Project Slides

Power Point Slides

 Language and Power

As a middle school nurse, I often think about all our students, and that definitely includes our emergent bilingual students. Sometimes, it's easy to just see the language difference, but these resources really open up how much more there is to it. They help me understand that these kids are navigating a lot more than just English classes; they're simultaneously adjusting to a new culture, new social dynamics, and often a very different educational system. It's about their whole world, their developing identity as they blend cultures, and how deeply they feel supported here at school. It's a big reminder that just like with any student, especially those facing unique challenges, we need to look at them as a whole person with complex needs and strengths, not just someone learning a new language.

The "Teaching Multilingual Children" resource really highlights how important it is for us, even in the health office, to understand and acknowledge the benefits of students' home languages. It's not simply about them acquiring English; it's about valuing where they come from, their family heritage, and the cognitive advantages that often come with bilingualism. It reminds me that providing a welcoming and safe space, where they feel comfortable communicating their needs without fear of judgment or misunderstanding, is absolutely key. This could mean simple, practical things like having readily accessible translation apps on our devices, utilizing visual aids, or just being extra patient and using clear gestures. The document talks about how their first language can actually serve as a strong foundation, or a "bridge," to help them learn English more effectively, and recognizing that positive connection is a good thing for all of us educators and staff to remember and act upon.

Then there's the "Aria" piece by Rodriguez. That one really challenged me to think because it talks about the personal, deeply emotional side of learning a new language, and the profound feeling of potentially losing a piece of yourself, your family language, and even your connection to your cultural roots. It made me think about how a student who seems quiet, reserved, or perhaps even a little withdrawn, might not just be shy. Instead, they could be struggling intensely to express themselves in a new language, or even feeling a bit of sadness or a sense of loss during this linguistic and cultural shift. As a nurse, seeing a student who appears distressed or withdrawn might now make me think differently, prompting me to consider this added, often invisible, layer of emotional and identity-based adjustment that emergent bilingual students are often navigating. Understanding this helps me approach their well-being with more empathy and sensitivity.

Finally, the YouTube video (https://www.youtube.com/watch?v=LCx55q6e0uA) powerfully reinforces the human element in this educational journey. It shows vividly how much it truly means to these students when we, as school staff, make a genuine effort to connect with them on a personal level and acknowledge their rich, diverse backgrounds. It's not just about what they can't do yet in English, or focusing on perceived deficiencies, but shifting our perspective to appreciate what they can do, and the incredible richness and diversity they bring to our school community. For me, in the health office, this translates into being exceptionally patient, listening carefully to their concerns, and making sure they feel genuinely heard and understood. Whether it's about a simple scraped knee, a headache, or just how they're feeling emotionally that day, making that connection helps build trust and ensures they receive the best possible care.

My daughter teaches third grade MLLs and shared a great resource with me. It is called Colorin Colorado. She used it in her TESOL classes at URI. I included the link if anyone wants to check it out. https://www.colorincolorado.org/

TEACH OUT Summaries

 1. Ethnic Studies by Sleeter

Today, we're looking at the The Academic and Social Value of Ethnic Studies: A Research Review" by Christine E. Sleeter. This paper reviews research showing that traditional curricula often present a Euro-American viewpoint, marginalizing other perspectives. This can lead to disengagement among students of color. Ethnic studies addresses this by explicitly acknowledging different viewpoints, examining colonialism and racism, and exploring the experiences and cultural contributions of various communities. The study shows that incorporating ethnic studies can make school more relevant and engaging for students of color. It helps them develop a critical understanding of history and their place within it. It validates their experiences and knowledge, which can boost their academic performance and overall sense of belonging. All students benefit by gaining a broader, more accurate understanding of U.S. history and society. 

2. Teaching for Social Justice

So, this article is all about making classrooms a place where everyone feels like they belong and can thrive. It points out that schools sometimes miss the mark by not addressing inequalities based on race, class, and gender. But it's not about what teachers can't do; it's about what they can do. The authors suggest that classrooms should be places where students get a taste of a more just society, where they learn to think critically and develop the skills to make that society a reality. Basically, teaching should connect with students' lives, help them question the world around them, include diverse perspectives, get them actively involved, and create a supportive and joyful environment. And yeah, academics are still important, but the idea is to make learning meaningful and engaging so students actually want to learn.

RI Laws and Policies and Trevor Project Resources

 Three Talking Points

1. The gender definitions/examples in the Trevor Project article were really helpfull. I think I will keep this article as a reference. It may be "new" to us, but we can always learn. When we know better, we do better.

