1. CLASSROOM CULTURE
1.1. HONORING STUDENT EXPERIENCE
1.1.1. "When asking students to explore issues of personal and social identity, teachers must provide safe spaces where students are seen, valued, cared for and respected"
1.1.2. take time to get to know your students. learn the correct pronunciation of their name
1.2. THOUGHTFUL CLASSROOM STRUCTURE AND SETUP
1.2.1. your classroom tells your students a message without you ever having to speak
1.2.2. use multicultural materials and resources
1.2.3. arrange your classroom to promote interpersonal relationships and interactions
1.3. SHARED INQUIRY AND STRUCTURE
1.3.1. listening
1.3.1.1. listening to others ideas and opinions and seeing the value in diverse perspectives
1.3.2. humility
1.3.2.1. realizing that we do not have all pieces to the puzzle, we need the help of others to see the whole picture
1.3.3. respect
1.3.3.1. recognizing that everyone has the right to their own perspective and that respecting diverse ideas
1.3.4. trust
1.3.4.1. creating a safe space where you are free to share your thoughts and ideas without fear of discrimination
1.3.5. voice
1.3.5.1. speaking the truth and asking constructive questions
1.4. SOCIAL AND EMOTIONAL SAFETY
1.4.1. students need to feel both physically and emotionally safe in order to reach their full learning potential
1.4.2. safety from stereotyping, exclusion, and harrassment
1.5. VALUES BASED BEHAVIOR MANAGEMENT
1.5.1. enforce strong expectations for respectful interaction
1.5.2. discipline must go beyond punishment, and it should be looked at as an opportunity to make progress and learn
1.5.3. managing behavior must reflect respect,equity, and cultural awareness
2. FAMILY AND COMMUNITY ENGAGEMENT
2.1. CULTURALLY SENSITIVE COMMUNICATION
2.1.1. let students and families know that they are respected and included
2.1.2. learn about the cultural backgrounds of your students
2.1.3. use beginning of the year questionnaires to get to know your students and their parents and the cultures they come from
2.2. INCLUSION OF FAMILY AND COMMUNITY KNOWLEDGE
2.2.1. "By listening to the stories of their own families and communities, students can deepen their sense of self and make personal connections with historical, literary and sociological material"
2.2.2. including students' families and communities promotes student learning and engagement
2.2.3. hearing stories and personal experiences with unfamiliar topics may demystify topics
2.3. INCREASED CONNECTIONS AMONG FAMILIES
2.3.1. as students learn throughout the year, so can their family!
2.3.2. community based events, social media, parent email lists,
2.3.3. "Making the curriculum more visible to classroom families helps generate support for anti-bias education work and provides opportunities for families to work with their children on social justice issues."
2.4. USE OF LOCAL RESOURCES
2.4.1. Events
2.4.1.1. cultural celebrations political events, artist exhibitions, etc.
2.4.2. places
2.4.2.1. museums, libraries, cumminty landmarks
2.4.3. organizations
2.4.3.1. "Formal or informal groups engaged in relevant cultural, artistic, social or political projects."
2.5. ENGAGEMENT WITH COMMUNITY ISSUES AND PROBLEMS
2.5.1. create a cumminity action plan that addresses relevant policies and need
2.5.2. use resources that provoke student reflection about relevant topics
2.5.3. use the background knowledge of your students to help the progress of the community engagement
3. TEACHER LEADERSHIP
3.1. SELF AWARENESS AND CULTURAL COMPETENCY
3.1.1. learning, communicating, and collaborating with everyone equally and respectully
3.1.2. use self-assessment: use check lists or reflection questions
3.1.3. model a respectful, inclusive, non-biased attitude and demeanor
3.2. SPEAKING UP AND RESPONDING TO STEREOTYPES AND BIASES
3.2.1. be a good role model! act and speak the way you want your students to
3.2.2. be a social justice leaders- be someone your students can come to with questions or for advice
3.2.3. speaking up and defending students from stereotypes and biases, enforcing strict anti-discrimination policies
3.3. BUILDING ALLIANCES
3.3.1. work together with others to create a curriculum that is free of biases
3.3.2. allies can be people from the workplace or outside of work as well, the more support, the better
3.3.3. reinforcing the idea that solidarity, unity, and collaboration are at the heart of social change
3.4. LEADING BEYOND THE CLASSROOM
3.4.1. lead by example! within and outside of the classroom
3.4.2. discuss your ideas and opinions on anti-biases education with your peers outside of work - spread the word!
