School of the Special Hearts (The Lucky Few)

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People spend a lot of time talking about my “special heart “when they here what I do for a living. And then they double that when they here that I ABSOLUTELY LOVE what I do and who I do it with.

I spend a lot of time annoyed with the people who just don’t get it! They don’t see the beauty, the love, the pure joy that comes with spending my life with children who have disabilities. Sometimes it feels like they are living in a black and white world and just don’t see the color that is all around them because they spend their lives on the outside of my little world with these students. How could you not love them, and want to spend your time teaching and learning from them.

But then I read the book “The Lucky Few” by Heather Avis and it was like I was staring into the face of someone who just GOT IT! She was saying all the things I feel and she was preaching it to the world. She was shouting the worth of her children and all children that are born with down syndrome or other special needs for the world to hear. And the world needs to here it.

That doesn’t mean either of us were born “getting it” at one point or another the idea of spending our lives with children with a few extra chromosomes terrified us; Heather talks about how much life with her children, “wasn’t her plan” she just wanted a healthy baby as all new parents do. But that was not that plan God had for her and once she said that first yes to adopting her daughter she was diving head first into a world that holds so much beauty.

She looks at her relationship with God in new light around every corner of this book. She sees his hand in the darkness in the loss of the ability to have children and the beauty in the gift that he gave her through the children he provided. Because she just had to remember he’s got this. He knew she would be one of the people that “gets it” she would take the lives of these beautiful children he made, and yes I totally believe he made them with that sneaky little extra chromosome on purpose, and she would show the world just that. That they were created, that they were no ones accident.

With each of her  yes’s she learned a little more about herself and about the kind of heart that God has for her and for her children. She continually said yes to the hardest things he was asking of her and gained a beautiful life from those yes’s. She learned something new with each of her children.

I think one of the most beautiful things I learned from Heather was from her struggle to bond with her middle child Truly. If you know anything about this family you know that sassy miss True is the only Avis child that does not have down syndrome. She has the typical number of chromosomes but more than makes up for that with her amount of sass.

Heather shares the struggle she had to bond with this little girl with all the will power and beauty. To most people they would say oh a “normal” baby that would be the easy one to love and fall in love with. I love that she shares the struggles here just as much if not more than with her two children with down syndrome. In this light you can see how much you have to learn from all different types of children, they all open your heart and pour something different in.

Heather opens her heart to God and repeats over and over, “Yes, you got this. . . Yes you got this!” And because of that she has walked into the life made for her. I hope that even when I am staring into the darkness, facing what seems like an endless amount of NO’S, I can continue to repeat, “Yes, you got this!” And walk forward into the space that is given to me!

The Lucky Few the people that get to spend their lives learning and sharing with something with down syndrome are just that so lucky. It took one of what I like to call the “best good morning hugs in the world” The full body, wrap their legs around you, lay their head on your chest, good morning hugs that in my experience children with down syndrome are the absolute best at giving. It took me one of these hugs and I just knew. I was meant to be a part of this

The Lucky Few.

Heather Avis’ book comes out on World Down Syndrome Day, March 21st 2017. (How perfectly fitting right?) It is available for pre-order NOW! Go, buy it! Welcome yourself into the BEST club!

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My life is Spedtacular!

Welcome to Spedtacular Me! I am a special education teacher in an elementary school, I teach in a self contained classroom my students by definition have an intellectual disability of some kind they range in ability level and disability about as much as as they range in personality. I love being able to spend my life with them and I frequently share quotes on facebook and I have been told they are people’s favorite updates so here I will share more specific stories about my students, their lives, their disabilities, how other people perceive them and of course my life as well. I am working on writing a book about this topic so I will share some pieces of that as well. Welcome to my world.

 

Happiness Is A Snow Day!

Happiness is a Snow Day!

A day when you woke up planning to, give that test and finish those literacy lessons and fix my CLO’s before my unscheduled observation

A day when you suddenly have no plans at all

A day when you wake up without an alarm at 5am to check if Snow Santa has dropped enough white beauty onto the streets to cause the Superintendents of the world to allow us and the children to stay off the street.

A day when you get to turn off your alarm and sleep until your hearts desire. . .but normally you are so excited for the free day that you can’t even go back to sleep and now you are up an hour before your normal school alarm would go off.

