Embedded Files
Reflect:
Reflect:
- How do my students see themselves in our classroom?
- How are we showing our students that we value their knowledge, their lived experiences, their ideas, their interests, their culture, their identities?
- What practices do we need to change to reflect the belief that, “all children are capable, competent and rich in experience and potential”, that “there is no such thing as a bad kid”, and that children do not need to be “fixed"?
- What will we do to recognize, honour and incorporate the strengths that children's lived experiences and/or home culture bring to the learning environment?
LEARN:
LEARN:
Something to Read
Something to Read
Culturally Responsive and Relevant Pedagogy
Culturally Responsive and Relevant Pedagogy
"An educator's ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social emotional connection to the student in order to create a safe space for learning."
"An educator's ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social emotional connection to the student in order to create a safe space for learning."
-Zaretta Hammond
-Zaretta Hammond
Culturally Responsive Monograph
Culturally Responsive Monograph
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Something to Watch
Something to Watch
Something to Engage With:
Something to Engage With:
Act:
Act:
Self Reflect
Self Reflect
Know your own social location
Recognize your bias where it shows up in language, action, pedagogy, practice and share power with students
Know your students and understand their ways of thinking, doing, being, feeling
Recognize oppression and create opportunities for students to grapple with these concepts in developmentally appropriate ways
Be a warm demander who believes in the ability of all students and builds their self efficacy
Affirm and respect all differences through language and opportunities
Create family partnership in many different ways for different purposes
Think about communication with home, what are the ways I am connecting with families?
Recognize your own social location and worldview
Recognize your own social location and worldview
What Makes Up Your Worldview?
What Makes Up Your Worldview?
Beliefs:
They are your ideas about what is true
They are about your experience of reality
They can be objective claims about a very subjective reality
Values:
They are positive or negative evaluations of importance that we attach to someone or something based on our experience
They are what we hold as sacred, important, or crucial
Ethics:
They are rules for behaviour connected to values and belief
They define the “right” behaviour in the circumstance
Share Power
Share Power
Getting to Student Agency:
Getting to Student Agency:
- co-planning program
- inquiry based learning
- varied assessments based on student strengths and choice
- strong learning goals and co-constructed success criteria
- consistent incorporation of assessment as learning
Be a Warm Demander
Be a Warm Demander
"Warm demanders understand that all growth and learning is rooted in relational capital, the 'resource' that leaders accrue when they take time to listen to and convey authentic care and curiosity toward others...if relationships function as currency in schools, relational capital is like a big savings account of trust and goodwill" - Shane Safir
"Warm demanders understand that all growth and learning is rooted in relational capital, the 'resource' that leaders accrue when they take time to listen to and convey authentic care and curiosity toward others...if relationships function as currency in schools, relational capital is like a big savings account of trust and goodwill" - Shane Safir
Actions of the Warm Demander
Actions of the Warm Demander
- Believe in the Impossible
"Limitations in achievement are not due to inadequate genetic assets, but to our inability, so far, to tap into what we already have." You also need to understand the cultural strengths and role models of your students' communities.
"Limitations in achievement are not due to inadequate genetic assets, but to our inability, so far, to tap into what we already have." You also need to understand the cultural strengths and role models of your students' communities.
- Build Trust
To build trust, you must listen to your students, and learn about who they are and what matters to them. You must be vulnerable, and share your true self -- including smiling and having fun.
To build trust, you must listen to your students, and learn about who they are and what matters to them. You must be vulnerable, and share your true self -- including smiling and having fun.
- Communicate Mutual Respect
Warm demanders demand that students demonstrate self-discipline -- not because they seek compliance, but because high expectations communicate respect.
Warm demanders demand that students demonstrate self-discipline -- not because they seek compliance, but because high expectations communicate respect.
- Teach the Value of Mistakes (A.K.A. learning opportunities)
It's important to note that for mistakes to result in learning, it must happen in a safe environment, with guidance from someone like a warm demander teacher.Through these approaches, warm demanders hold their students to high standards and provide the support that students need to get there, thus creating an equitable classroom.
Create Family Partnerships
Create Family Partnerships
1. Connect people within the school community
1. Connect people within the school community
2. Promote shared learning goals and collaboration
2. Promote shared learning goals and collaboration
3. Increase learning opportunities for students
3. Increase learning opportunities for students
4. Support personalised student learning journeys
4. Support personalised student learning journeys
5. Create an inclusive learning community
5. Create an inclusive learning community
6. Encourage shared responsibility
6. Encourage shared responsibility
Use the Equity Framework for Culturally and Historically Responsive Literacy to plan learning experiences
Use the Equity Framework for Culturally and Historically Responsive Literacy to plan learning experiences
Be A Reflective Educator
Be A Reflective Educator
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