why that we 0:05:06.190,0:05:09.280 do the things that we do and I really 0:05:08.020,0:05:09.970 establish by the fact that this is a 0:05:09.280,0:05:12.190 public school 0:05:09.970,0:05:14.740 we service the public that means 0:05:12.190,0:05:17.230 everybody from the public is here people 0:05:14.740,0:05:18.970 that we might not necessarily spend time 0:05:17.230,0:05:20.950 with in our normal everyday lives are 0:05:18.970,0:05:22.570 here in this classroom so I have the big 0:05:20.950,0:05:25.240 rule that we do not have to like each 0:05:22.570,0:05:26.310 other I have 26 kids in my morning 30 in 0:05:25.240,0:05:29.020 my afternoon block 0:05:26.310,0:05:31.210 we're not the expectation that we're all 0:05:29.020,0:05:33.100 going to be friends is ridiculous but we 0:05:31.210,0:05:35.020 will respect each other as colleagues 0:05:33.100,0:05:37.030 and then I spent a significant amount of 0:05:35.020,0:05:38.410 time talking about code-switching what's 0:05:37.030,0:05:40.450 the purpose of this class I was the 0:05:38.410,0:05:42.270 purpose of coming to school who are we 0:05:40.450,0:05:44.290 as a student who are we as a learner 0:05:42.270,0:05:46.600 were the difference between those two 0:05:44.290,0:05:48.280 things and why are we here who are we 0:05:46.600,0:05:50.410 going to be when we're in this room 0:05:48.280,0:05:51.160 because who we are in this room is not 0:05:50.410,0:05:55.410 who we are 0:05:51.160,0:05:57.760 hey buddy you tap out okay you all right 0:05:55.410,0:06:01.090 do you need to talk to me you just wanna 0:05:57.760,0:06:03.010 take a break okay who we are in this 0:06:01.090,0:06:04.300 room is not who we are would we're hold 0:06:03.010,0:06:06.110 their parents or hanging out or 0:06:04.300,0:06:08.480 grandparents or cousins or our 0:06:06.110,0:06:10.600 at the park so we do a lot of work on 0:06:08.480,0:06:15.470 identity in the beginning as 0:06:10.600,0:06:17.930 eighth-grade staff teaching American 0:06:15.470,0:06:19.790 history as our curriculum we kick it 0:06:17.930,0:06:20.480 also by diving into privilege and what 0:06:19.790,0:06:22.580 does that mean 0:06:20.480,0:06:25.040 and we put all the kids on a privilege 0:06:22.580,0:06:27.100 walk so the entire eighth grade in the 0:06:25.040,0:06:29.480 morning block and afternoon so it's half 0:06:27.100,0:06:30.890 hour standing on the blacktop and we do 0:06:29.480,0:06:32.450 a privilege walk we built to that we 0:06:30.890,0:06:34.970 don't just watch but by the third day of 0:06:32.450,0:06:38.030 school we did that activity you did a 0:06:34.970,0:06:39.380 privilege walk where we all lined up and 0:06:38.030,0:06:42.680 then took steps forwards or backwards 0:06:39.380,0:06:44.120 depending on if this applied to you to 0:06:42.680,0:06:47.750 show like the different versions of 0:06:44.120,0:06:50.900 privilege it was like have you ever 0:06:47.750,0:06:53.050 taken a family vacation and then people 0:06:50.900,0:06:56.090 who have done that took a step forward 0:06:53.050,0:06:59.810 do you feel like safe expressing 0:06:56.090,0:07:01.730 yourself in public like you do that and 0:06:59.810,0:07:05.420 then you could see where people say in 0:07:01.730,0:07:07.370 the line of the spectrum like with how 0:07:05.420,0:07:10.250 they feel and the privilege that they 0:07:07.370,0:07:12.230 have not because they earned it by just 0:07:10.250,0:07:15.620 like their race their gender their 0:07:12.230,0:07:18.440 sexual orientation stuff like that no 0:07:15.620,0:07:21.380 this was new to me and I think everybody 0:07:18.440,0:07:24.710 in there we weren't really used to like 0:07:21.380,0:07:28.460 talking about it like that it was but it 0:07:24.710,0:07:30.260 was good yeah we had like a whole