2. I loved this quote from the Trevor Project, "remember, intention is not impact. The best apology is one that doesn’t make excuses or invalidate the other person’s feelings." I think we underestimate the power of a true, thoughtful apology. Whether you meant it to hurt or not is insufficient. 

3. I think the privacy, confidentiality, and Student Records sections from the RIDE article is such an important reminder. As school employees, we are mandated to keep student information private. It is easy for us to forget. I hear it all the time in the teachers room at lunch. 

Argument Statement

RIDE and the Trevor Project argue that respecting a student's gender identity is not a choice, but an obligation. 

Rethinking Troublemakers

 Rethinking Troublemakers by Carla Shalaby

Three Talking Points:

1. "School does not welcome this protest, this natural way of childhood." This quote stood out to me so much. My "difficult" child came home from Kindergarten with a glowing report card. Her teacher wrote that she was a polite little girl. My husband and I were shocked. Our child that pushes our boundaries is behaving for the teacher? I realized the school environment does not allow for push back.

2. I love what Shalaby said about challenging authority. Isn't this important to teach children if they find themselves in unsafe situations?

3. The current president recently referred to activist Greta Thunberg as an "angry young woman". The quote "these troublemakers- rejected and criminalized- are the children from whom we can learn the most about freedom" made me think of Thumberg's selfless activism. You never read about people who sat quietly and politely in history books...

Argument Statement

Shalaby argues that we should stop and listen to the naughty kids.

Teach Out Proposal Draft

 The Teach Out Project Proposal

I chose the Sleeter article because I kept thinking about Carlos's story. It was so different from my own educational experience. It was something that I really did not thinking about before. I want to share it with my daughter and husband as they both work with under-represented groups so I think it would have the most direct, quickest impact. I will create a pamphlet so it can be easily shared with their colleagues.

CHOOSE A TEXT: Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life?  The Academic and Social Value of Ethnic Studies by Christine Sleeter stood out to me the most- specifically Carlos's story.

WHO DO YOU WANT TO SHARE WITH? Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children? My family. My daughter, who is a MLL teacher and my husband, who works on grants for under-represented groups. I think this could help them make bigger impacts in the work place.

WHAT FORMAT MIGHT WORK FOR YOU? Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc? pamphlet

Rethinking Schools

Rethinking Schools:
Teaching the Fight for Queer Liberation
By Nick Palazzolo

link to my Rethinking Schools article

As a middle school nurse, the article "Teaching the Fight for Queer Liberation" really hits home. I see kids every day who are grappling with their identities, some quietly, some more openly. The article emphasizes that "all students, queer students in particular, deserve to encounter this history so that they might develop a fuller sense of self, examine how questions of gender and sexuality have shaped their present, and imagine where our society might go next." This isn't just about history class; it's about validating their existence. When students feel affirmed and understood, they're healthier, both mentally and physically. I’ve noticed that kids who feel a sense of belonging in school are less likely to come to my office with anxiety or stress-related physical symptoms like stomachaches. I never had a problem because I was always represented in curriculum content. However, this is not always true for LGBTQ and other minority kids.

This focus on teaching queer history and fostering inclusivity directly relates to the principles of Diversity, Equity, and Inclusion (DEI). DEI is all about creating environments where every student, regardless of their background or identity, feels safe, respected, and able to learn. When I have a student who is questioning their gender or sexuality, knowing that our school, in theory, supports DEI means I can confidently point them to resources or staff members who can provide affirming support. It's about recognizing the diverse needs of our student population and actively working to meet them.

However, the recent executive orders, such as last weeks "Ending Radical And Wasteful Government DEI Programs And Preferencing" reading, create a really challenging environment. The order states it is "the policy of the United States to protect the civil rights of all Americans and to promote individual initiative, excellence, and hard work." While that sounds good, the reality is that by "terminat[ing] all discriminatory programs, including illegal DEI and 'diversity, equity, inclusion, and accessibility' (DEIA) mandates," it chills the very efforts that create truly inclusive spaces. I worry that if DEI initiatives are seen as "radical and wasteful," my own school will shy away from discussions about queer history or even providing basic support for LGBTQ+ students, fearing backlash or loss of funding.

The article "Teaching the Fight for Queer Liberation" specifically highlights the countermovement we're seeing, noting that "today we are experiencing a countermovement in response to recent progress on gay rights." In my opinion this is precisely what these executive orders feel like – a deliberate attempt to roll back progress. As a nurse, my concern isn't political ideology; it's the day to day impact on my students. If we're not allowed to openly acknowledge and celebrate the diverse identities within our school, including queer identities, then we're sending a message to those students that their experiences don't matter or, worse, are not welcome. This can lead to increased mental health struggles, social isolation, and a feeling of being unsafe in a building that they are required to spend 6 hours a day in.

