PROSEMINAR BOOK REFLECTION AND SYNTHESIS

A NATION’S CULTURE RESIDES IN THE HEARTS AND IN THE SOUL OF ITS PEOPLE

A Book Reflection and Synthesis

Presented to the

Faculty of the School of Education

Viterbo University

Kate Robertson
Proseminar Instructor

Susan R. Hughes, Ed. D.

Tracy Stewart, Ph. D.

Vice President for Academic Affairs

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

By

Jessica M. Williams
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Introduction

Have you ever thought about what the best practices are for your students and your

classroom family? This is something I never stop think about. It has become an ongoing cycle

in my brain as I research and learn, plan, implement, evaluate, and reflect; research and learn,

plan, implement, evaluate, reflect, and repeat this cycle on a continuous basis. Even after

teaching second grade for the past 14 years, I still question: How can I best meet all these

academic, social, and personal needs? While making my decision about which books to read for

the proseminar book synthesis, I chose topics that I felt were most relevant to my experiences

and the student needs in my classroom. Over the years, I have noticed a change in some

students’ attention or should I say lack of attention? Perhaps it is due to this fast-paced world we

live in, or maybe it is my ways of teaching. Regardless, I am looking for more ideas on how to

engage and motivate my students. The book, ​The Power of Our Words: Teacher Language that

Helps Children Learn,​ written by Paula Denton, addresses student engagement, community

building, and classroom management. These topics are all very relevant and important to me. I

strive to build a “classroom family” community and truly believe that students learn better when

a sense of belonging is present. I also chose the book, ​The Motivated Brain: Improving Student

Attention, Engagement, and Perseverance​, written by Gayle Gregory and Martha Kaufeldt in

hopes of discovering more useful motivational strategies. The title alone gained my attention

and desire to learn more because I am always looking for more ways to motivate my young

learners. I also read the required books: ​Just Mercy (Adapted for young Adults), A True Story

of the Fight for Justice​, written by Bryan Stevenson; and ​Safe Spaces, Making Schools and

Communities Welcoming to LGTB Youth,​ written by Annemarie Vacarro, Gerri August, and
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Megan Kennedy. All four of these books connect with the common theme of belonging and “A

Nation’s Culture Resides in the Hearts and in the Soul of its People,” as depicted for the

Proseminar theme. In the upcoming section of this synthesis paper, I will discuss how all of

these books tie together using direct rationale from the texts, as well as, many of my own

personal experiences. Subsequently, I will also include some meaningful personal connections I

have made between my experiences, these books, and the common theme.

Common Themes and Connections

The first book I read was, ​The Motivated Brain, Improving Student Attention,

Engagement, and Perseverance.​ I chose this book because I desired to learn how the brain

works and best ways to engage learners. I was also looking for ideas about how to promote

perseverance in my young learners. I agree with Gregory and Kaufeldt (2015), “Understanding

how to get students to pay attention and engage in rigorous tasks is something every teacher

desires” ( p. 1). Since reading this book I have gained more tools to help teach perseverance and

continue engagement in learning. Motivation has been simply defined as the force or energy that

results in engagement (Gregory & Kaufeldt, 2015). Within a classroom, teacher interactions

between students and the curriculum can create the motivation that will result in engagement

(Gregory & Kaufeldt, 2015). This solidifies the importance of teacher to student

communication, which in my experiences is more valuable with healthy relationships. In my

classroom, I strive to build teacher to student and student to student relationships. It all starts the

first week of school in which we work together to establish our classroom agreements and our

classroom mission statement. On a daily basis, I greet my students with a smile and welcome

them to our classroom family. Each morning we gather together for community circle in which
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everyone has a chance to be heard and to listen to others attentively; with their ears, heart, and

mind.

Another important factor that can drive motivation is one’s emotional intelligence which

is the ability to use one’s emotions mindfully. This includes self-awareness, managing emotions,

self-motivation, empathy, and social skills. Students need to have a balance of reasoning and

their emotions; meaning that they need to make good choices even if their emotions drive them

elsewhere.. Teachers can help to foster emotional intelligence through discussions, teachable

moments, teaching problem solving strategies, prompting empathy, and explicitly teaching social

skills. This too appears to lead back to building relationships and making connections with

students so they feel valued and understood. In addition to building a classroom family, I

implement the ​Choose Love Enrichment Program​ that focuses on four character values

including: (a) courage; (b) gratitude; (c) forgiveness; and (d) compassion.

