When students discuss texts, I think it is a good lesson in itself. Students should have the opportunity to be able to read different texts while in school and most of the texts should relate to the students within the classrooms. It's a good experience when students can talk about different topics and either relate them to themselves or to their classmates. Also, it is a time for students to learn more about about each other and see some similarities and differences between each other.

Knowing your identity and who you are is a very important part of growing up. When children are in grade schools, they should be bale to read books that are about their identity. This also will help students gain self confidence in who they are as a person.

I believe that this is a very true statement. Besides students becoming proficient readers, I think that they will also gain self confidence when reading mirror books. All diversities and cultures should have a place on the book shelf in classrooms for students. I think this would help all the students gain self confidence along with bringing up their skill levels.

Students should be able to have the "mirror" and "window" frame within their classrooms they are in. Students should never feel left out in their education and when the students have no "mirror" and "window" frame then they are being left out. Students of all different colors should be able to read books in their classrooms that they can see themselves in. This could help them even achieve better in reading.

I believe that some of the standards do see that they are not developmentally appropriate for some students. If a teacher is behind in a subject area one year and the students move on, they can fall a little behind since the teacher didn't get there. I know they are moving more complex things up in grade levels from when I was in grade school, but I don't think some of the tasks they want students to do are developmentally appropriate at all and I do feel they should be fixed. In a way this is cheating students out of a well developed education that every student deserves.

Teaching and exposing children to diversity, not just in terms of race/ethnicity, but in terms of gender, religion, socioeconomic background, family structures, parents and sexual orientation, gender identity, etc., is extremely critical. "One generation plants the trees, the next gets the shade" (Chinese Proverb). If we provide our children with a diverse education, where all different backgrounds are learned about, recognized, respected, and accepted, our youthful students will develop a much richer understanding of the world. This will then help them in their future educational paths as they continue to learn, grow, and develop.

This statement is utterly powerful. Education should truly and always be kid's first. Education should be for the kids and about the kids. This is NOT kid's first education. Window books, especially for students of minority, neglect their needs in terms of learning and development.

These two, broad opinions about the common core standards truly resonate with me. In regard to whether they are developmentally appropriate or not, I feel that many of the standards require too many complex cognitive processes. The truth is, early childhood students have yet to develop most of these complex processes. It is almost as if the CCSS are attempting to speed natural development of children. I think this point also relates to the next statement, "whether too much emphasis has been placed on non-fiction at the cost of literature." While non-fiction is beneficial to readers, in the sense that it is both instructional and informational, I feel it takes away from the enjoyment in literacy and learning. I am not sure if I can speak on how non-fiction texts tap into the imaginative and creative processes that which fiction texts do. I fear we may be trimming our future generations of their true, expressive, and creative selves.

Not only can this change in classroom libraries inspire change in students but it can help parents see the potential of their children to be great readers and aspire to be like inspiring characters in their "mirror" or "window" books. Letting parents see this change in their child will show them just how important these diversified books are in the classroom and maybe inspire them to purchase some for their child's home-use as well.

Allowing students not only of color but of different backgrounds as well to see successful people in books of the same cultural background or race is very important because it allows students to see opportunities that are open to them in their future. They can see all of the possibilities of what they can become in their life and giving students these aspirations and motivation is very important.

This change in classroom libraries of adding mirror books for all children is a great way to get the dominant culture os students in the classroom to see life through someone else's eyes and see how people of different cultures and backgrounds live.

I highly agree with this statement as well. I think children can better their reading and literacy skills by being able to make connections to books that resonate in their own lives and personal experiences.

I really like this point that all children need "mirror" or "window" books. I have never heard this reference before reading this article but I could not agree more with it. It is so important for students to be able to read books that reflect things that may happen in their own life or see characters who may act or look very similar to them.

Students should have more time to read on their own about what they choose. If they finish any assignment before others in the class, I think they should be allowed to read until the teacher moves onto the next thing. I also feel that the reading shouldn't be considered "work" as they put it.

I think this is important for teachers to understand, as well as students. If you know the ways in which a text was constructed, then it may be easier for a students to understand and/or decode the text.

In any text a student reads, there should be meaning inside of it. Either the teacher explains the meaning, or students can figure it out while they read it. If a text didn't have meaning then there really is no point in the text.

A teachers beliefs are always going to be either similar or different than his/her students. As a teacher, you should have different reading material in the classroom that reaches over multiple areas of interest. I think teachers should see what their students thinking about the definition of reading and see what books would satisfy their definition as well.

This is important, but it should be changed. Children's literature is important and it should not only be based on testing and teaching students how to decode. Yes, children should know how to identify important parts on a text, but they should also be able to read books of their interest. Everything is about testing now, and personally I think it is turning a lot of children to not like school.

