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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school district or state in terms of requirements or standards.

By prioritizing my students' growth and development, I am equipped to address any challenges that may arise. In my opinion, prioritizing the well-being and education of our students should remain a top concern. This means designing programs that not only align with standards but also resonate with their lives. By establishing such a connection, the learning process becomes more relatable and practical. Through my studies thus far, I have learned how to plan engaging lessons that actively acknowledge student voice and choice.

Who are the people inside and outside of school who can support you in this process?

Entering the profession of teaching can be overwhelming, however, it is important to remember that there are numerous resources available to assist me throughout this process. I think my biggest support will be my students. I believe my students will explicitly and implicitly show me the ways in which they would like to be supported. Continuing to look within the school environment, I can look towards OTs, long-term occasional teachers, administration, and other colleagues for guidance. Looking outside of school, I believe the students' families and communities can support me as family members play a pivotal role in a child's life.

In what tangible ways are you engaging community concerns in your daily instruction?

In order to acknowledge community concerns into my instructional practices, I opt for resources that are pertinent to the community and  feature practical examples and learning prospects. In doing so, I am being intentional by creating a space where all students feel empowered and capable.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school district or state in terms of requirements or standards.

As I think of entering the school boards as a certified teacher it is my goal to prioritize the students I work with as they are the foundation of the school systems. With that being said, although the school district has requirements and standards that need to be met -I plan to prepare my units and lesson with content that is relatable to the students and their experiences. When we create and implement content that is relatable - it is more likely to be understood and meaningful to students. The mental and physical well-being of my students will be at the forefront of my teaching as I practice adaptability to meet the unique needs of all my students.

Who are the people inside and outside of school who can support you in this process?

The people who will support me inside the school in this process will be; teachers, principals, parents and the students themselves. The people who will support me outside the school in this process will be; workshops, online resources, webinars, resource teachers, and community workers involved with the school. It is important and crucial that I also do my own research in finding the support I need to create a successful and positive learning experience for all students.

In what tangible ways are you engaging community concerns in your daily instruction?

To address community concerns, I plan to discuss the issues that students are experiencing or that I am witnessing. I plan to also create a safe environment that allows students to openly speak about the issues they may be facing.Using artifacts such as books, videos, etc. that address community concerns is also an effective way to spark discussion and collectively address issues as a classroom family.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district or state in terms of requirements or standards?

I am prepared to navigate this through my lesson and unit planning. I will ensure my students’ mental and physical well-being are at the forefront of my teaching. In addition, I will teach through a cross-curricular lens to make meaningful connections.

Who are the people inside and outside of your school who can support you in this process?

The people who can support me are colleagues (other teachers and support staff), administrations, and family members.

In what tangible ways are you engaging community concerns in your daily instruction?

Currently, I take into consideration the connections my students have to their community in my lesson planning. I plan on continuing with this as time goes on as well.

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2. I am prepared to navigate the tension between what I am doing in my classroom and what is required by the school by finding a common ground in both areas. It’s important to be mindful and respectful of what is required for me to do as an educator and it’s important that I try to find ways to incorporate both into the classroom environment. Lesson planning and curriculum expectations will be made a priority to be met however, the ways in which we do so will be fun and engaging for all students with a wide range of exceptionalities to participate in.

3. Inside school support:

Other teachers

Administrators

Department heads

Outside School

Teachers from other schools

Community members

Administrators

Parents

4.

Creating positive relationships with students

Being aware of the community I am in

Having a relationship with my MT where she can inform me on family situations

Having conversations with students about what is going on in the community

Creating a safe and welcoming environment

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school in terms of requirements or standards?

In terms of this question, two key points come to mind. More recently, some of the Ontario curriculum documents have addressed many of the social and emotional skills that come with learning. I think that social and emotional skills are crucial to support in all subject areas and are definitely key elements in my teaching philosophy. In addition, when looking at curriculum expectations, there are ways to teach concepts in a context that is meaningful to the students (in this case, directly related to their community). For example, when developing a social student unit on heritage and identity, this can be closely related to students’ own identities and the ones in their community. In doing so, students are still learning what the ministry has outlined for them while also developing cultural competence and a positive view of their identities which are kept components of my teaching philosophy.

