Nyree Clark: Culturally Responsive Online and Blended Learning Pedagogy

Today we would like to welcome Nyree Clark to the bits and bytes podcast. Nyree Clark is an ed tech curriculum program specialist for Colton Joint Unified School District. She's also a founding co- member of hashtag equity in action CA, and was appointed to the instructional coaches advisory board for future ready schools organization. She is passionate about culturally responsive teaching edtech and Twitter. 

For more Digital Learning Services information text DLS news  to 22828 or find us on Twitter @sbcss_edtech

Music by ItsWatR from Pixabay - Wataboi Flavour

Transcript

Copy Transcript Copied

 SUMMARY KEYWORDS

students, teachers, culturally responsive teaching, framework, learning, people, share, sel, absolutely, grow, educational technology, speak, areas, teach, synthesizing, tie, pln, culturally responsive, edtech, tools

SPEAKERS

Sharisa, Nyree, Jessica, Sonal

Sonal  00:03

Welcome to the SBCSS digital learning bits and bytes podcast inspired by our dedication for equitable and inclusive educational technology and computer science. Today's digital learning team hosts are Dr. Sharisa Chan and Jessica Boucher. 

Jessica  00:20

Today we would like to welcome Nyree Clark to the bits and bytes podcast. Nyree Clark is an ed tech curriculum program specialist for Colton Joint Unified School District. She's also a founding co- member of hashtag equity in action CA, and was appointed to the instructional coaches advisory board for future ready schools organization. She is passionate about culturally responsive teaching edtech and Twitter. Welcome, Nyree. 

Nyree  00:49

I love that you added Twitter. I am very happy. Hello, ladies. I'm so excited to be here today. And for people listening and I just want you to know that these two ladies that I'm with I met on Twitter and girl relationship from there. So I just met them while one of them in person today and I'm telling you I thought I know you, we met in person. She's like, No, we really haven't. Because you can actually grow that relationship with your people. And and I'm here with family this morning. So I'm excited. Hi, ladies. 

Sharisa  01:24

Well, good morning. We are so happy to have you here. And we're looking forward to having a great conversation with you this morning, Nyree, I am the one that has met her in the flesh. Finally. It has been two years of virtual just you know, communicating and collaborating 

Nyree  01:39

absolutely

Sharisa  01:40

a great two years but seeing you in the flesh is so much different. So I'm so thankful. But we actually would like to start off with something to get to know you a little bit more. Okay, going along with our bits and bytes theme. If you could give us one bit of information about any place you would love to travel in the world, where would you go and why?

Nyree  02:01

Okay, so I will tell you all a sneaky little secret that my husband and I have taken my son to see all 50 states. So I am going to take you even further where he has not taken me and where we have not taken that child is Northern Lights. I would love to see the northern lights and like not go to Minnesota and kind of see them like I want to see them see them. So hopefully I found a little cruise that'll take us to Iceland and I can be all nice and warm and still see them because I don't want to be too cold. So I am on that's on my bucket list right now. Ladies, that's my bucket list.

Sharisa  02:38

Amazing. I was just going to ask were you going to do like the whole camping backpack 

Nyree  02:42

girl? No.  

Sharisa  02:45

Yes, that sounds amazing. 

Nyree  02:47

My husband's a polar bear. But I am like I'm an African American woman. I'm like my people come from a warm region want to be warm? So it's the cruises that compromise. He can be cold. I can be warm.

Jessica  03:00

I'm with you on being comfortable. Yeah, you still want to have those experiences in nature, but you want to be comfortable while doing it. So yeah, I'm with you. They're really frozen.

Nyree  03:09

But I want those lights. That that would be once in a lifetime. I think

Sharisa  03:13

absolutely. I'm on it. Definitely. I wish I could go

Jessica  03:17

Let 's plan a trip.

Sharisa  03:22

Okay, well.