A day when you get to trick your pedometer into thinking you have completely changed professions by walking 1000 instead of your usual 8,000 by dinnertime.

A day for you. . completely off the books, a day of Netflix binges and bad food,

A day that I hate to break it to your children, we, the teachers need it so much more than you do.

From Denver with Love, Enjoy Your Snow Day!

 

<3Kelsi Rae 

That Ghetto School. . .

“I am not sending my baby back to that ghetto school.”

Says the black mom of the two black sons whose first names literally start with Mister and Sir, followed by regular old first names, no hyphens, no spaces, just Mister(Capitol Letter) name, all one word. Ravene Simone would say that she would not hire those boys simply based on their names. This Mom in her gorgeous red wig with her 3rd baby daddy sitting next to her, she tells me she “don’t want to send her babies back to the ghetto school 6 blocks up the road.

And when she says ghetto she means, Black

This whole conversation came up because her son will soon be exiting out of my intensive needs special education classroom which will result in a possible return to home or neighborhood school. This Mom would rather keep her son in a classroom that is academically holding him back and socially labeling him, ‘different’ then send him back to the other school, that is literally 5 minutes away.

Now lets be clear, I am NOT knocking this mom, she is looking out for those babies, when her son qualified for my class two years ago his siblings were grandfathered into our school so they could all stay together. Our school with the high performing test scores, the funding, the 30% free and reduced lunch, and the white students. Her sons get all of the privilege that comes along with that.

I am NOT knocking this Mom, I am knocking the system where the majority of the minority or low income students at my school are MY students, the ones who get placed there by the district for my programing, the students whose test scores don’t affect the school anyway. I am knocking the system that makes this mom tell her kids that school where all the kids go that look like them isn’t good enough. I am knocking the system that make this students brothers teacher want to push them back to their home school, because he is the problem child in her class.

In the 1960’s this school, in this neighborhood where I work was the center of a desegregation case in front of the Supreme Court. Bussing went in place, riots were had, an overwhelming number of the White students in the district were moved to suburban schools. In 1996 the bussing decree ended and students went back to attending their neighborhood schools, but the white students did not return. The majority race in my district is no longer Caucasian, but you wouldn’t know that in certain schools, the 30% are highly concentrated, in schools like mine.

So now over 40 years after the Supreme Court ordered that we all “get along” and at least go to school together, what has changed?

Well if you ask that Mom to tell you about that ghetto school down the road, you will learn. . . Not Much

Kelsi Rae

Becoming Ride or Die For My Students

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When I began my residency, during the summer courses we spoke for hours about how to form relationships with students of all backgrounds and the importance of developing these relationships from the beginning of the school year. Everyday, I left partly confused how could you not form relationships with these students? How could someone enter into a classroom and not leave changed, molded a little bit by each and every student that they work with? I later have come to realize it is possible for some, but not for myself and for this reason my entire philosophy of teaching stems from this idea. That each student in my classroom will leave changed by the relationships and culture I foster and that those connections will push them academically and socially long after I am their teacher.

In one of my graduate courses this year we were introduced to Jeff Duncan-Andrade and the term, Rida’s while I had heard this term many times before in music and popular culture I had never heard it in relation to a teacher- student relationship. Duncan-Andrade describes the relationship like this,

“They risk deep emotional involvement with the majority of their students and they are sometimes hurt because of those investments. The depth of their relationships with students allows them to challenge students and get notable achievement and effort.” (Duncan-Andrade, 2007)

This deep emotional involvement is something I want to wear on my sleeve; I want my students to know that I am willing to take a risk for them, so that they will be willing to take academic and social risks for me.

This year I have been fortunate enough to make a deep connection with two of the schools most challenging students. These students are too young to have a predetermined path in life, they should understand that people care about them and want them to succeed, however for these students that was not the case. They believed that they were the “bad” kids and they were destined to be arrested or worse. By fourth grade one student understood the inequities of the world that I am still uncovering for myself. Through bonds I took months to build and develop with these students, they not only knew that they could come to me but that I would fight for them when needed and tell them the truth when necessary. I can remember on many occasions telling a crying student in the hallway, “Who is this hurting right now?” and walking them back to class, because that action was not taking away from their teacher but it was hurting them as a person. When a student knows that you care about them, I believe you can be more honest with them, and instead of shutting down the student will be more receptive to these requests. They will take an emotional risk for you because of the investment you are making in them; students will not take a risk for no reason.