Another motivational strategy is to help students avoid stress by having a routine and

procedures and expectations outlined. If students know what is expected and they feel

competent and they will be more likely to engage in the lesson. This is important to do starting

the very first day of school. I teach the expectations and routines for all areas of our school early

in the new school year so students know what to expect. I am the Positive Behavior

Interventions and Supports (PBIS) coach for our building and value our common language and

our common expectations that all staff works hard to instill for all students. Having this in place

helps all of our students as they know what to expect in all areas of our school. They also have a

better understanding of our universal language.

Additionally, students’ basic needs must be met before learning can occur according to

Maslow’s Hierarchy of Needs. Sadly, many students, not only students in poverty, do not feel

comfortable in school. Some students have different cultural backgrounds and feel isolated.

Some are stressed from excessive pressures, while others may lack connections and simply do

not feel welcome at school. “Stress, poverty, lack of play, and many other factors can all have a

negative effect on a student’s school experience” (Gregory & Kaufeldt, 2015 p.32). The more

we as teachers are able to understand how brains learn naturally, the more students will succeed.

Early in the book, Gregory and Kaufeldt (2015) questioned: “How can our educational system

continue to promote and implement curriculum and programs that don’t seem to “fit” with how

brains learn? We know that young human brains are intrinsically motivated. They are

enthusiastically SEEKING, in Panksepp’s term, in an ongoing and positive way. Shouldn’t

classrooms be designed and orchestrated to maximize opportunities to explore and engage with

the concepts and skills most appropriate for success in the 21st century?” (Gregory & Kaufeldt,

2015 p.4). To me this means that we need to build relationships with our students and guide

them in learning. With guidance, our students will seek to learn and engage. In a sense it also

means less actual teaching or lecturing and allowing for more student discussion and discovery.

Classrooms should be meaningful for our students and they must include play and movement.

With the ongoing list of curriculum and assessment requirements it can be difficult to have time

for play and movement, but in order to be more successful, it is necessary for our students. I

have found brain breaks to be valuable between subjects or during transitions. I frequently use

GoNoodle.com ​to promote movement in our classroom. This movement helps most of my

students to get in some movement, refocus, and prepare for learning. Teachers need to plan
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strategically to engage this seeking system. Although we are not teaching as much with the

seeking process, we still need to plan the topics and include a variety of ways of learning such

as: (a) group or individual work; (b) projects; (c) reading to learn; and (d) doing to learn. This

may include Universal Design Learning (UDL) or Project-Based Learning (PBL).

Teachers should also teach a growth mindset to increase effort and perseverance. A

growth mindset is when one believes that they can work hard to accomplish goals; rather than

already knowing it or being able to do it. A growth mindset is the idea that working hard will

accomplish goals and you should never give up, even if you feel frustrated. I do implement the

growth mindset in my classroom through discussions and the language I use on a daily basis.

While teaching young learners, I often say that we cannot do it “yet,” but with practice and hard

work we will be able to do it. Students in my classroom set weekly goals for themselves and

reflect if they have met their goals. They have also planned and reflected on longer term goals

and more personal goals, as well.

The second book I read was ​Just Mercy, a True Story of the Fight for Justice.​ ” This book

was eye-opening and made me really think about some of the struggles that people have; some of

the struggles that some of my students may have. I have had students with parents who are

incarcerated. This is tough for students as they still love their parent, but feel punished because

of what their parent has done. Some students have been angry, while others have been quite sad.

Most of them have been very open about their parents wrong doings and share with their peers

and anyone that listens; likely because of their young age of seven or eight. Some students have

acted out, while others have become withdrawn. As their educator, I try to ensure their basic

needs are met and then move on to support their emotional needs. I try to help them understand
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that it is not their fault, support them, and hope that they will be the best they can be. It has been

heart-wrenching to learn of students and their family struggles including violence, crime, and

drugs. Just because their parents made poor choices does not mean they will follow this same

path. A thought that has really stuck is that the opposite of poverty is not wealth; it is justice

(Stevenson, 2018). This was not only a story about death row and incarceration, rather it was

evidence of how fast we condemn people and how fast we assume things because of

predetermined ideas. It was also a great story of the will to live and sadly the lack of respect for

human life. Rather than killing or locking up people that have done wrong; especially children;

why do we not try to rehabilitate and help them? Stevenson (2018) stated: “We are all broken

by something. We all share the condition of brokenness even if our brokenness is not equivalent.

Being broken is what makes us human. Sometimes we’re fractured by the choices we make;

sometimes we’re shattered by things out of our control. But our brokenness is also the source of

our common humanity; the basis for our shared search for comfort, meaning, and healing. Our

shared vulnerability and imperfection is what gives us each our capacity for compassion” (p.