Jessica  03:27

So now we would like to turn our attention to culturally responsive teaching in educational technology. Nyree you're passionate about culturally responsive pedagogy in your role at Colton Joint Unified, and also with the equity and action ca Consortium. Can you tell us about culturally responsive teaching? And how you tie it into the work you're doing with coaching teachers in edtech?

Nyree  03:50

Oh, that's a great question. I have to say that with the murder of George Floyd. I was really searching for ways to show equity and show justice for teachers as well as students like how can we shift how can we create environments that are inclusive and create environments where people can really voice you know, have a voice and speak up for for their thoughts. And so I started searching just like everybody else. I read the books. I tried to figure out what to do with those books. How do you like you said, Jessica, how am I integrating that with the people that I serve? So in looking at the different culturally responsive teaching through different lenses because everyone has a different lens, you look at Sarita Hammond, and she has the lens of brain development. You look at Goldie Mohammed and Dr. Golding, Muhammad and she has the lens of what culturally responsive teaching looks like. In in literacy. You look at Dena Simmons, Dr. Dena Simmons, and she is looking at culturally responsive teaching with SEL so everyone has their little shift. And because I'm an edtech coach, I actually started looking at and that's my, my little secret surprise for you ladies as I am actually created a culturally responsive teaching framework that integrates technology. So it I call it the four as culturally responsive teaching technology framework. So it looks at culturally responsive teaching, but also brings in intentional technology, integration. And for me, when I was looking at all of these different lenses of what culturally responsive teaching is, and for the people that don't want to say CRT, you can say culturally responsive pedagogy, or people have, say, culturally proficient, I think we need to get away from the acronyms and get a little bit more focused on what are we doing? Like, what are the practices, you can say the words, but what are you actually doing? And how is that shifting? So for me, I still I say, culturally responsive teaching. But with that, I found four areas that stayed the same, all of cultural responsive teaching, talked about ways that you could spark so you can have a spark, how are you igniting the brain? How are you getting students assessing prior knowledge? How are you getting students to like, you know, wake up their brains to learning, right? And then there's also an area of support? How are you supporting students within culturally responsive teaching? So for me, I think of that's where I integrate Bloom's Taxonomy, depth and complexity, how are we supporting for all of us that have students that have IEP s? What are we doing there to build in scaffold how are we differentiating, you know, that is like, the Bane for most of us educators is how do we teach all the students at their level, when you have a class of 20? Everyone needs to be doing something different? Right? So what does that support look like? And it can't kill the teacher or you, you burn that person out? You know, so how can we do it strategically, where the most needs are met, as well as teachers being able to facilitate that and manage it, sustain it, right? And then synthesize? How do we know what kids flow? You know, how are we allowing them a choice and simply synthesizing their knowledge? Showing what they know? So what what can we do there? And then the last one is sharing, like, how do they share their knowledge? Like, how are they sharing this out within the confines of school? Or are they being able to share it out? You look at the ISTE standards, that allows students to be global learners, right? So how are we able to allow them to get outside of that classroom, and either share within the district and other classroom? Create grid pals with no flip? Right? But flip? So how are we connecting with other educators to do that, and so those four areas were the areas that I saw, when I'm talking to teachers, and they're there, they're reading the books and looking at different books, but they're, we're still trying to speak the same language of culturally responsive pedagogy. Those areas were consistent. For me, that's what I saw. So I took those areas, and built in the scaffolds to show like, where you can weave student voice, their culture, their life experiences, and to those areas. But then because I'm an edtech, Coach, I have to show Okay, the technology integration, because you know, you're, I want to be able to support as many teachers as possible with within it. So I need to I feel create pathways for them to you know, access and to be able to feel comfortable at all of these different entry points. So it's CRT is what you're looking for, like, I got you here, let's, let's build you here. And then how can I? What tools can we use to like strengthen or to build voice in that? And then, so the framework that I actually used is Sonny Magana Yes, T three framework. So I use that when, when looking at you know, Samer, and TPAC, and all of that. What I liked about and what I could relate to and connect with is that framework not not only is it research based, but it directly talks about the students and what they're producing. So it's not what the tool is doing, you know, you look at Samer, and it's the evolution of what the tool is doing. But within TPAC that's where it's student centered. So now I can again tie in students with the culturally responsive framework and then for teachers okay, what technology tools will lend itself to that? So that's what I've been doing in the summer I've been I've been trying to you know, figure that out and tie those parts in and make it as streamlined as possible so that when I do work with the teacher then I can try to to find those those gaps where opportunity gaps where the kids can thrive a little bit more you know, and baby steps so it doesn't have to be the whole shebang but like what what's your first entry point like what what are you what's your learning out goal? but we really need to address. And then I look at that framework to see where we can grow, a lot huh,