I don’t want to form relationship because that is what you are supposed to do in order to be a successful teacher I want these relationships because that is how we grow. As humans we make connections to one another that push us to be better, or hold us back, we cannot live in a solitary existence no matter what sort of relationships you make they will shape you as a person. I want my students to come into my classroom and form the type of connections that push them to grow. As we grow together through the year these relationships will be something that form me as a teacher as well as forming the people my students will become. As they grow up they will become people who form this type of relationship with others because I formed one with them.

In order for the bonds I build in my classroom to continue to make a difference after the year is over, students have to learn to create these relationships with each other as well. The friendships that students build with each other in my class will cross cultures, languages, disabilities and more to create a community where each student feels valued and supported. Through creating these friendships between each of my students, and hopefully my students and other students throughout the school and the city, my sphere of influence will grow exponentially. Many of my students have more than one factor, working “against” them when it comes to forming lasting relationships, often they are from different backgrounds than their peers and have one or more disabilities that may cause them to look or act differently. In order to become truly an agent of change in the district I want to begin to break these barriers down and show that though some people may need something different, that if we all work towards our goal each individual can succeed. This year I was able to work with the Affective Needs classroom, often these students were talked about by adults and teachers as “those kids” and they were rarely included in school or classroom activities. In the spring we fought to create a dance number and perform it twice in front of the entire school at the talent show. The students were able to hear the cheers from the crowd and give high fives after and to just be kids, as opposed to “those kids.” This small step allowed a few barriers to be broken down with their peers they began to form relationships based on shared interests rather than animosity based on the differences. People will never become blind to the different colors, cultures and disabilities my students have but by creating relationships with them these things can be seen for the value and not the differences they represent. As students grow they will become the people that set the standard for these connections, they will be able to dictate the type of bonds that are made with people of varying backgrounds. I can only control what is in my arena to control and influence but the more students I come in contact with the more I can create change, long after they have forgotten the rules for lattice multiplication.

In order for my students to be able to make the most impact possible I need to be able to push them academically as well. The achievement gap between students with disabilities and those without continues to be staggering not just in our district but also across the country. In order for my students to become my extra arms to influence the world I have to show them the value of their education as well. The idea of rigor has been something I have struggled with throughout my residency year. I wanted to push my students to make connections, to learn more and understand the intricacies of each text genre that we studied, to be able to put their words into writing but I was unclear of how to make this process rigorous for them. During my final lead teaching experience I decided to implement a writing block during our group sessions, each week the students completed a constructed response question and throughout the week they would reflect on their writing, edit it and ultimately assign a grade to their writing. At first students would give themselves a perfect score even after numerous conversations we had about things that could be improved in their piece of writing. Through open conversations and one on one meetings with each student by the third week they were able to truly become critical of their writing and think about what they wanted to change in the future. This task had become rigorous in thought because the student was not only thinking of completing a task at hand but looking to the future and how this task could help them as they continued to grow as writers. In one of my coaching conversations I received feedback that students were not afraid to have these one on one meeting about their writing with me even if it wasn’t their best work, and that students were comfortable having a differing opinion as me when it came to assigning a final grade to their writing. When a student in 4th grade can come to a teacher with a well developed argument regarding a grade they are becoming prepared to have difficult, professional conversations throughout their life. They will not only have to argue for grades, but jobs and other advances their entire lifetime, and these skills will last long after they have forgotten what the R in the RACE strategy stands for.

As I look both behind me through my residency year and into the future of what I will become as a teacher, one thing is clear I want the skills and connections my students make in my classroom to outlast the small academic victories they have. These skills will push their academics they will continue to grow and to close the achievement gap when they discover these things about themselves. These risks will be rewarded with grit, empathy, resilience, optimism and more, the life skills of a successful person and will lead to academic success as well. I want to create well-rounded students and students who want to challenge the status-quo. To say it is not always right simply because it is the way it has always been done. Like in many cases Maya Angelou said it best, “ People will forget what you said, will forget what you did, but people will never forget how you made them feel.” I want to make my students feel that they are the agents of change; they can create a difference in the world if they set their minds to it. And I will do that by showing my students that someone truly cares for and believes in them at school, that when they come to school someone is happy to see them. I will roll up my sleeves and get to work being a Rida for my students.