Who are the people inside and outside of your school who can support you in this process?

Inside:

Other teachers

Parents and families

Principles and admin

Outside:

Teachers at other schools

Community partners

In what tangible ways are you engaging community concerns in your daily instruction

Researching and gathering information about the school community through discussion with my mentor teacher

Listening to student concerns or questions and incorporating direct teaching and discussions around these topics

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2. I am prepared to navigate the tension  by being confident in my own teaching and understanding that I am doing the best of my abilities to plan attentively to students needs while meeting standards. Lesson planning will be culturally responsive and spark the interest of students.

3. Members in the school such as other teachers, administrative figures, families, students, other staff members in the school. In addition to members of the community.

4. By incorporating real life issues in lesson planning I will ensure that they are relevant to the students. Students learn to advocate and voice issues as well. Students learn and observe through the educator's lead.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?
I feel prepared to navigate the tension when it comes to what I want to teach and what is required by school and district. When it comes to planning I do rely on the curriculum but I follow it loosely. I create the lessons based on what makes sense for my students and then I make connections to the curriculum to see how it all fits together.

3. Who are the people inside and outside of your school who can support you in this process?
Some people include pricinpals, school resource teachers, admin, in school social workers, other teachers in the school, outside of the school can look like community members, families, community support workers.

4. In what tangible ways are you engaging community concerns in your daily instruction?
Having a moment during some point of the day where the students and I can talk about our community. We called it a community circle where we would discuss something that a student might be interested in or something relevant in the community.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school district or state in terms of requirements or standards.

I think I am prepared to navigate the tension because through my learning experience as a TC and the knowledge I have gained I feel confident in implanting and planning lessons which will enhance my students learning. I have also learned to handle different challenging students that may arise during my teaching career. However, there are always going to be new challenges that come your way during teaching and I will always try my best to seek support to resolve the issue and come to a positive conclusion. I am more confident in communicating with colleagues, and families which is important to build a positive relationship with each other.

3)Who are the people inside and outside of school who can support you in this process?

Some individuals inside the school that can support me in the process are school resource teachers, admin, principals, LTO’s, supply staff and other teachers in the school. Outside of the school we can seek support from other teachers online, previous mentor teachers, families, and community members.

4) In what tangible ways are you engaging community concerns in your daily instruction?

I ensure that I am creating positive relationships with the students. I am always inclusive towards children needs and provide accommodations if needed.  I would ask students to address any concerns they have by doing a anonymous poll. This way they might feel more comfortable in sharing and voice their concerns.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to focus on the social emotional side to my students’ learning experiences by making cross curricular connections through various modes of curriculum planning.

3. Who are the people inside and outside of your school who can support you in this process?

Teachers, faculty members, families, students, administration, and community supporters can all support me during this process.

4. In what tangible ways are you engaging community concerns in your daily instruction?

I am engaging community concerns through daily instruction by ensuring that they are directly taken into consideration when program planning. This shows that their well being is being reflected throughout the growth and developmental frameworks of the classroom teachings.

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Question 2

I think that a good way to be prepared is to be able to defend/justify what you are teaching. As long as the provincial requirements are being met, the additional lessons, the chosen topics, etc, are not relevant except to the fact that the topics chosen are usually relevant to the students’ lived experiences. If I can explain why we are learning about something, and how it helps the students meet the Curriculum expectations, then I will be all set.

Question 3

Other teachers, Principal, ministry officials, experts in certain fields

Question 4

Listening, communicating with others

Learning these concerns and incorporating issues that are relevant to the students.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

The curriculums include social and emotional skills as a component of learning; however, it is not evident in many classrooms. When I continue to make connections between their learning and SEL skills in the context of classroom activities and beyond, I believe it will help students foster overall success in their learning across all disciplines.

Who are the people inside and outside of your school who can support you in this process?

Students, families, other teachers, staff, community members, and community organizers can support in this process.

In what tangible ways are you engaging community concerns in your daily instruction?