Jessica  10:06

A lot, but it's amazing work that you're doing. And I know that you and I've had conversation around the tea three. And I think something that you pointed out to me was the reflective piece to that was in there for teachers, which is so critical to this workaround equity that you're really doing. Because as I'm hearing you talk through it, you're saying, you know, this is how they can connect with their students in these different ways. But not only are you worried about them, you're worried about, how are the teachers going to? Like, how are you connecting with the teachers to give them those entry points, so that they can best meet the needs of their students, but you're not overwhelming them. And I think that's really critical in this work. You know, as we try to work towards fostering environments where everybody's welcome and included, we have to get those who are trying to do the work with the students in that mindset, too. And it's got a start there, so we can kind of let it trickle down. So I think that's amazing. I'm really excited about

Nyree  11:00

I was trying because you know, when you are working with, with coaches, and your, as a coach, when you're working with teachers, teachers bring in so much and you have you have so many different opportunities to let them to thrive and to share their voice, right. So this framework allows you to bring in ISTE standards, maybe you're a teacher, that's strong and ISTE standards, how can you implement that I have been able to embed social justice standards. So where can I show identity? Where can I show those domains? Sel is embedded in every single aspect, because hopefully, the teachers are not only checking in with themselves throughout the process, they should be, you know, checking in with their students as well. And how are we addressing that SEL using the castle framework. So I love that framework, it seems to be very easy for teachers to operationalize, as well as coaches to kind of speak to, and having those different. Those different areas that allow you different domains in Castle that directly allowed to what students are doing that that's culturally responsive as well, you know, being able to address that, looking at high cognitive level, like how are we making sure that our students, our all of our students are getting Bloom's at the top, you know, Bloom's at the top level, and not giving students wanting to down here, and then only allowing our gate students to reach the top like that. That's the part that I think even teachers would like some support with it. I did not really, I feel like I got better teaching higher critical thinking when I was introduced to depth and complexity. And that didn't happen until I was a GATE teacher, I was like, this has been here this whole time, like, How did I not know about it? So now sharing that out with all my teachers, because it's just literally critical thinking skills that should be accessible to everyone. But not everyone has access to that. So being able to really let teachers know like, this is what I have for you. And then where do you want to start? You know, because even you're seasoned teachers, I'm 24 years in the game, and I'm still learning, you know, I'm still learning, I'm still evolving, there's always something I feel like I could do better. So maybe it's a better support for teachers, or it could be better support, when I'm in the classroom, I do get to come in and teach some lessons. And that is the most humbling and still growing experience because kids are honest, no tell you, if it was boring, they'll tell you what they did like about it. So being able to take that back as well, has really helped help evolve in our district this year, is allowing us EdTech coaches to get some hours like they're trying to protect our time, and make sure that we have dedicated hours to be with students. So I really feel like that's going to help me to grow as well. Because I'll be able to make that time to to get in those classrooms and and operationalize my framework. I looking forward to that.

Jessica  14:04

I love how robust your framework is, and how you've tied in so many different tools and other frameworks. And you had said before that you know the words, people might think, Oh, I'm doing this or yes, there's all these different acronyms. And the words really do have meaning. So we kind of do throw these buzzwords around sometimes even talking right now we're using a lot of acronyms. And your framework seems to really break that down and say, Okay, well, this is a pathway. This is showing what it looks like if you incorporate culturally responsive teaching with SEL, or culturally responsive teaching with Ed Tech. 