I really like this view. People come to a text with a suitcase full of memories and experience so a text could mean many different things to many different people. With this view the reader is an active participant in what is being learned.

This is a huge problem. If teachers are unable to know what literature to pick and how to teach it, children are going to suffer greatly. Courses in literature are crucial to expose teachers to what is available to teach and learn.

I think that this "child-centered" approach is really crucial for the children to be exposed to. It is when they can interpret a book for themselves using their own lives and experience that a book can become a real, valuable experience.

I really like this point! As a future teacher I think that students coming up with ideas is necessary for not only learning to read a text but learning to respond to a text (without someone telling you what it means right away).

This way of talking about reading instruction is very scientific. It seems that with this view there is a step by step procedure for success. I find this very interesting in comparison to looser views.

I agree with this! In order to discover meaning in a text teachers must show students how to look into a text and find what it is really meaning (especially if there is more than just what is written implied.)

I hope that when I am a teacher, we have a more liberal educational agenda where differentiation is encouraged and I can develop my own teaching methods.

We see it so often lately that teachers want to continue the old ways and just teach the way they know to, or have always taught. The author is right things won't change unless our teachers do, unfortunately.

I have very find memories of reading books in the classroom with my favorite teachers. I now know that there were methods behind those reading but to me it was just fun and enjoyable. To think that children are only going to be read books in the classroom to assist test scores makes me sick.

I think that this point is very interesting because some people do not believe that children can learn about complex things until they have reached the Abstract stage of development. Children are like little sponges and can learn about anything we want to teach them.

I find it horrible that some students do not receive a quality education because of their sexuality. Teachers need to be fully prepared and qualified to teach all students regardless of their race or sexual orientation.

Knowledge really is power. Students need to be educated about gender and gender differences early on in a non-accusatory or judgmental way in a way that is suitable for their age/place in life.

I think that today some people still are unaware of the distinction. As a future teacher knowing this distinction is key being a socially competent teacher.

Wow! I find this to be very interesting. I think that racism in the home definitely can leave children more sensitive to seeing differences early on.

Children are very brilliant. I think at times teachers can underestimate what their students can understand and think. It is our job as teachers to see the full abilities of both academic and emotional sects, and provide accordingly.

I think that teachers have a crucial role in future society. By not allowing these "cultural dysfunctions" in the classroom, students learn early on that bullying for any reason is not accepted or tolerated.

I agree with this concept and this is why I respect Target so much. They took a huge step toward this when they got rid of the "boy" and "girl" sections in their stores and just made it one giant toy section.

I agree that children can be taught most subjects. Children are naturally curious and tend to repeat what they hear, so whatever they are told becomes engrained in their minds. This means that, building off of a previous statement made, children need to be taught that there are more options when it comes to gender identity other than just "boy and girl"from a very early age.

I took a class last semester called Young Adult literature in which we read young adult books about different topics. One of the ones that had the most discussion was when we read Boy Meets Boy by David Levithan because it took place in a world where there is very little homophobia and the concepts about it were generally the opposite from what we hear in the real world. The vast amount of the discussion at the end of this novel was about how this was not a realistic setting because it was so difficult to buy into the premise. I found this to be extremely aggravating because it made me realize we live in a society that has programmed us to believe that it is nearly impossible for people to be accepted. This is why this topic was so interesting to me.

I think this is great that the study is basically handing tools to students about how to handle this situation when you're in it and may have a classmate or know someone who is "gender variant or transgender" and also tools for students who may be experiencing gender identity issues themselves. This is also a great way to set it in students heads that being different is okay, and if they are learning this in school then they are all learning it. Whereas, now it is up to parents to have this conversation with their children about gender and gender roles. And we all know hoe parents can be with their own ideas and placing those in their children's heads.

I am proud to see how much society has changed and how we can be so accepting just 49 years later. Yes, we still have a long way to go but there are now clubs, living communities, social groups, and parades strictly for people who identify as LGBTQ. Boy, was Garfinkel wrong!

Maybe one method could be incorporating awareness and exposure in daily lessons. Let's read more books about varying family structures and gender diversity. Let's watch documentaries in class to engage children, first hand, on the experiences of these individual, and then bring closure to such an activity by requiring an open discussion with thought provoking questions. Though my knowledge in social psychology is limited, I am aware of this: the central way of confronting negative stereotypes about minorities is exposure. Bring awareness through education!

