. When he stepped into our classroom, we quickly learned that we didn't know what language to use to communicate with him. Having lost his hearing in a traumatic experience as a young kid, he was now completely deaf and either voluntarily or involuntarily choosing not to speak., English, French Sign Language, and Swahili, but our attempts were to no avail. We did evaluations, assessments, and tests to glean what we could learn about him.
But my student's story doesn't end there. In the early days of my student's arrival, we'd read a story about a kite that got stuck in a tree. I decided that it would be a fun,to bring in some materials from around the house and try to build a makeshift kite to fly. On the day of making the kite, I pulled up the directions for making a kite and projected them on the screen. I was attempting to follow the directions while prompting my students to help me.
But labeling a school as"bad" and giving it a failing grade is detrimental to the students who go to that school. Over time, these students can start to believe these false claims and eventually confirm these expectations in what is known as the self-fulfilling prophecy. This self-fulfilling prophecy is made evident in".
." Classifying a school as bad only seeks to damage the psychological well-being and self-esteem of children of color and reinforces the perception of inferiority.But I know that these schools are not bad. They are made up of students like my own student. Students who excel in art, dance, music, poetry, athletics, culinary arts, fashion, child rearing, perseverance, multilingualism, comedy, kindness, public speaking.
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