239). This is a great reminder that we all have struggles and we need to have compassion and

show mercy for others. We may not even know if someone is struggling because some people

keep things personal and may not share their emotions. However, I do believe that we all have

struggles at various points in our lives. All of us can do better for ourselves and for each other.

It starts with caring for one another and respecting human life. There is plenty of room in this

world for greater kindness. In our classroom family we work on kindness every single day.

The third book I read was ​Safe Spaces, Making Schools and Communities Welcoming to

LGBT Youth.​ I can honestly say that prior to reading this book, I had not ever reflected on my
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classroom being welcoming for Lesbian, Gay, Bi-sexual, Transgender (LGBT) families. It

saddens me to learn of the ongoing mistreatment students encounter because of their gender

preference. It also saddens me that LGBT students and families do not feel welcomed or

accepted. I understand that many teachers take the path of least resistance because of fear of

negative repercussions from parents or administration. I feel that I have take the path of lack of

awareness. Since reading this book, I have tuned into some of the news, clubs, and families

around me. I was not aware of it, but have learned that at our high school we have a LGBT club

for students. I personally do not have any issues with people who are LGBT, but I also do not

feel I do enough to support or embrace them. As stated by Vaccaro, August, and Kennedy

(2012), “Classrooms lay the foundation for an inclusive and safe society: a just community

where common interests and individual differences coexist. To the extent that teachers, school

administrators, and college professors create an atmosphere in which difference is not only

tolerated but expected, explored, and embraced, students will be more likely to develop

perspectives that result in respectful behaviors. Without the deliberate creation of an inclusive

atmosphere, however, what happens inside classroom walls, reproduces the prejudices that exist

outside these walls: straightness and gender conformity are assumed; LGBT identity is deviant”

(Vaccaro, August, & Kennedy, 2012 p. 83). This is something I need to work on within my

classroom. However, teaching in a small town community I feel this is difficult to implement

due to controversy and lack of understanding. Since there is a lack of knowledge about LGBT, I

believe many people are uncomfortable with it. As I ponder this topic I ask myself what I can do

to help. This year I do not have any LGBT families, but in a previous year I did have a family

with two moms. I did not treat them any different from other families, but I also did not do
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anything to embrace their differences. This is where my good intentions are not enough. I

personally feel that the ability to teach about LGBT needs to come from the top down

administration; not as a requirement, but as a hope to ensure everyone is welcome. If we started

this type of openness at the younger grades perhaps it would be less of an issue.

Since completing this book I have learned about a second grade girl that wants to be a

boy. I will call her “Sam.” “Sam” wears boy clothing and has a boy style haircut. At recess,

Sam plays with the boys and honestly “looks” just like a boy. I recently asked her teacher about

what her parents and peers think and feel about this. Her parents are “open to letting her be a

boy” and for now they let her choose her clothing and style. Her peers hope that someday she

will get her wish to be a boy. They appear to be very non-judgemental, which I am thankful for.

At what age does the judgement occur? Unfortunately, other staff that does not know Sam has

stopped her from going into the girls bathroom, in which she responded, “I am a girl.” This

really is tough because of the gender stereotypes. The staff that stopped her felt bad, but really

thought she was going into the wrong bathroom. As educators, how do we avoid this? Is this

where we should be putting the trust back into our students and not questioning which bathroom

they use or should she be using the boys bathroom? How do we best meet Sam’s needs so she

feels welcome and accepted? I believe that we need greater learning about LGBT, but because

of controversy it needs to come from the top down. If we start at the younger ages, perhaps it

will be more accepted in the future.

The fourth and final book I read was, ​The Power of Our Words: Teacher Language that

Helps Children Learn​. This book focused on the importance of “teacher language.” Teacher

language is the professional use of words, phrases, tone, and pace to enable students to engage in
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learning. This also includes interacting and being a part of a positive community with positive

behaviors (Denton, 2015). In addition to the words we use is also the importance of listening

and knowing when to be silent. The language we use with our students influences how they see

themselves, their teacher, their classmates, and their experience with learning. Some useful

language techniques to engage learners may include envisioning, implementing open-ended

questions, careful listening, reinforcing language, reminding of expectations, and redirecting

language when needed. Envisioning is giving students a visions of what is possible and what

they will be learning. Open-ended questions allow for curiosity and challenge student thinking.

Careful listening by teachers helps students feel like validated community members.

