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Students can be challenged and can succeed!!

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Students can be challenged and can succeed!!

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How can you look at the situation in a different perspective

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I would give the intern a copy of the book with some reflection questions and then ask the intern about it when we meet.

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questioning is not to be interpreted as disrespectful - maybe he'll be a lawyer 

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questioning is not to be interpreted as disrespectful - maybe he'll be a lawyer 

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kids will rise to the expectations you have

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giving the student "easy" work - he may be bored

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What are the conversations that we are having about students? How are we participating (or not) in those conversations?

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Correct the interns generalization about "The Spanish" kids.

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Correct the interns generalization about "The Spanish" kids.

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The students in the corner are bilingual and multilingual learners. 'What kinds of translanguaging strateiges can we use to integrate the group and give then equitible access.

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Refer to what the teacher can control.

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Why do you assume that because he has a single parent, that he has never had any boundaries set? Why do you assume that Antony is being disrespectful when he questions?

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Use the Chapter 6 from Everyday anti-racism to help the intern understand the damaging effects of low expectations. Help the intern understand that caring for students includes rigorous standards

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The mentor needed to redirect back to the first topic-How is it going with Antony?

He made assumptions about Antony's life living with a single parent and multiple siblings.

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Curiosity should be praised not shunned.  If it is a question of being off task and not enough time at the moment, the question(s) can be put in a parking lot  and answered at another time.

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Curiosity should be praised not shunned.  If it is a question of being off task and not enough time at the moment, the question(s) can be put in a parking lot  and answered at another time.

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Use a “3rd point”- the framework, the rubric, Zaretta Hammonds book, etc

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Instead of looking at a group of students and addressing them like they are a homogenous group, look at students individually and understand that they each have their own views and backgrounds.

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Instead of looking at a group of students and addressing them like they are a homogenous group, look at students individually and understand that they each have their own views and backgrounds.

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Mentors should be direct and very clear about their concerns about blanket statements and challenge the bias of the intern.
Encourage the intern to be aware of what all students are doing in the class and not make negative assumptions about what they are doing.

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"What makes you think that?"  (This might be in response to an intern making assumptions about home or scholar ability.)

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"What makes you think that?"  (This might be in response to an intern making assumptions about home or scholar ability.)

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How do you know he can’t do the work, what assessments have you done, what knowledge do you have of his abilities?  Have you tried to give the student some work on things he is interested in as well as more difficult work?

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Who have you talked to at home, where do your assumptions come from?  What impact do your assumptions have on your relationship with the student?  What are some ways that you have tried to engage the student on a personal level as well as with school work?

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What is it that bothers you about your students speaking Spanish in the classroom?

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We would start with, what do you mean by "these kids"? The intern seemed like they were on the outside looking in. What questioning techniques are you using? How are you asking them to respond? What have you to build relationships? Where's the persistence to problem solve rather than pointing out things such "single mom"? We would be more direct because the mentor seemed to dance around the issues. How much experience does the mentor have in asking the tough questions? Did they receive the book "Crucial Conversations"?

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Have you the opportunity to reflect on your teaching practices and how have your students responded to them?

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What kind of connections with the home/family have you made to know what things are like there?

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Ask the intern questions about his cultural assumptions. For example "What makes  you feel that the students were talking about you instead of discussing the topic?"
"How do you include students that may speak another language in classroom discussions?"

What is the basis for his assumptions?
Mentor did not disagree or address his cultural bias, stopping the conversation with a question.
Intern had an understanding that there needs to be more work done and shows sympathy for students' struggles but was allowing his cultural biased assumptions to lead to decreased expectations.

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When Interns make assumptions, a question to ask might be "What makes you say that or think that?"  This helps the mentor to get at assumptions and stress the importance of building relationships with scholars.

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When Interns make assumptions, a question to ask might be "What makes you say that or think that?"  This helps the mentor to get at assumptions and stress the importance of building relationships with scholars.

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What are some ways you're building relationships with your students.?

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How might you scaffold the more interactive activities so that you can give these students those opportunities?

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Approach: Help Intern to See Danger of Cultural Generalizations

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Approach: Help Intern to See Danger of Cultural Generalizations

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Help the Intern understand the danger of using abstract racial generalizations about low achievement to deny learning opportunities to students, and how that is not equitable and harmful.

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When Antony questions you, why do you assume he is being disrespectul?