Nyree  14:43

Absolutely.

Jessica  14:44

And also giving students the rigor and helping with what Zarreta calls making independent learners. 

Nyree  14:53

Absolutely.

Jessica  14:54

So I love how you tied it in also with GATE because I had some experience with GATE as well where I After you've been a classroom teacher and then your Oh, you can, you know, work with some of the gate students, then you get to go to the gate training, you get to go to the summer institutes, and it is very eye opening, and you think, oh my goodness, all my kids can really benefit from this.

Nyree  15:14

Exactly, exactly. And I noticed as, as a teacher that had a high ELL students, um, English language learners, when I started actually being able to show them the critical thinking skill assigned to a prompt, I no longer had the barrier of language, because now that student understood what I wanted that brain to do, even if we could not verbalize it, and then allowing that student to have the choice and how you want to show that you understood that. It just, it took us to new places, and my students excelled, you know, and then I excelled as a teacher being able to, to hear more of those voices and to bring that in. So for me, I think sometimes, when people hear culturally responsive teaching, they think that it's related to race, where it's, it's not race, but it is definitely being able to connect students life experiences, their prior knowledge, to content that you're teaching. And the whole premise or the whole focus is culturally responsive teaching is centered around his academic success and academic development for students how and that's something all teachers should be, should be speaking, that's something that we all strive for. So how are we are going to get that child to increase in academics, and where teachers by any means necessary, right? So let me know about who you are. Let me know about what you speak your language, your customs, your culture, and I will take all of that, and we're going to do this science are all connected to math. And you know, that's, that's what it's about. So I think when teachers are able to see it in that lens, it doesn't become anything that is, I won't say offensive, but unknown, you know, it becomes something that like, Oh, I'm doing that. But we become more intentional. And as soon as we become more intentional in any of our practices, we get better. So that's even part of the technology framework. You can't just grab a Chromebook and say I put a kid on a Chromebook. And now we're using technology, like what are they doing with it? What What can we do, and with the T three framework, there is a, there's an area where you can actually the students can create their own goals. And then the teachers can help support the students with those goals. So I love that part. Zarreta having talks about setting goals and building learning partnerships. So building learning, learner learning partnerships, is not where we are telling students like, Oh, I know your favorite color, I know that you like cats or dogs, were talking about how can I figure out what you need to learn so that I can support you and scaffold you to get there. And guess what I'm going to check back and make sure that we're getting there. And oh, do we need to modify that, let's modify that, you know, and then we, we turn that over to the students so that they are in control of what they're learning, you know, so that's the power in it. I love that part. And there's not a lot of other frameworks that I've seen, at least, you know, I don't know everything, but that I have a research that allow students to have that input. So for now, for me, that T three framework fills that fills that space. And then those other frameworks, you know, SEL social justice ISTE, that's where teachers are able to, again, add their voice into what they need to do. So maybe you have a science, PS, when students are doing public service announcements, maybe it is concerning health, okay, now we can tie that in to social justice standards, but I am going to definitely make sure that you are handling this, I don't want to trigger any of my students. So there we go with self management. So now you're bringing in that that castle and the social emotional learning to it. And then maybe it's something that you have to do where you're talking about digital citizenship, and then that connect that ties into it. So there's so many ways to integrate what you're doing to make as many connections as we can make for students, that's where we get the sticky learning, right? So how can we allow them to see that concept across multiple things, and I was talking to one of my PLN members, and we were talking about making themes, you know, showing them things and showing where those connections lie and she was showing me how she did that. And I was like thinking of different ways that I can bring that back to my students too. So so people out there, please, please please and grow your PLN because they help you. You know, they're they're your family. They're your members that are trying to your personalized members that speak what you speak, you know, they speak your same language and they want to see you grow, and you guys can grow each other. So I'm so thankful for just look Now you two ladies that are in my PLN right now and then we get to do awesome things like this.