The Joy of Spring Break, teacher style

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Remember that feeling the last day of school before a break, whether it was Christmas break, spring break, Summer break, or even just a long weekend.. . the anticipation of not learning for an entire week, for some students it means a week of relaxation and video games at home, maybe you are at a day care for the week, and yet for other students it means a week of being home a lone and maybe not eating consistently because normally you eat two meals at school 5 days a week.

This has been the biggest shift that as a teacher instead of a student, my students are stressed out by spring break, several have begged to stay here with me at school, ( because clearly I stay at school all week, you know teachers do live in their classrooms), they have asked to come home with me for the week, and one student asked my teammate if he could crawl in her suitcase and head to Chicago with her.

Now the spring break I remember meant either being at my friends house most of the day or remaining quite as a mouse while I often played games by myself, I grew up with a single mother and she worked nights so day times were quite in our house while she slept. but I was always excited about breaks, I always knew I would have more than enough food to snack on endlessly I knew that my mom would always be happy to see me when I woke up, I cannot imagine the stress that my students feel around spring break. To be so young and have to worry about such large things breaks my heart, If I could load you up with a suitcase full of food for the week I would!!

Now back to that anticipation and excitement you used to feel around a break from school, now imagine that now, imagine you were getting a week long break from work built into your year, no vacation days used no consequences  for not showing up, just a week where the entire company took a break, that feeling is infinetly better than the feeling as a child.

This year with grad school and teaching I was not sure I was going to make it to Spring Break, this week has been a major trial to get through, the students are in rare form, either because they are stressed about the break or excited, or a mixture of the two.

But here i am just counting down the hours until I don’t have to teach another thing for 9 days, no more instruction of the LEAP indicators, no more grading papers, I get to relax and then it is the last big push till summer which is full of testing, testing and more testing, so really your final push for instruction is over and now we have to get to Summer, just get to summer!

What can you teach Ms. Magisano?

This quarter I have been taking a culturally responsive pedagogy class, we talk a lot about the racial and economic achievement gap that is widespread throughout this country. We discuss growth mindset, and things like the school to prison pipeline. Over all this class talks about a lot of things that I would hope new educators coming into the field especially in urban settings would see as common sense, things like . . believing all my students can succeed, and identifying the value in having a multicultural classroom, engaging families of students from different backgrounds. And a big one is ensuring that you are nurturing the whole child it is true that sometimes my students come to school hungry, or unclean, they come to school off of four busses to get here, after waking up at 4 am to get their little sister ready for school. Sometimes it is true that one of my fourth grade boys is in charge of his household when his mom is at work until 10pm, he walks his 3 little siblings to and from school makes sure they get fed and to bed before taking care of any homework, , and we wonder why the homework doesn’t get done.IMG_0735

But most importantly, more important than all of these things combined, more important than all of the obstacles that face these children everyday are the things that these students can teach me.

They have so much knowledge that I just try to soak up, everyday I can learn something new from them and that is what gives me the fire to teach them as much academic knowledge as I can, so that they can go out into the world fully prepared to teach everyone what they know.

So this week I had my students do a project to tell me exactly this, what do they think they can teach me?

I know all of the wonderful things that they teach me everyday, I know that when they wanted to do their project in Spanish I learned just as much that day as they did. I know that when they are light up to tell me about the different ways they are so caring towards each other, the ways they show compassion and empathy, I learn a little bit more about the human race each time.

But what do they think they can teach me? Is it about their joy, their culture or family, do they realize I cannot speak Spanish as well as they do and I would love to learn? Do they know that I am an only child so understanding how to interact with siblings is something I have never had to learn?

So I gave them an open forum to tell me, they were able to write “What can I teach Ms.Magisano?” Color and decorate it and we are going to make a collage of all of the things that my children know. I believe that so many times teachers come into school believing this is a one way street, they do the teaching and the students do the learning, and so students get that feeling too. . . I want them to know that this is a two way street, we are working together in this journey.

Here are just a few oIMG_0737f their answers. ..

IMG_0735 IMG_0736 They did not think of any of these wonderful things that I cherish so much. But seeing how they think, they things that they value is equally as telling. I am a literacy teacher, so many of the responses were that they could help me with math. Lets be real, they probably could. And then there were some banks of knowledge I never would have guessed, I learned about the Freedom Tower in New  York, I learned how to change to oil on a motorcycle, from a 5th grader, Nice! And I learned some fun things too, like that Jupiter has it’s own rings and that I could use help with my hair braiding! It was one of my favorite experiences so far and I can not wait to see what else I learn this year and every year to come.

