teacher teaches in a fun way that makes it easy to remember and you actually want to learn new words…you want to participate in class “Our because we do fun things like debates and you just kind of pick it up not always just writing down a definition of a word. - 8th grade science student ” think that speaking exercises help… several times each quarter we have graded conversational sessions that force even those who don’t usually “I participate to use the language and practice it.” - Level IV French student Practice #6: Value and be responsive to racial, cultural, and linguistic identities In practice staff will: Academic Example Behavior Example Create a safe for sensitive, Be comfortable and prepared to Provide opportunities for students Use a circle as a structured way of productive and inclusive facilitate discussion on race, to respectfully share cultural and having a class discussion related to conversations on race, culture and culture and language. linguistic practices and race, language, and culture languages perspectives that relate to a lesson. Engage in professional Ensure that diverse cultures, races, development to understand Develop lessons and curriculum ethnicities and languages are diverse student experiences. that will resonate with the learners represented in school/classroom in their classrooms so that students texts, visuals, resources, etc. see themselves authentically reflected in their curriculum. Value students as experts of their life experience and their role as teachers and learners. Deepen understanding and create Co-create a space where students Students and staff share personal Vary risk levels of Morning Meeting an inclusive community feel comfortable sharing personal experiences on culture, race and / Circle of Power and Respect in experiences and thoughts on language, creating cross cultural order to develop trust and comfort culture, race and language. understandings, developing among students in sharing personal empathy and building relationships experiences. Be prepared to facilitate between students. discussions on sensitive issues. Conduct classroom “discussions” Collaborate to build inclusive where students have the option to professional relationships within share experiences related to their work environments. sensitive issues anonymously through writing or drawing to increase understanding and build empathy. Understand and validate cultural about students’ home cultures The meaning of communalism (the Provide multiple avenues for and linguistic behavior patterns and languages and incorporate rights of the community come students to participate including them into instructional activities. before the rights of the individual) is large group, small group, and taught and understood. Students individual reflection. are validated for practicing communalism when helping a
“Our teacher teaches in a fun way that makes it easy to remember and you actually want to learn new words…you want to participate in class because we do fun things like debates and you just kind of pick it up not always just writing down a definition of a word. ” - 8th grade science student “I think that speaking exercises help… several times each quarter we have graded conversational sessions that force even those who don’t usually participate to use the language and practice it.” - Level IV French student Practice #6: Value and be responsive to racial, cultural, and linguistic identities In practice staff will: Academic Example Behavior Example Create a safe for sensitive, productive and inclusive conversations on race, culture and languages Be comfortable and prepared to facilitate discussion on race, culture and language. Engage in professional development to understand diverse student experiences. Provide opportunities for students to respectfully share cultural and linguistic practices and perspectives that relate to a lesson. Develop lessons and curriculum that will resonate with the learners in their classrooms so that students see themselves authentically reflected in their curriculum. Value students as experts of their life experience and their role as teachers and learners. Use a circle as a structured way of having a class discussion related to race, language, and culture Ensure that diverse cultures, races, ethnicities and languages are represented in school/classroom texts, visuals, resources, etc. Deepen understanding and create an inclusive community Co-create a space where students feel comfortable sharing personal experiences and thoughts on culture, race and language. Be prepared to facilitate discussions on sensitive issues. Collaborate to build inclusive professional relationships within their work environments. Students and staff share personal experiences on culture, race and language, creating cross cultural understandings, developing empathy and building relationships between students. Conduct classroom “discussions” where students have the option to share experiences related to sensitive issues anonymously through writing or drawing to increase understanding and build empathy. Vary risk levels of Morning Meeting / Circle of Power and Respect in order to develop trust and comfort among students in sharing personal experiences. Understand and validate cultural and linguistic behavior patterns about students’ home cultures and languages and incorporate them into instructional activities. The meaning of communalism (the rights of the community come before the rights of the individual) is taught and understood. Students are validated for practicing communalism when helping a Provide multiple avenues for students to participate including large group, small group, and individual reflection.