Sharisa  20:05

Absolutely. You just dropped so much knowledge right now there are so many great pieces in there about agency for teachers and students, letting them become owners of what they do and how they work together and make it relevant and meaningful. You know, that's, I think that's the key point to all of it, how why is this meaningful? Why do I want to do this work as a student, as a teacher, as you know, whomever working in this field of education, and then also the PLN, the networking piece, so huge, and I'm thinking of the way that you work with your teachers and saying, you know, I let them I would like to see this framework integrated with X, Y, or Z, these different components, but you have experts in those different components. And I was thinking, if they were a PLN, how great would it be that they can grow with each other? Because they're masters in these different areas, you know, that can align with the framework itself? So

Nyree  21:03

please do.

Sharisa  21:04

So we do have a follow up question or another question. I know that's follow up for sure. But we would like to know what culturally responsive teaching practices that incorporate into educational technology teachers can use that allow for student voice, and actually, you just talked to see this framework. But if we kind of focus in a little bit more on actual, the practices that they can use, as a teacher, you know, as you're coaching them, what, what kinds of things are you doing to help promote agency collaboration and discussion like those real kind of fine details?

Nyree  21:35

Oh, I like that question. I'm so off the cuff, I'm thinking like when you are looking at synthesizing right, so the synthesizing part of the framework, the tools that lend itself to that would be, I helped my teachers with wakelet. That's one of one of the tools that we use. So again, first, I would be remiss, good old, David Thurston taught us all to make sure we ask before we act on any of our tools. So you know, we use the tools that are approved through our IT department. And so wakelet is one of those tools that allow students to jump into the same space, share information, and then directly collaborate with each other. Also, it's shareable, because then you can take that link, and then share it globally. So any of the tools that allow students to give feedback, you know, if you're writing an essay, and it's between you and the teacher, okay, but then if you give that same essay to your whole class, and then your whole class gives feedback, now you have more information that you can and then after you clean up everything, or you address those comments, and then you put it in a blog post, or blog post and share it, you know, across across the globe, and you have people from different parts of the country now giving you feedback that that's so impactful. So in looking at that T three framework, when you're looking at the second, second stage transformational, it has contribution, production and contribution. And those are two areas, I think that are great starting points for teachers, using flip using Padlet allows them to collaborate and share different thoughts, even if it's creating like a graphic organizer to to kind of flesh out your thoughts. And then having that conversation about what did you mean here, this is what I saw. Because you know, you can create something and know what it's like in your head and then have someone else look at it. And they can get a whole totally different feel for it or sense of learning. And then having that conversation I think is the secret sauces, but talking it through. And even as the teacher, the formative assessment you get from just listening to your students talk, oh, my goodness, when I taught kindergarten, we would hang out by that play station, by the playroom, because those kids would dress up and they tell all the business where everything happened. So they would speak about everything, you know, personal about themselves, but they would act it out. So being able to allow teachers, teachers need to allow themselves that time to just walk, facilitate and be able to hear those conversations, and then use some of those tools that allow students to talk to each other, you know, flip also allows you to have those closed topics. So it can just be to you and to that person. So allowing students to know that, okay, I can just have a conversation with you. And it can be asynchronous, because if COVID taught us nothing taught us flexibility, right? So now we feel like that access, I can have access to my teacher whenever I want, but maybe she'll respond at this time or he'll respond at a later time. But that flexibility you know, being able to kind of make those adjustments I think is really key to to what we've been doing so far.

Jessica  24:55

I like how your four S framework, the spark support synthesize and share, you really can implement edtech tools into all four of those areas. So even as you're giving us some ideas of wakelet, flip Padlet, helping it be more student centered, helping to speak the language of what the students are interested in, and the strengths that they bring in. It really does allow for a lot of educational technology to be implemented into each of these different areas.