Take the time to listen to children, so often they are absorbing all of our knowledge sometimes we should simply sit back and let them teach us something, the world will one day be in their hands and it is amazing how much they already know about it.

My life with the Editor Ben

So my wonderful fiancè is going to share his take on the world with us!  Check him out at

https://wordpress.com/read/blog/id/83004854/

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He is a video editor, ok that is not the correct term, but I can rarely understand what he does. And he gets to spend his days working at coffee shops and having mid day meetings at the Denver Cat Cafe. Cats and Coffee, I don’t know how I feel about it, but check it out!  ( http://www.denvercatco.com/) He also gets to travel the country and more recently the world in order to film different promotions and videos for clients. . .

I am making this job sound very glamorous, and I guess from the teacher perspective it is he gets to do all of this AND make way more money than I do. . NOT FAIR!

But he also has to work any hours of the day that the client needs, he is pretty much always on call, even our on vacations and date nights. Setting aside time for us means letting emails pile up and the annoying ding ding sound on his phone as we eat.

Being in a relationship with him means, spending my Friday night, Saturday morning and occasionally Sunday afternoons at the coffee shop with him so that he can meet the deadline. It is being happy to go to sleep alone while he finishes the last 30 seconds of animation on the project that has to be done by 6 am.

And I love all of this. . It is something that has become a part of our relationship, it is like his work is the third wheel on all of our dates and I am happy to have it their, given i probably talk about my students just as much as he talks about his work, so maybe there are really four wheels at every date. Well Hey with four wheels we have a car and we are cruising

He accepts my constant concern for my students even when it is a Saturday night and we are at a bar, and I accept his never ending work day and ever-changing schedule. Over the next 40 years or so we will perfect this system and it will be like we each have two careers and three loves, each other and our respective careers!

I think that this is what makes us work, our eyes both light up when we talk about the things that we are passionate about and we both love that fire in each other.

So to wrap this up with my real purpose. . .Ben made a blog!!! We should all read it and hear the wonderful things he has to say. . yes I may be biased so you better check it out yourself!

Ben’s blog: https://wordpress.com/read/blog/id/83004854/

Color Blind or Color Brave?

I grew up in a small town, and by small I mean white, and by white I mean, known for its white supremacy church and ideology.

I grew up knowing all of the minority members of my community on one hand, and by that I mean 2. Me and a boy in my grade and we were both the only black children of white single mothers, didn’t exactly scream cultural pride. I grew up trying to mute my association with the Black community, a community I admittedly knew very little about. This was not the fault of my mother, who helped me with all my self driven research projects, into the old negro baseball teams and deciding at age 13 that I was going to go to a historically black college which died as I got into high school and realized all of the historically Black colleges were states away.  She did all of my research with me and appreciated all of my curiosity, but she just did not have any personal knowledge, so I fell farther and farther from my black roots. I was one of 9 out of 1900 black students in my high school, and in college the only black students I knew either played football or basketball, And at this point I was already not comfortable enough around people that “looked like me” to approach any of them.

Now don’t get me wrong, I dated black guys, the majority of guys I dated in college were black, but my real long term relationships have always been with white guys, as is my future husband. I can remember multiple occasions when the different guys I would date told me that they liked, or in some cases disliked the fact that I acted like a white girl. So thats what I became, the white black girl. If anyone even knows what that means? Well I do, I knew exactly what people would mean when they say it, and I internalized it. I became more nervous to enter a room of black people and disappoint them, than to be the only black person in the room.

So now I have entered a grad program that repeatedly tells us about being culturally responsive and we look and look at data and discrimination, and the disporpotionality of minorities in drop out rates, and the school to prison pipeline and suspensions. And now I am here, wanting to be color brace.

So what does this mean to me? I need to embrace the color of my skin I need to be the person that will stand up for what I believe in. I don’t want to hide behind the “i don’t know” response.  I don’t want to live in the “white black girl” stereotype. I have made changes in my life to do these with the people around me, when I am offended by an off hand comment I now call people out on it, I hope to educate people about how things are perceived and not accuse or castrate people.

