Part 3: Next Steps

The strategies the podcast offered here are practical and ones we should all reflect on.  I especially enjoyed the conversation around examining our media intake.  This would be an interesting exercise to share with students, too, because as they say in the discussion it's an "intimate" way of connecting with people outside of your circle, but because of this, we need to be cognizant of who we are interacting with most.  This applies to their cross-cultural interaction in TV, film, books, too.  I love how the hosts discussed how important informal conversations can be during classtime to make sure we connect with students outside of our curriculum.  The This-or-That question is a great idea!  The last takeaway from this section for me is language inclusivity.  I like the idea of encouraging students, especially ENL students in my English 10 sections, to be able to turn and talk in their own language.

I can understand how these six strategies are highly effective. I can definitely see myself using a couple of them. Practicing empathy seems to be the first one I would go to. I always try to put myself in others shoes. Hoping others do the same thing. As a teacher, we just want these kids to learn something from us. When kids hear a conversation revolving around empathy, it has to kick in at some point, right? Of course, I can not know all that they are going through, but to show them I can understand or relate if very important. 
Knowing there is a communication barrier vs. content barrier, I really work hard on trying to decipher the difference. Luckily being in the gym, I have different ways of communicating and seeing if my students understand. When the content is the problem, you would be amazed at how many kids are right there to swoop in and help their friends. Visually showing our skills helps students to overcome any communication barrier. I will continue to work on this skill so all barriers are bridged allowing for more success with my students.

These strategies are great tools to use in order to better understand the perception of students in your classroom. Personally, I am currently working on expanding my circle. At the moment I have 8 ELLs in my class, but most of my other students speak another language at home too. I think it is very important to build a repertoire with their families to understand their diverse cultures so I can then create culturally responsive lessons. Additionally, I am part of the multicultural week planning team which will allow me to gain a deeper understanding of cultures in my school as well as continue to build relationships with my student’s families. Enriching my life with new cultural experiences will allow me to more authentically connect with students in my classroom.

I really liked the first step to "broaden your circle". This can be as simple as shopping in the community that we teach in. It helps to see the community and understand where our students and parents are coming from. This also creates an opportunity to create empathy and understanding around others so that we don't end up "othering" those students in our room. I also think it's extremely important to practice "monitoring the media" that we expose ourselves to or become more culturally aware of what's going on in the world. Especially as of late, there is such a variety of media out there and each might have their own completely different view on what's happening in the world. If we become so invested in these views, we might end up with "othering" the students in our classroom before meeting them and getting a greater understanding of who they are which might be totally different from what the media has portrayed. 

6. Understanding Bias- I feel like this strategy is perfect for implementing in a Social Studies classroom.  Many times when we analyze documents, we can ask students the questions of "Whose story is missing?" "Who else was there?"  The "bias of silence" made me automatically think of the recent movements where the Holocaust is not taught in schools and even individuals/groups deny its existence or occurrence.  There are so many ways for students to point out + and - portrayals of individuals when studying World History.  For example, the Global 10 team has asked students to consider whether Napoleon is a hero or villain (& from multiple perspectives).  Their answers always amaze me. 

2. Practice Empathy- Being intentional with building relationships with students is something I strive to do with each start of the school year.  As students enter the classroom, I ask them questions, inquire about their day/week, etc. While some students find me obnoxious-- by saying hello or good morning each time they pass my room-- I feel like these little gestures can go a long way.  Making connections & building trust between the teacher and students and even students with their peers, helps to foster a positive classroom environment where all feel welcomed and valued.  

I now know how these six steps offered are critical to being the best teacher I can be.  Specifically, for step two, it reminded me the importance of taking time throughout the day to do mini ice breakers.  I need to continue to get to know the students and find common ground; things to connect on. Being a bell to bell teacher is not everything; we need to be an empathetic teacher as well.  To further I can broaden my circle to learn more about others.  I already take my children to various playgrounds and community events.  However, I should not stop there.  I should go to different library events and make the most of my Netflix subscription by watching movies where the protagonist doesn’t look like me.  Once again, these things can help me further my connections with my students.

I now know how these six steps offered are critical to being the best teacher I can be.  Specifically, for step two, it reminded me the importance of taking time throughout the day to do mini ice breakers.  I need to continue to get to know the students and find common ground; things to connect on. Being a bell to bell teacher is not everything; we need to be an empathetic teacher as well.  To further I can broaden my circle to learn more about others.  I already take my children to various playgrounds and community events.  However, I should not stop there.  I should go to different library events and make the most of my Netflix subscription to watch movies where the protagonist doesn’t look like me.  Once again, these things can help me further my connections with my students.

Broaden your circle- I already live in the community in which I teach.  But I agree with this practice so much in that I have seen the value of it firsthand.  I live in and am out and about regularly in the community.  Some students see me and there is a visible shock on their faces that I am a live-in part of their community.  That I am part of their circle. I make it a point to mention in class that I live here, that my kids attend school here, and to go to places where my students work.  The grocery store, getting coffee at Tim Hortons…. They genuinely enjoy seeing you in their personal lives as one of them.  It gives them a feeling of oneness and equal standing.  They almost seem proud.  I know this 100% adds to the positive and receptive environment in my classroom.  
Don’t get defensive- I think this “don’t” calls out to me in that I see it very often.  I see many students, co-workers, family members etc… who genuinely try and are people who embrace others in every way they can.  So, when they (or even myself at times) hear something going the other way, we tend to get defensive like we are getting lumped in due to our cultural identities and it seems like we will never be viewed differently.  I am often a victim of this as a white woman.  Although I feel I am responsive and culturally responsible, I do get that tinge of a feeling of being judged when discussions turn to our privileges.  I agree that I have privilege and I feel guilty for it immediately.  I know others feel the same.  Rather than get defensive or feel guilty, I need to work more on focusing my energy on continuing the conversation and my learning by listening to others and moving in a positive direction. 

3- Daily Media Intake –“99% of what we listen to is not news, it is opinion or commentary”. How much of this do you really need? Read headlines and articles and be informed in about 20 minutes. You don’t need to read all of this negative commentary on every story. Also, if it is commentary, it may have a biased perspective on what you are reading/hearing.

 8- DON’T get defensive. If you are told something you said is defensive. Maybe ask for an explanation. Don’t assume they are taking what you said the wrong way or being overly sensitive. Don’t make excuses, own what happen and use it as a learning opportunity.

1. Monitor media intake: Encourage students to question the texts they encounter in and out of the classroom. Asking questions such as "what is the intent of this author/creator?" empowers students to take an active, critical role and have a more discerning eye when it comes to the content they take in. A question such as "What conclusions can you draw about the text's purpose? (entertain, sell, persuade, satirize, etc,)" can help students understand the validity of source material and develop a greater understanding context. 

2. Language inclusivity: One thing I have been working on in my own teaching practice is avoiding the use of heteronormative language. In more informal interactions with students, it can be easy to fall into these tropes. Seemingly innocuous small talk such as "what girl doesn't want her boyfriend to prompose to her?" or "guys, someday your wives will appreciate this..." can alienate and marginalize LGBTQ students. If I do catch myself I saying something potentially heteronormative, I will correct myself and rephrase. I openly acknowledge that I am working on growing this awareness with my students and I invite them to bring it to my attention.