Nyree  25:28

I really think so just Jessica. I also think that allowing students to kind of share where they want to do it. So I've had students that have said, like, can I code? Absolutely. Does Mrs. Clark code? No, not really that well, but have I created a pathway for you to do it? Absolutely. Because if that's your jam, then I want you to be able to explore that. And many students have on teachers, we had a teacher that paired coding, with teaching writing standards for dialogue, fan tastic, blew my mind, I never would have thought of that. But guess what students want to talk, and they want to talk through coding. So being able to allow students some opportunities, so like, teachers, you don't have to give them 100 tools to use, but you can give them three, you know, pick out of these three, pick what you would like to facilitate and then allow the students some choice. As even as adults, we all love choice. So we would like to feel like we owned something that we're doing, you know, there's times when you have to be told, but then you love to be able to say like, I want Bob's over big, you know, over, in and out, you want a choice. So we need to do that with our students to they deserve that.

Sharisa  26:40

I love that. I was thinking about your favorite, but also how it aligns with the four C's, I'm like seeing fours. Right. As you just talked to a creativity, collaboration, communication, you know, all of that it's so amazing. I don't know, I'm just so inspired.

Nyree  26:58

And I think just like you were saying, you saw the four C's, I did too, as I was helping teachers, you know, that's one of the tech, one of our pathways and to be able to show teachers how you can integrate those Four C's. So then, in looking at culturally responsive teaching, where did I see those elements, you know, and those were, those were areas that, you know, set with me, and it seems to be an easy place where I can start, you know, we're working with teachers are showing some of those connections for them, especially with bringing in different frameworks. So like ISTE, we don't have dedicated frameworks, that's a half, two, and our district, so the ISTE Standards became a framework that we're just, we can all speak the same language, if this is something that you would like, like to use, but at least the T three framework allows a space for us to see the progression so that that's awesome for teachers as well, like you, you can find your starting point and see where you can still grow. Whatever year that you're in, in the profession, like we can all still grow because even if you're at the very end, where your students are creating and producing and and they've transcend, right, this transcendent, they're able to be more social entrepreneurs. What does that look like for a kindergartener, you know, maybe it's showing you that I know what a cow is, I know this animal, and then I'm going to teach it to my friend and India, because now your grid pals with that person, you know, and PBL becomes even stronger in some of these instances, as they're able to create opportunities where students can our genius our projects, you know, can can guide their own learning if they have that space to.

Jessica  28:41

I'm very excited to see where your four S framework goes, you said you're going to be implementing this with teachers and students this upcoming school year.

Nyree  28:49

And that's just for me, like teachers that want to know. So it is definitely nothing driven by Colton school district. But it is something that I will share with with teachers like this is how I'm doing it. So if this is I have some teachers that are explicit and I want to grow in this area, then this is one way one tool, one resource that I will share with them in that I've been able to do it I've presented on it. So I've used it in that way. When I teach model lessons, I use it, you know, in that sense, so each time of course, like with anything each time we do it we evolve and we grow it so it's getting better and better. So I I've been happy with it. I love the integration of it. And pairing it just this summer pairing it with T three has made it so much more strategic and what it's doing. So I think it easier to operationalize because it's more intentional so you can see the pathway.

Jessica  29:50

Well, it's very exciting that you shared it with us here first. We are first right 

Nyree  29:59

Absolutely. You're my safe space 

Jessica  30:01

wonderful, was wonderful to be able to give our audience an introduction to the framework that Nyree has developed the Four S framework. And after you've been implementing it, I definitely hope that you will come back and share your findings and share how you've built out to different pathways

Nyree  30:20

I would love to anytime I can spend with you ladies is, is fantastic. I love attending the workshops that you offer, and just being able to speak with different teachers within the Inland Empire has been fantastic. So the work that you all are doing is so impactful, and really appreciate how you were able to allow us to make those connections and like this podcast is another way to do that. So thank you, ladies. 

Sharisa  30:46

Thank you.