3.5. ONGOING REFLECTION AND LEARNING
3.5.1. embrace the opportunity for reflection and growth
3.5.2. stay up to date with current issues and policies
3.5.3. online discussion groups, blogs, social media, workshops, conferences, etc.
4. WHY IS THE PLAN IMPORTANT
4.1. This plan is important because it is a step to try to provide an equal education for all children, despite their background and culture. Students can not reach their full potential in their learning if they do not feel emotionally and physically safe and supported.
5. HOW WILL YOU KNOW IF THE PLAN HAS BEEN SUCCESSFUL
5.1. I think the best way to see if your plan is working is to use a wide array of evaluation and assessment techniques. Both students and teachers need to undergo frequent observation to measure how well the plan is working. This can be done through interviews, letters, papers. You can also use self-assessment and ask your co-workers to help you make sure you are adhering to the plan. I think it is also important to do some sort of exit survey at the end of the school year. Use the data from these surveys to gaugue how well the plan is working.
6. Teaching Tolerance. (2016). Critical Practices for Anti-Bias Education. Retrieved from http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices_0.pdf
7. USE OF SOCIAL JUSTICE STANDARDS
7.1. IDENTITY
7.1.1. develop positive social identities based on multiple cultures and backgrounds
7.1.2. recognize and respect others' ideas and backgrounds
7.1.3. have pride and confidence in your own identity, without denying the dignity of others
7.2. DIVERSITY
7.2.1. show comfort and respectful interaction with people from diverse backgrounds
7.2.2. be able to compare and constrast their own identities to the identities of diverse groups of people
7.2.3. develop empathy, respect, and understanding
7.3. JUSTICE
7.3.1. recognize stereotypes
7.3.2. realize the impact of bias in current day and throughout history
7.3.3. realize that power and privilege affect the dynamics of diverse groups
7.4. ACTION
7.4.1. express empathy when others are discriminated against because of their identity.
7.4.2. speak up with confidence and respect if you see others being discriminated against
7.4.3. make decisions about how to eliminate bias from their every day life.
8. INSTRUCTION
8.1. CRITICAL ENGAGEMENT WITH MATERIALS
8.1.1. use of mutual dialogue - teachers become students, students become teachers
8.1.2. students to make connections between learning and real life
8.1.3. use their learning to promote justice and equality within and outside of the classroom
8.2. DIFFERENTIATED INSTRUCTION
8.2.1. different people need different learning tools and support
8.2.2. "A few key areas provide important opportunities for differentiation: • Cultural styles and forms of expression • Language background and proficiency • Learning differences, IEPs and other special needs"
8.2.3. incorporation of multiple intelligences
8.3. COOPERATIVE AND COLLABORATIVE LEARNING
8.3.1. working in groups allows students to build relationships with their peers, deepen their understanding, and problem solve as a team.
8.3.2. "encourages students to view diversity as an asset and teaches effective teamwork across differences. "
8.3.3. clear and specific rules and expectations regarding diversity and inclusion
8.4. REAL WORLD LEARNING
8.4.1. allow students to take their learning beyond the classroom
8.4.2. make connections between material and contextualized examples
8.4.3. allows students to connect their identities to the real world
8.5. VALUES BASED ASSESSMENT AND EVALUATION
8.5.1. assessment of product AND process
8.5.2. do not confuse English proficiency with grasp and understanding of information