Reinforcing language gives students valuable feedback and encourages learning. Reminding

language helps students remember expectations prior to engaging in tasks and should be revisited

as needed. Redirecting language is used when students are off-task or unsafe and tells them

specifically what they need to do. When a teacher is responsive to their students; relationships

will be made, students will feel welcomed, engagement will take place, and learning will occur.

When I think of my own teaching experiences, I feel that my “teacher language” has developed

over time. This is something that takes practice and continues to grow even after years of

experience. Teacher language is extremely valuable as it can make or break a lesson, build or

break relationships, and truly connect or go through the motions. This book has encouraged me

to think about the words I use with my students throughout the day, every day. Our students are

always watching and listening to us so we must make it impressionable.

When I think of these four books, I feel that they are all very different from one another,

yet all very relevant to teaching and life in general. These books all do have some very common
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educational themes. All four of these books are about relationships and a sense of belonging

which is needed to best learn and be successful. These books also include commonalities in

communication, acceptance, and awareness of others without judgement. They all include ideas

about best practices so that everyone can feel welcomed and able to learn no matter what they

believe, what they look like, what their socioeconomic status is, what their gender is, or any

other discriminatory factor. We are all human and we are all on this planet together. We must

work together to bring out the best in each other rather than take each other down. MOre value

needs to be placed on human life. Look for the best in people and be the best you can be. If you

can be anything, be kind.

The Proseminar theme, “A Nation’s Culture Resides in the Hearts and in the Souls of its

People,” our Proseminar theme, is exactly what these four books are about. As educators, it is

not solely about the curriculum and the assessment scores. It is about digging deeper and getting

to know our students. We need to find out their experiences and where they came from. We

need to find out what sparks their interests. We must build relationships with our students

because we care about them and want to get to know them. Educators want what is best for their

students socially and academically. In order to get to the academics, we must ensure they are

welcomed and accepted. We hope for utopia in which everything is perfect, but in reality know

it is what we make of it. We are the guide for our students to be their best. Our nation depends

on our children so we must teach them quality lifelong characteristics including empathy,

acceptance, and forgiveness. We must teach them to work together and to love one another. It

is our job as educators to ensure a safe environment where all students feel valued and

appreciated. Gregory and Kaufeldt (2012) stated that “In brain-safe classrooms where students
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can risk through trial and error, where there dignity is preserved and they feel part of a positive

learning community--are essential to manage the stress response system so that brains are

focused on learning, not self-preservation” (Gregory & Kaufeldt, 2012 p.148). Our best practice

is helping students be their best. According to Stevenson (2018), “All of us can do better for one

another” (Stevenson, 2018 p. 262). I believe that our nation depends on it.

Conclusion

The four books: (a) ​The Motivated Brain, Improving Student Attention, Engagement, and

Perseverance;​ (b) ​Just Mercy, a True Story of the Fight for Justice;​ (c) ​Safe Spaces, Making

Schools and Communities Welcoming to LGBT Youth;​ and (d) ​The Power of Our Words, Teacher

Language the Helps Children Learn,​ support the Proseminar theme “A Nation’s Culture Resides

in the Hearts and in the Souls of its People.” I have an even greater understanding of the

importance of ensuring that my students feel welcomed and accepted in order to be motivated

and engaged in learning. My students are the future of our nation. Since reading these books I

have gained knowledge about ways to motivate my learners including behavioral, emotional, and

cognitive engagements. Implementation of the seeking system in which students persevere to

learn and the growth mindset are useful methods that help promote engagement. Understanding

where students come from and teaching acceptance is a must. The language I use and how I use

it is what guides my students. I will continue to build relationships with my students while

establishing our classroom family. I will get to know them as individuals and what sparks their

interests. I will always be cautious of the language I use and how I use it because I do want what

is best for my students and their individual needs. As an educator, I will continue to implement
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best teaching practices. I hope to reach all of my students while instilling a love of learning and

teaching good citizenship. Our students truly are the heart and soul of our nation.
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References

Denton, P. (2015). The Power of Our Words: Teacher Language that Helps Children Learn.

Turner Falls, MA: Center for Responsive Schools.

Gregory, G., & Kaufeldt, M. (2015). The Motivated Brain: Improving Student Attention,

Engagement, and Perseverance. Alexandria, VA: ASCD.

Stevenson, B.(2018). Just Mercy (Adapted for Young Adults): A True Story of the Fight for

Justice. New York, NY: Spiegel & Grau.

Vaccaro, A., August, G., & Kennedy, M.S. (2012). Safe Spaces: Making Schools and

Communities Welcoming to LGTB Youth. Santa Barbara, CA: Praeger.