Jessica  30:47

Yes, thank you very much.

Sharisa  30:53

Okay, so we have another question for you. This will be our last question. Okay. Maybe? Because we had a lot of extra afterwards. But thank you, and thank you for being so willing and openness. Oh, share, be? Sure. So the question is, How can teachers use culturally responsive teaching and edtech resources to address issues that are important to learners and their communities,

Nyree  31:17

You know, what I really feel like the first place that we go with culturally responsive teaching is definitely being able to have an awareness of what you bring into it. So teachers have to start with them, address their culture, address, who they are addressed their core values within what they're doing, because you have to be aware of your triggers, within what you're teaching. When I got to Black History Month as an African American teacher, not the gym, always, you know, so I had to make sure that I was strategic and showing students, people, places of joy, like all of all of those areas. So I usually look at my community who's in my classroom, and I want to show as many mirrors and windows as possible. So I want them to be able to see themselves reflected, and what we're doing and be able to make connections. So I start culturally responsive teaching there with being able to make sure that they're represented, and I share me too, so I want to share with them who I am professionally, like in a professional level, but if I'm African American, and it's Black History Month, yes, I'm going to teach you about slavery, but I'm also going to teach you about joyful people that are in black, black history. Right. And I think that is deserve it for all of the cultures and students are so excited when they are able to see themselves or when they're able to speak from their experiences to does someone have anything that they would like to share, also being able to tap into your learning community. So your parents, your your, these kids came from somewhere else. So bring your parents and I've seen a Flipgrid topic where parents were able to share who they are what they do. And then teachers can kind of get into those cultures and see like, oh, okay, maybe I could bring this person in to address this or to speak on that. And then you know, that sense of pride that you get when your family is able to to represent, but being able to allow students to share in that space, I think that's the first place that you go. And then it's just we're all teachers. So it's never wrong to continue your education in that. So go to those podcasts, try and read the books, see what your school district is doing. implement those things and start up get with a friend I have. I had a friend that wasn't comfortable teaching some things. And so we would team teach together. So then that was a way to kind of work through it together. So I didn't want to be the the one that always has to do black history month. But where can you feel comfortable entering in that situation, and then teaming up together, that could be another way for teachers to get their feet in the door.

Sharisa  34:09

I love that. So a couple of things came to mind as you're speaking, one is the tapping into yourself first. You know, as teachers, I think it's so important as individuals working in different communities, it's important to know who you are. And then also, you know, learn about the people around you, because it helps us grow, you know, as a collective group, and just respect each other that much more. So I love that you say to start there looking within. Also the fact that you mentioned bringing up how students could see themselves, but the window is well. So for me as a teacher, and speaking about even myself, during Black History Month or whatever time we were teaching about them, I would oftentimes have students say, Wow, really, you know that happened or I can't believe that and they have no connection to it because they just haven't learned because it's not part of their background, right? You know, but they want to know more. Absolutely. And I think it's so amazing that, as teachers we are, we're able to have that, that avenue to give access to students to just hear and see more about those who are around them, those who may not be around them, but opening them up to, you know, this world that we are so blessed to be a part of, where there's just different people, different cultures, different languages, different foods, you know, just exposing them to all of that, it's, I think it's such a beautiful thing. So, but definitely tapping within ourselves first, and knowing what we're comfortable with or uncomfortable with. And then also, you mentioned, helping break down those barriers by bringing in somebody else, you know, maybe I'm not comfortable with this yet. But can you help me out with this, you know, I want to know and learn more, so I can give my students even more of, you know, an experience that lets them see their classmates or me or others that they may not have had exposure to? Absolutely, you know, I I just think starting from a point like that, is, it's critical, especially in you know, the way the world works, you just don't know who you're going to come along, or Absolutely, or work with. Yeah, you know, and just having that I just empathy keeps coming to mind. Sure, being able to develop that empathy to be able to respect one another, and say, hey, I want to know about you and kind of learn to walk in your shoes for a day or two, and get to really know where you're from and what you're about it, it just opens up these different avenues that sometimes are uncomfortable, but very necessary.