unit 0:07:28.460,0:07:32.390 on privilege so for that we did a lot of 0:07:30.260,0:07:35.000 talking about privilege and the 0:07:32.390,0:07:39.200 different types of privilege so we made 0:07:35.000,0:07:44.270 posters there's gender there's racial 0:07:39.200,0:07:46.280 there's aesthetics social and it's 0:07:44.270,0:07:48.110 always such a great eye opener kind of 0:07:46.280,0:07:49.730 breaks down those barriers of assumption 0:07:48.110,0:07:53.750 that people make about one another based 0:07:49.730,0:07:54.980 off of skin tone or hair texture a lot 0:07:53.750,0:07:56.120 of times it's the kids who are in the 0:07:54.980,0:07:57.470 back that we don't expect 0:07:56.120,0:07:58.850 and it's the kids in the front who we 0:07:57.470,0:08:01.160 don't expect so it's a great way to 0:07:58.850,0:08:03.230 start that dialogue of diving into who 0:08:01.160,0:08:04.970 where we are as a community and really 0:08:03.230,0:08:08.170 working on that sense of identity of 0:08:04.970,0:08:10.340 ourselves in a classroom with that I 0:08:08.170,0:08:11.720 most of my anchor charts have had to 0:08:10.340,0:08:13.460 come down because we don't need them up 0:08:11.720,0:08:14.810 anymore but I really build a lot of 0:08:13.460,0:08:16.820 anchor charts that Bruce and our 0:08:14.810,0:08:19.919 behaviors ruin our routines reserve our 0:08:16.820,0:08:22.860 expectations through all of that work 0:08:19.919,0:08:24.900 and listening because I run my classroom 0:08:22.860,0:08:27.960 on a circle was it sort of like a 0:08:24.900,0:08:29.849 lopsided circle but in the first week we 0:08:27.960,0:08:31.830 actually had tables against walls and a 0:08:29.849,0:08:33.180 circle where everything was kind of it 0:08:31.830,0:08:35.820 you know like a restorative such a 0:08:33.180,0:08:38.399 circle the kids to start to share you 0:08:35.820,0:08:40.229 just start to pay attention and you just 0:08:38.399,0:08:41.430 start to just ask you know you just get 0:08:40.229,0:08:43.440 to know you know you just start to 0:08:41.430,0:08:45.750 listen to who are your kids and how do 0:08:43.440,0:08:47.220 they react I greet my kids every morning 0:08:45.750,0:08:49.380 I mean I might not always be at the door 0:08:47.220,0:08:50.670 but if I mean here we're like good 0:08:49.380,0:08:52.529 morning good morning good morning how we 0:08:50.670,0:08:54.029 doin you read their body language I mean 0:08:52.529,0:08:55.589 the great thing about middle schoolers 0:08:54.029,0:08:56.160 is they wear their emotions on their 0:08:55.589,0:08:58.320 sleeves 0:08:56.160,0:09:00.690 they're full of hyperbole and they're 0:08:58.320,0:09:02.670 they just want to be said but like all 0:09:00.690,0:09:05.220 kids they want the structure they want 0:09:02.670,0:09:06.690 to know what they're supposed to do and 0:09:05.220,0:09:08.250 how they're supposed to do I think 0:09:06.690,0:09:10.740 that's just people I think people like 0:09:08.250,0:09:13.490 structure and so I do that I'm very very 0:09:10.740,0:09:19.019 clear on my expectations and I I 0:09:13.490,0:09:20.550 remember two of my morning students came 0:09:19.019,0:09:21.810 to me the first week of school said this 0:09:20.550,0:09:23.820 Marty you're a really really good 0:09:21.810,0:09:26.339 teacher thanks guys I really appreciate 0:09:23.820,0:09:28.260 that and kind of blew it off like no you 0:09:26.339,0:09:30.390 get kids who are normally pushed out of 0:09:28.260,0:09:34.589 the classroom and you keep them in the 0:09:30.390,0:09:37.380 room and I think that's the key is kids 0:09:34.589,0:09:38.670 blip in a classroom for a reason they're 0:09:37.380,0:09:40.680 not you know there's no such thing as a 0:09:38.670,0:09:42.959 bad kid there are kids who make bad 