Ultimately, for me as a middle school nurse, fostering an inclusive environment isn't about being "radical"; it's about being compassionate and effective in my role. Understanding and supporting all of our students, including our queer students, truly is essential for their overall health and well-being. When we suppress conversations about queer history or dismantle DEI programs, we’re not just impacting curriculum; we’re directly impacting the physical and emotional safety of vulnerable young people. We need to remember that "All students...deserve to develop a fuller sense of self," and that means affirming who they are, not erasing it.

I included this graph from the Trevor Project. It compares the proportion of queer youth who experienced bullying in schools that are LGBTQ affirming with schools that are unaffirming. I think the numbers speak for themselves but I am interested to see what my classmates have to say...

The Academic and Social Value of Ethnic Studies

by Christine Sleeter

3 Talking Points

1. Through trial and error, Carlos was able to find his passion. I love that his community lead him to what he found moving. Seeing yourself aways makes it easier to learn. I wonder if Carlos never liked school because he never saw representation. This was not something I experienced, so it took me a while to make sense of it and realize the real problem.

2. "Students perceive racism as a tragedy of the past divorced from other historical issues" This is how I felt as a student. Things USED to be bad, but now they are better. This is a prime example of my white complicity. I still believe that schools today only discuss rasicm as a topic in history class, rather than contemporary affairs.

3. "In sum, it is important to recognize that ethnic studies grew from a desire to counterbalance both inaccuracies and the predominance of Euro-American perspectives that underlie mainstream curricula." This reminded me of the Providence Student Union's fight for ethnic studies classes in their schools. PPSD has yet to hear the student union and make a change. By doing this, they are continuing white complicitness. 

Argument Statement

Christine Sleeter argues that the lack of Ethnic Studies in schools teaches that racism as a "historic concept".

What is DEI in 2025 and Why Does it Matter for Schools

What is DEI in 2025 and Why does it matter for schools

White House Executive Order on DEI: “Ending Radical and Wasteful DEI Programs and Preferencing,” Full End of DEI EO:“Ending Illegal Discrimination and Restoring Merit Based Opportunity,” DEI Explained

As a middle school nurse, I'm watching these executive orders unfold, and I'm struggling to make sense about what they mean for our students and our school community in 2025. The executive orders aimed at ending Diversity, Equity, and Inclusion (DEI) programs, like the one stating it's "the policy of the United States to protect the civil rights of all Americans and to promote individual initiative, excellence, and hard work", feel like a direct hit to the progress we've been trying to make. I see how our DEI initiatives, even small ones like celebrating different cultural holidays or having posters in my health office that reflect diverse backgrounds, help students feel seen and understood. The push to "terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements" sounds good on paper, but I worry it will erase the support structures that many of our students, especially those from marginalized groups, truly need to thrive.

This crackdown on DEI, for me, really connects with Armstrong and Wildman's "color blindness is the new racism." When the White House says things like "Hardworking Americans who deserve a shot at the American Dream should not be stigmatized, demeaned, or shut out of opportunities because of their race or sex," it sounds like they're promoting fairness. What Armstrong and Wildman argue is that when we pretend not to see color, we ignore the real systemic barriers that still exist for people of color. If we can't talk about race and its impact, how can we address health disparities, for example? I've seen firsthand how a student's socioeconomic background can affect their access to healthcare outside of school. If our school is discouraged from even acknowledging these differences, it feels like we're being asked to be "color-blind" to the very issues that affect my students' health and well-being.

While the specifics of the executive orders on immigration are still playing out, I know the general tone of increased enforcement creates a climate of fear. For example, if there are stricter measures to "identify and increase efforts to remove undocumented immigrants," I worry deeply about our students whose families might be undocumented. When children are scared that they or their parents might be deported, it has a direct impact on their mental health. They become anxious, withdrawn, and their academic performance suffers. As a nurse, my priority is their well-being. It’s hard to provide targeted care when a child is experiencing fear. I am embedding a link to "red cards" from the Immigrant Resource Legal Center that can be printed out and distributed to community members. These cards explain the rights given to EVERYONE in the United States (regardless of immigration status). Feel free to download right here

These executive orders, by pushing for a "color-blind" approach to society and a stricter stance on immigration, could actually make our school less equitable and less safe for the very children we are here to serve.