To "transform social order" is to change the current societal normative ideas about gender and sexual identity that which shape our attitudes, perceptions, and behaviors about gender and sexual identity. Moreover, the author's writing is bringing awareness to the harsh norms in our society pertaining to those who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual, and with that, attempting to raise support for those listed above, who are, inarguably, discriminated against.

Parents get to choose which behavior is "gender appropriate" when children are born. However, as time goes on this can change and is out of control of the parents hands if the children are comfortable accepting themselves.

This is very true in my opinion. I have two younger brothers, 6 and 8 that have developed social norms especially in the use of technology. We are 100 percent portuguese and in school they never speak a word of it to others because "everyone speaks english." It is common for young students to pick up on other's norms and actions. We still do to this day.

I agree that children and adults should explore their own and other's gender and relationships to get a better view of the world and themselves in society.

I agree that there is this persistent belief that the world can only be divided into two, only two genders. If someone does not fit into one of those genders they are a "freak." I am against people judging other based on being different. It is society's norm to be either female or male, but some may be unknown still, and i believe that is okay because everyone is figuring themselves out as we live.

This is interesting because I have a family member who buys baby dolls for her little son, and lets him choose any kind of toy even if it its pink or a barbie doll. This gives children a more accepting lifestyle.

Even from such young ages children have already been conformed to think as gender in specific ways making it hard to see and accept those who may not see themselves in either concrete "category" of gender.

It is important to support all children no matter their gender variance because I think that all children should at least have the chance to express who they are and their identity freely just like any other person is allowed to do without being so high shamed for it.

I agree with this point made by the author because it is important to support young learners in the process of deconstructing norms so that they may feel as comfortable as anyone else if they are in a position where they are seen as "testing" accepted norms about gender.

I believe this is true as well, that students at any stage of development are capable of learning complex topics whether it be about this topic or about other topics such as gender or racism. They just need to be taught these things on an appropriate level for their age.

I agree with the author in that limiting people to the idea that there are only two concrete genders can inhibit people physically, mentally, and emotionally who may not consider themselves in either category.

It is so important for these students to step-up and say this isn't working for me and heres what we can try instead. I understand why these students are not speaking though; they feel alienated by their education and are sometimes placed in Special Education and are even more discouraged.

I'm wondering if these texts are more "dis-abling" now to adolescent African American males not only because of policy decisions but also because the view points, goals, and desires of these males have changed in the past years. Possibly more aggressive attitudes, different ideals at home? Could be a result of generations not finding the correct texts to send them in a successful academic direction.

I completely agree that if the students are more interested int he text then they would be more invented in their work and strive for better success. I wonder why there are such limited texts that would work adolescent African American males?

I would like to see the data that relates what students read to their lack of academic motivation. It would be interesting to see how the data relates.

It is interesting to see that so much is impacted by these tests, straight down to texts that students read.

I think it is very interesting that educational systems have incorporated this type of literature into their curriculums. I think all literature read in schools should move beyond just a cognitive focused mean something greater to the student reading it. I feel the greater the meaning of the text impacts the student, the more they will remember and incorporate it into their daily life.

This is an interesting concept that had not occurred to me before reading this. Though it is blatant and obvious, now that it has been brought to my attention I am very interested. When students are given literature and have lessons that are based around something of meaning to them then the discussion becomes much more meaningful. When students are able to relate school work to the real world and issues they face on a daily basis they have more to say, and what they say tends to be more important (instead of just silence fillers).

I took a Psychology class that discussed the concept of priming (I can not remember the exact term, but I think priming was it). It essentially claims that, for example, if a group of women are told (or it is implied) that women are inferior to men, then they take a test shortly after, the women tend to do worse on the test than if they are not "primed" at all. The reason I mention this is because there was a second example when it came to sports that showed white males and black males going into a study. When they were "primed" to believe that black males were better at sports than white males, the results proved to follow this. Then when they were told "white males are better" the white males performed better. Since we live in a society that tends to favor white males over any other race or gender it can be seen why what the article is discussing is true. It is interesting to see something I learned in a psychology class translating into an education class.

I agree that the classroom should be linked to student experiences, this will get them more engaged and determined to do their work and succeed.

I read this book and thought it was an inspiring. It focuses on a runaway slave who fulfills a dream. This is a great book for this reading topic.

This statement stood out to me because I think it is very essential to be a positive role model steering the students in the right direction for the future. This will help with motivation and self doubt.

I agree that enabling texts for African Americans moves beyond sole cognitive focus. Using social, cultural, political, spiritual, or economic focus can help them develop their skills more productively.

I agree that by selecting appropriate materials for reading, male African Americans can gain knowledge of a positive life. The four literacy needs, academic, cultural, emotional, and instructional practices are all very useful tools. They are getting a round-literaracy based education.