0:09:40.680,0:09:45.300 choices there are kids in bad situations 0:09:42.959,0:09:48.839 but there's no such thing as a bad kid 0:09:45.300,0:09:51.420 so community and I stress with both of 0:09:48.839,0:09:52.800 my classes that we are a community and 0:09:51.420,0:09:54.420 when the community is not doing well 0:09:52.800,0:09:56.339 when certain individuals are not doing 0:09:54.420,0:09:59.100 well in the community we're all in it 0:09:56.339,0:10:00.930 together I also start the year off by 0:09:59.100,0:10:02.820 telling them that I'm the dictator I'm a 0:10:00.930,0:10:05.850 nice dictator I'm a compassionate 0:10:02.820,0:10:07.800 dictator I will listen to you dictator 0:10:05.850,0:10:09.149 but the end of the day I'm the teacher 0:10:07.800,0:10:10.769 you're the student you have to do what I 0:10:09.149,0:10:13.560 say because I'm the teacher a student 0:10:10.769,0:10:17.010 that's why power works which fits really 0:10:13.560,0:10:18.779 nicely into privilege um I go I hate my 0:10:17.010,0:10:20.910 dictators mr. Droog ah I have to tell it 0:10:18.779,0:10:22.980 you know I listen to what he tells me 0:10:20.910,0:10:24.930 right I can't say no and blow him off 0:10:22.980,0:10:27.300 he's my principal I have to do what he 0:10:24.930,0:10:29.490 tells me to do but he's a nice dictator 0:10:27.300,0:10:30.390 right I'm a nice tech Tator but the end 0:10:29.490,0:10:32.130 of the day and there's 0:10:30.390,0:10:35.490 times I look at they can be like 0:10:32.130,0:10:37.350 teacher-student all right you know but 0:10:35.490,0:10:38.940 again they just want to know like they 0:10:37.350,0:10:40.260 wouldn't know their limits you want to 0:10:38.940,0:10:42.780 know what they can and cannot do and 0:10:40.260,0:10:44.550 then once I get all that established 0:10:42.780,0:10:46.710 then when it comes to work 0:10:44.550,0:10:48.180 it's the gradual release lots of things 0:10:46.710,0:10:50.790 that districts are teaching us it's the 0:10:48.180,0:10:52.470 you know model first you know show them 0:10:50.790,0:10:55.020 what you're supposed to do do it whole 0:10:52.470,0:10:56.490 group do it together do it in small 0:10:55.020,0:10:58.640 group and then kind of look like that 0:10:56.490,0:11:03.030 all those PD's that we're getting from 0:10:58.640,0:11:04.590 our experts downtown it's just going to 0:11:03.030,0:11:06.900 be really really mindful in it just 0:11:04.590,0:11:09.570 takes a lot of time just one step at a 0:11:06.900,0:11:11.310 time and just slowly but surely by 0:11:09.570,0:11:12.780 fourth quarter I don't need a model how 0:11:11.310,0:11:14.370 to put your assignments in the area when 0:11:12.780,0:11:16.110 you know how to do that but everyday 0:11:14.370,0:11:17.930 right now it's everybody do is it 0:11:16.110,0:11:20.310 together cuz we're not quite ready I 0:11:17.930,0:11:21.930 also feel really sweet group of kids 0:11:20.310,0:11:24.420 this year and they help each other which 0:11:21.930,0:11:26.670 is awesome it is not easy to be a warm 0:11:24.420,0:11:29.790 demander it is not easy to put on that 0:11:26.670,0:11:31.200 academic press because that's constantly 0:11:29.790,0:11:33.540 something that you're juggling that line 0:11:31.200,0:11:35.490 in that line is not always clear and so 0:11:33.540,0:11:37.800 it's never good to make assumptions 0:11:35.490,0:11:41.160 about that line so it's really important 0:11:37.800,0:11:42.930 to get to know who your kids are and by 0:11:41.160,0:11:44.640 shutting up and listening I think that's 0:11:42.930,0:11:46.440 the key is finding the gifts that they 0:11:44.640,0:11:50.850 bring to the classroom finding the good 0:11:46.440,0:11:53.160 in all kids and recognizing that the 0:11:50.850,0:11:56.760 front that they give