I need to think about how I am going to represent myself in order to create value in the diversity for my students, and for the people in my community at large. I don’t think being color brave means saying everyone is the same, I think it means, everyone is different, and that is wonderful.

When I think being color brave I can remember being in high school reading Huckleberry Finn, as of course, the only member of the black community in English class, being asked in front of the entire class why does the word Nigger still offend black people? The class continued to tell me that, we needed to just get over it because it doesn’t mean anything and it hasn’t in like 100 years. At the time being a 16 year old girl I curled into myself, I muted the feelings that were coming up until I ran into the hallway, found a corner, and just cried. At the time I could not pinpoint the feeling I did not know what was happening but those assumptions, those kind of conversations should never happen in a classroom.

One person is not the representation of a race, one person is a representation of themselves. So to be Color Brace I will stand up for my students, I will ensure that they don’t have to feel that, at least in my class and that they are prepared to have those conversations when people, I will teach my students to see color, to embrace color and to embrace people. And if that is my contribution to the evolution of society if I can bring students into the world that understand the differences people bring and why we should embrace color and change then I will be happy.

I will create a small piece of society that is not afraid to talk about race, that is not afraid to embrace their identity, If I can make sure that one person does not ever mute their identity like I did, then I will have succeeded, I will be brave!

“The unexamined life is not worth living”-Socrates.  “The examined life is painful.”

❤ Kelsi Rae

Trials of the Hair obsessed. . . You don’t want me here because of my color. . .

Sorry for the double non-hair entries in a row, but this is something that I cannot keep in.

As stated in the last Trials of the Hair Obsessed, I am in a residency year to get my masters in special education.  I am doing this residency in a low income school that serves just over 700 students, last school year, 664 of these students identified as Hispanic, 58 identified as White, and 11 identified as African American. Ok so what do these numbers actually mean, it means that my school is over 50% spanish speaking and has continued bilingual education through 5th grade. It also means that Black students are still hugely the minority, and this makes an impact for our black males especially.

This year I am watching first hand as two of the sweetest, challenging but sweet boys get stuck in the “angry black man” label before the age of 12, they have been suspended multiple times in the last two weeks between the two of them. And talks of moving them into the center for emotional disabilities run wild. A center that is largely used for this purpose, to house “angry black men” to get them through high school, when the public education system no longer has to deal with them.

Today in my reading group one of these boys, who both are admittedly not perfect children by any means and have behavior issues that must be addressed. But one of these boys got in trouble for not listening and choosing to distract others by calling out and singing and dancing, I was having a conversation with this boy after group and it went something like this

Student throws clipboard at me across the hall ( his clipboard is part of a behavior incentive program)

” I am not coming to group tomorrow”

Me” I hope that you do, when you make good choices you learn and you are such a good student, I would miss you if you weren’t in my group.”

” You are lying, you don’t want me here, don’t want me ___( School name) cause of my color”

Me: ( Almost in tears) ” That is not true, I want you here, I believe in you and want you to succeed.”

Even at the end of this conversation I don’t think he believed me, he is maybe 9 years old and he already has it engrained in his being that he is not wanted in the place that should make him feel safe because of the color of his skin. We do not live in a city that is often thought of as having even a strong history of racism but if a innocent 9 year old boy already has this deep feeling then clearly this needs to be something that is addressed.

I am not here to call for a complete overhaul of these institutions, I am asking for everyone to understand that this is still something that is living, something that is affecting our students and taking away possibilities that they don’t even know they have. I want everyone to take the time to think about what your actions are saying to these students.

Maybe this boy heard these things from his parents or outside places, but that in itself it also a problem, these perceptions and feelings have to be stopped. As a teacher I want to make all of my students feel that no matter if they are learning English, if they are from an affluent family, if they are white or black that I believe in them

I cannot change the circumstances of my students, and I cannot change the world  but I can control how I act and the things I do with these students. And I am going to strive everyday to make EVERY student I work with feel that someone cares about them, and that I believe in them. 

I don’t know of a better way to say it than to quote the help,

“You is kind, You is smart, You is important.” 

But I can never just leave it like that so as a teacher I must say

” You are kind, you are smart, you are important.”

Come to think of it, I think I will have that made into a poster for my classroom.

Thats all for now! I will do a hair 10 months post relaxer update next week.

❤ Kelsi Rae