Nyree  36:39

Absolutely. And I think for many teachers, it is, no one wants to offend anybody, you know, so it's easier to do nothing than to offend, but then doing nothing we miss, we miss a lot of opportunities. So being able to have those courageous conversations and just ask like it does this seem offensive, if I was thinking of teaching this lesson, and I was gonna do it this way, it's the same, okay, and asking friends, you know, I have friends that I've gone to, and I've asked, and, and it has been reworking of some things, or this is what this would do, or this is how I would feel. And then I'm having friends share out information, especially like, I want to say it's Ramadan, when that time came for many students that were fasting, I had friends that were in that culture that shared so many resources, and so many best practices. And I learned from that, you know, and then was able to share on so I think it comes from that with people just not wanting to be offend anyone. But then I love how you said asking questions, to just to grow so that we can still allow students in, but then again, in a way where we can thrive and where it hasn't, you know, traumatized anyone. That's what we're doing.

Jessica  37:58

I like how you also were saying that you give balance as well. So you include multiple perspectives, so that your students know, okay, the experience is diverse, and also with teachers, we have to continually do the work, because we get new students each year. And so we're constantly learning about their cultures, learning about their communities, learning about where they're coming from, and the experiences that they're bringing in. So it really is something that's a continual process. And as teachers, we are lifelong learners, and really starting with that awareness and looking inside of ourselves, and what we are triggered by and the things that we come in with. And we really do learn from our students and their families and the community. It is a beautiful experience.

Nyree  38:48

And I think when we're honest, when students are able to see we make mistakes, and that we own it, and we apologize, and if I mispronounce the name of that, please everyone, I apologize for that. But when we're able to, to address that, they see that where our heart is, like, you know, we're coming from a good place, we're coming from a place where we're trying to learn, and they can see how we handle those mistakes and go through punts SEL that social and emotional learning, you know, and we're able to do that. So um, I've had those instances to where I've had to apologize, or I've had to, Hey, boys and girls, this, this happened, this could be a better way of handling that so I apologize and then just go from that. How can we do this better or what could have you know, what could we have done? And then it was a better experience. humbling. Heck yeah Was it hard? Heck, yeah. It doesn't feel good when you have to grow that thick skin, but then where you come from, when you're over that hump and where you come from you just a stronger teacher, you know, and we don't get stronger by being perfect. We get stronger when we you know, make make some of those mistakes and grow from it.

Sharisa  39:58

Absolutely. I Absolutely, yes, I love how you say that you model it for them, too, it's so important for our students, especially to see that we're human as well, where people do we make mistakes. And let's work them through, you know, walk them through how to work through them. So I think that's beautiful. So this is going to be where we kind of just wrap up here. So it has been such a pleasure having you here in the flesh. culturally responsive teaching and Ed Tech. So thank you for all of your wisdom, your insight, just everything that you've shared and letting us in on your new it's great that you shared that here with us we feel so special. Thank you so much.

Nyree  40:41

It has been joyful being here with you all. And again, like our your your listeners, are listening to a very authentic conversation with us. I love you ladies to the depths of my heart. And I feel very comfortable with being able to share all of me and for any of you educators out there that can get yourself into a situation where you can be your authentic self. That's where you grow. And I hope that for you as well.

Jessica  41:08

Absolutely. Well, we love you too. And this has been an amazing conversation. I was taking notes because I was writing down all your nuggets of wisdom. I just appreciate all of it. And for all of our listeners if you'd like to continue the conversation with Nyeri Be sure to follow her on Twitter and grow your PLN so she is at Miss M S Nyree Clark, n y r e e Clark C L A R K and also include her with the hashtag equity in action.

Sonal  41:42

Join us next time for more bits and bytes of digital learning and computer science. And remember, if you're hungry for more, you can simply text dlsw news 222828 Or find us on Twitter at sbcss_edtech