you is not who they 0:11:53.160,0:12:00.630 are middle schoolers do not like to be 0:11:56.760,0:12:02.490 uncomfortable and so if the learning pit 0:12:00.630,0:12:05.130 right the falling into that pit that's 0:12:02.490,0:12:06.840 savoring the struggle where they want to 0:12:05.130,0:12:08.280 mislead you they start talking we'll put 0:12:06.840,0:12:09.660 a boop boop boop and they were like get 0:12:08.280,0:12:12.480 the answers from their friends or they 0:12:09.660,0:12:13.890 want me so badly to define exactly what 0:12:12.480,0:12:15.960 they should be doing or they will 0:12:13.890,0:12:17.190 exactly want me to give them the answers 0:12:15.960,0:12:19.440 that they're supposed to write down on 0:12:17.190,0:12:21.180 their paper so the to be a slave ABC 0:12:19.440,0:12:23.100 book right every kid picks a random 0:12:21.180,0:12:24.690 letter they to take that letter and 0:12:23.100,0:12:28.740 connect it to a concept they learned in 0:12:24.690,0:12:31.710 slavery so like S is for slavery W is 0:12:28.740,0:12:34.710 for whippings J is for jumping the broom 0:12:31.710,0:12:36.930 you know whatever that concept that 0:12:34.710,0:12:38.820 resonated with them and then they have 0:12:36.930,0:12:41.040 to do a Melancon paragraph so they have 0:12:38.820,0:12:42.300 to you know find textual evidence they 0:12:41.040,0:12:45.330 have to 0:12:42.300,0:12:50.160 I do the content at least sexual others 0:12:45.330,0:12:51.930 provide the link that's hard that's some 0:12:50.160,0:12:54.450 seriously high level writing and 0:12:51.930,0:12:57.270 thinking about a really difficult topic 0:12:54.450,0:12:58.950 and so when we first wrote you know I we 0:12:57.270,0:13:01.140 of course we model we do things together 0:12:58.950,0:13:02.610 we do things in small group we talk 0:13:01.140,0:13:03.690 about it we have lots of discussions but 0:13:02.610,0:13:05.100 when it comes to the rubber hand the 0:13:03.690,0:13:08.820 room where they they're like I have my 0:13:05.100,0:13:10.230 my my graphic organizer and my notes and 0:13:08.820,0:13:14.550 this book and I gotta put it all 0:13:10.230,0:13:16.890 together now they all blow just like and 0:13:14.550,0:13:18.450 so it's just constantly just a lot of 0:13:16.890,0:13:22.350 reassurance for that it's like you've 0:13:18.450,0:13:24.750 got this you have this the expectation 0:13:22.350,0:13:26.370 still is no talking I want your brain 0:13:24.750,0:13:30.090 not your brain in your neighbors brain 0:13:26.370,0:13:33.390 what do you know and they just sir just 0:13:30.090,0:13:36.900 allowing them to be uncomfortable and 0:13:33.390,0:13:38.490 not to save them from their internal 0:13:36.900,0:13:40.470 insecurities or there and there is 0:13:38.490,0:13:42.090 especially this happens a lot with my 0:13:40.470,0:13:43.950 high-flyer learners right that a lot of 0:13:42.090,0:13:46.710 my perfectionist want to be put in the 0:13:43.950,0:13:50.070 box and well how many pages does it need 0:13:46.710,0:13:52.050 to be it doesn't and they're like what 0:13:50.070,0:13:54.720 I'm like you have to have all of the 0:13:52.050,0:13:57.750 skills or that I'm asking you to 0:13:54.720,0:13:59.580 demonstrate but you can demonstrate that 0:13:57.750,0:14:03.180 in a page maybe it takes you five pages 0:13:59.580,0:14:06.780 demonstrate that I don't know so I push 0:14:03.180,0:14:08.250 them out so my rubrics and my assignment 0:14:06.780,0:14:09.480 description if it's not on those two 0:14:08.250,0:14:12.030 things you have carte blanche to do 0:14:09.480,0:14:13.230 whatever you want so that's that's 0:14:12.030,0:14:15.330 always going to start to see them 0:14:13.230,0:14:20.270 grapple with that but I think the big 0:14:15.330,0:14:20.270 also heated ideas I do a lot of student 0:14:21.200,0:14:28.140 interesting curriculum like I connect 0:14:25.020,0:14:30.930 history to current events so when we 0:14:28.140,0:14:32.290 were studying a lot about slavery miss 0:14:30.930,0:14:36.129 Warneke showed us a video 0:14:32.290,0:14:38.649 of Beyonce I think it was her recent 0:14:36.129,0:14:40.509 like showing it the award show I don't 0:14:38.649,0:14:42.910 remember which one it was but it was 0:14:40.509,0:14:43.929 really awesome because it showed exactly 0:14:42.910,0:14:46.600 what we were learning about in class 0:14:43.929,0:14:47.739 like how we represented slavery and it 0:14:46.600,0:14:49.959 was really interesting to see how she 0:14:47.739,0:14:53.169 brought that into the classroom first 0:14:49.959,0:14:54.789 for ela they get to choose what they 0:14:53.169,0:14:57.129 read they get to choose what they write 0:14:54.789,0:15:03.279 about as long as it fits under my 0:14:57.129,0:15:06.519 umbrella of standards they get to do it 0:15:03.279,0:15:08.049 so I believe a big big thing about 0:15:06.519,0:15:09.519 student choice over the narrative 0:15:08.049,0:15:12.609 writing project they could choose to 0:15:09.519,0:15:14.079 write a traditional short story they 0:15:12.609,0:15:17.829 could have chosen to write a humans of 0:15:14.079,0:15:19.779 New York or peoples of Madison blog or 0:15:17.829,0:15:21.789 they could have chosen to write this I 0:15:19.779,0:15:22.929 believe and we laid it all out over the 0:15:21.789,0:15:24.609 different choices and what those three 0:15:22.929,0:15:26.049 different choices would mean and then I 0:15:24.609,0:15:27.910 got to see all the expectations 0:15:26.049,0:15:30.759 everybody has the same running target 0:15:27.910,0:15:31.869 areas the same rubric but just you know 0:15:30.759,0:15:33.999 what do you want to write an imaginary 0:15:31.869,0:15:37.689 story a memoir or something about a 0:15:33.999,0:15:39.009 lesson of values that you have most of 0:15:37.689,0:15:40.600 them choice is a short story which is 0:15:39.009,0:15:42.489 always interesting because my humans of 0:15:40.600,0:15:44.019 Madison kids are like this is so easy I 0:15:42.489,0:15:46.419 don't have to make anything up it's all 0:15:44.019,0:15:48.279 in my head I'm like that's what I think 0:15:46.419,0:15:50.919 but you know some kids want to take on 0:15:48.279,0:15:52.929 the challenge and so that having that 0:15:50.919,0:15:55.989 power of choice and knowing that I have 0:15:52.929,0:15:59.230 a voice and what I get to do it makes 0:15:55.989,0:16:01.600 the engagement so much higher make 0:15:59.230,0:16:03.910 sagacious and then if they are blipping 0:16:01.600,0:16:05.470 well why are they blipping and it's 0:16:03.910,0:16:07.329 flipping because either can't be it you 0:16:05.470,0:16:08.199 know competent or autonomous or have 0:16:07.329,0:16:09.579 really they don't have a relationship 0:16:08.199,0:16:11.679 with me where they're not having any fun 0:16:09.579,0:16:12.819 and as much as I try to make learning 0:16:11.679,0:16:14.079 fun in here there are certain days where 0:16:12.819,0:16:15.939 like guys this is one of those days 0:16:14.079,0:16:17.980 where we just have to learn it's not 0:16:15.939,0:16:19.389 gonna be great but there's gonna be lots 0:16:17.980,0:16:21.309 of things in your life that you have to 0:16:19.389,0:16:25.480 sit through that are not great and this 0:16:21.309,0:16:27.789 is not a rarity for us and I think it's 0:16:25.480,0:16:33.059 I've gotten the feedback from kids that 0:16:27.789,0:16:35.319 they enjoy the topics that we do and 0:16:33.059,0:16:36.850 bringing it like they enjoyed they found 0:16:35.319,0:16:38.289 the privilege work really interesting 0:16:36.850,0:16:41.259 they're ready to be done with slavery 0:16:38.289,0:16:43.480 and I don't blame them it's hard I mean 0:16:41.259,0:16:44.600 I it's raw we read the to be a slave for 0:16:43.480,0:16:47.000 the slave narratives we watched 0:16:44.600,0:16:49.850 Unchained memories it's hard stuff to 0:16:47.000,0:16:53.209 hear and that and we do the same thing 0:16:49.850,0:16:54.800 with Columbus and Zen they get there 0:16:53.209,0:16:57.649 like man america's got a lot of bad 0:16:54.800,0:16:59.990 stuff it's like yeah well how did we get 0:16:57.649,0:17:01.819 here like because they are they're 0:16:59.990,0:17:03.170 opening to the world they're going out 0:17:01.819,0:17:04.640 in the world they have these phones 0:17:03.170,0:17:07.760 where they're getting this sound bytes 0:17:04.640,0:17:08.689 and these little pictures and means that 0:17:07.760,0:17:10.010 you know if you don't have the 0:17:08.689,0:17:12.770 background knowledge you're not going to 0:17:10.010,0:17:15.500 understand let me teach you what that 0:17:12.770,0:17:18.709 means let me teach you why that's 0:17:15.500,0:17:20.270 important let me teach you about our 0:17:18.709,0:17:21.919 government and how it's supposed to 0:17:20.270,0:17:24.559 function so you can be an informed voter 0:17:21.919,0:17:26.270 when you're 18 or you can understand 0:17:24.559,0:17:28.490 then you can make choices that will 0:17:26.270,0:17:30.320 benefit our country because you I don't 0:17:28.490,0:17:32.030 want you to be an ignorant voter I want 0:17:30.320,0:17:33.919 you to understand how our government 0:17:32.030,0:17:36.490 works so that when you can have that 0:17:33.919,0:17:39.530 opportunity you can do that so a lot of 0:17:36.490,0:17:42.470 relating the purpose of why and bring in 0:17:39.530,0:17:44.360 making it personal for that but really 0:17:42.470,0:17:47.929 enhances the curriculum and then they're 0:17:44.360,0:17:49.429 more likely to do the work right that 0:17:47.929,0:17:51.890 one demand or sort of goes away because 0:17:49.429,0:17:55.490 like oh I get to research my status 0:17:51.890,0:17:57.770 student research um he was really into 0:17:55.490,0:18:00.289 gangs and we were doing our research but 0:17:57.770,0:18:02.750 okay so what is some gang prevention and 0:18:00.289,0:18:05.360 he was from Chicago and he like way into 0:18:02.750,0:18:07.100 understanding like and I got like 0:18:05.360,0:18:09.080 community community centers can really 0:18:07.100,0:18:10.490 help keep kids off the street in gangs 0:18:09.080,0:18:12.950 but then he's like but wait community 0:18:10.490,0:18:14.840 centers close at six thirty you know and 0:18:12.950,0:18:16.250 like so he got it so we got to really 0:18:14.840,0:18:19.190 understand like what was going on in his 0:18:16.250,0:18:21.770 neighborhood what was happening and like 0:18:19.190,0:18:23.539 he was way into that work in that 0:18:21.770,0:18:25.100 research because it was a topic he was 0:18:23.539,0:18:28.280 interested in so I didn't have to fight 0:18:25.100,0:18:30.500 him on learning and then I gave him the 0:18:28.280,0:18:32.150 scaffolds and the organizers and you 0:18:30.500,0:18:33.919 know the stuff that can get them you 0:18:32.150,0:18:35.870 know the cop give them to the autonomy 0:18:33.919,0:18:38.630 to do that work by themselves because 0:18:35.870,0:18:42.470 again I have high class numbers so I 0:18:38.630,0:18:44.059 can't sit one-on-one with each kid and 0:18:42.470,0:18:47.390 also then at the same time meet my high 0:18:44.059,0:18:50.179 fliers needs and keep them moving 0:18:47.390,0:18:52.340 forward and going deeper in their box 0:18:50.179,0:18:54.350 when you know ioki if we have some just 0:18:52.340,0:18:56.549 naturally really just smart intellectual 0:18:54.350,0:19:00.929 kids we have smart intellectual families 0:18:56.549,0:19:02.759 add fun you know you got a laugh you got 0:19:00.929,0:19:09.149 a laugh and have some fun play some 0:19:02.759,0:19:10.499 games enjoy each other thanks for 0:19:09.149,0:19:12.029 listening I hope you enjoyed this 0:19:10.499,0:19:13.529 episode if you want to hear more about 0:19:12.029,0:19:14.999 the topics we discussed today in today's 0:19:13.529,0:19:16.919 podcasts check out 0:19:14.999,0:19:18.690 zarayda Hammond's book culturally 0:19:16.919,0:19:20.549 responsive teaching in the brain you can 0:19:18.690,0:19:26.459 also dig into the story a bit more on 0:19:20.549,0:19:28.109 medium.com /at sign mm SD you can find 0:19:26.459,0:19:28.499 these and other resources in the show 0:19:28.109,0:19:40.799 notes 0:19:28.499,0:19:43.559 see you next time black excellence is 0:19:40.799,0:19:45.959 the district's unapologetic stand in 0:19:43.559,0:19:48.479 support of our african-american students 0:19:45.959,0:19:50.359 our first strategic framework helped us put our 0:19:48.479,0:19:53.099 school district on an upward trajectory 0:19:50.359,0:19:54.959 but more important laid the foundation so 0:19:53.099,0:19:57.299 that we can make even more progress in 0:19:54.959,0:20:02.570 the future it starts with believing in 0:19:57.299,0:20:02.570 the potential of each and every student 0:20:03.890,0:20:12.039 [Music] 0:20:16.130,0:20:19.339 [Music] 0:20:22.510,0:20:25.990 [Applause] 0:20:22.840,0:20:25.990 [Music] 0:20:28.810,0:20:32.060 [Music] 0:20:33.200,0:20:35.260 you 0:20:45.420,0:20:47.480 you  

Show Notes: During today's show, we discuss the following topics during our first segment: From the Washington Post piece on private school enrollment (below), how are private schools contributing to school segregation? To what extent are private schools necessary for a high-functioning education system? In our second segment, we have THE Zaretta Hammond on our show, author of Culturally Responsive Teaching and the Brain. Zaretta Hammond joins us from the beautiful state of California, right after a full day of leading professional development! Resources Mentioned/Referenced: New research says schools don’t matter much in helping kids climb the economic ladder Private School enrollment contributes to school segregation Zaretta Hammond's Blog "Ready4Rigor" Guest Information: Zaretta Hammond is the author of the bestselling book, Culturally Responsive Teaching and the Brain. Zaretta is a former writing teacher turned equity freedom fighter and over 19 years ago, Zaretta moved from supporting students in her classroom to supporting teachers who are committed to getting better results with their culturally and linguistically diverse students. Zaretta has trained instructional coaches, designed national seminars for teachers and school leaders and is a regular presenter at national conferences for education. Zaretta's research revolves around literacy, vocabulary development and equity. Zaretta established and writes for the blog "Ready4Rigor" and is most widely known at present for her more recent publication: "Culturally Responsive Teaching and the Brain." Finally, Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, California with her husband and family. So let’s get into it

Zaretta is the author of Culturally Responsive Teaching and the Brain, and has so much helpful info to share about supporting students in poverty. Listen in as we discuss the pedagogy of poverty, and how an individual teacher can make meaningful connections with students despite the drill-and-kill focus so prevalent in many Title I schools. Zaretta gives practical suggestions for any teacher who wants to understand his or her students better.