I could engage community concerns in my daily instruction by integrating them with the content delivered in the class. For example, their concerns can align with the class learning objectives through the community-based project. This will allow students to understand and listen to issues facing their community and ensure a deeper partnership.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to navigate tension by studying the curriculum expectations and making connection to my teaching. I would take time to observe and know my students, building relationships in order to provide a meaningful lesson plans for them to engage and involve parents through sending news letter, communicating through emails and meeting them once in a month to talk about issues, progress of students.

3. Who are the people inside and outside of your school who can support you in this process?

Parents, teachers, guidance counsellors, administrations, and community members can support me during this process.

4. In what tangible ways are you engaging community concerns in your daily instruction?

I would engage community concerns by bringing a program where I would invite parents to share their concerns with me in terms of socio-emotional problems they might be facing and asking students by building trust relationship which will allow them to be comfortable sharing their concerns and feelings. From there, I would be able to help and provide support and resources that students in the classroom, and parents can utilize.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school district or state in terms of requirements or standards.
I think i am prepared to navigate because I have learned how to plan cross-curricular lessons while also differentiating instruction to meet the needs of all students in my class. I think another way I am prepared is by finding ways to celebrate the backgrounds of all students to be inclusive and promote social justice issues.

3)Who are the people inside and outside of school who can support you in this process?
Inside the school the people that come to mind are school resource teachers, principals, and other teachers within the school. Outside of the school I know there are great online groups teachers can join, talk to coworkers, mentor teachers and community members who support teachers.

4) In what tangible ways are you engaging community concerns in your daily instruction?
I engage in community concerns in my daily instruction by talking about concerns that I notice in the community to make my students feel safer and clear their understanding, I think using resources such as artifacts, pictures or videos to help communicate community concerns is also a great way to address this.

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2) How are you prepared to navigate tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to navigate tension by taking the time to create plans that are cross-curricular and that are meaningful in the lives of students. Moreover, finding ways to enhance inclusivity and social justice. I also think that remembering plans are not set in stone is important and being able to be reflective and adaptive to areas I see fit.

3) Who are the people inside and outside of your school who can support you in this process?

Inside the school, other teachers/staff, principals and administration are all people I can turn to for support in this process. Outside of school, I can turn to friends, previous mentor teachers, and also community members who share the same goals.

4) In what tangible ways are you engaging community concerns in your daily instruction?

I am engaging in community concerns in my daily instruction by ensuring I am engaging in active listening and taking into account the importance of what students are saying. Moreover, I continue to grow my knowledge and build relationships as a way to better support my teaching practice.

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1) How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

Something that i can do to address and navigate this tension is to find ways to align my personal goals for the class with the requirements or standards given by the district. By laying out the expectations from both sides, i can work to ensure they work alongside one another rather than clash and work against each other. Something else that I can do is use the requirements and standards as a stepping stone for students (or as learning goals). Instead of shying away from it, I can find ways to integrate them into my teaching and also encourage students to be aware of what the requirements and standards are. By doing this, i can work with my students to reach all of our goals.

2) Who are the people inside and outside your school that can support you in this?

I think that the people who would be able to best support me are other teachers within the school and the administrators such as the principal or vice principal. The reason being is that these individuals have good background knowledge of the school environment and the children, and as a team, we can come up with ideas and strategies that are beneficial for the students and the school as a whole. Outside of school, I can receive support from other credible places such as professional educational associations, aswell as educational resource opportunities like workshops or conferences.

3) in what tangible ways are you engaging community concerns in your daily instruction?

One way to engage community concerns into my daily teaching is to select relevant resources, that incorporate real-world examples and opportunities for learning. By doing this, i am providing opportunities for students to engage in community-based activities, that allow them to continue to learn about the community they're in and how it impacts them. Another way that i hope to incorporate more of, is working with people in the community and developing community partnerships. This can be done through guest speakers, field trips, and other forms of outreach. It is essential that we as educators are responsive to the needs and concerns of the communities we serve. By incorporating community into the classroom, we are teaching students that  they can create meaningful connections between the classroom and the wider world which is an essential tool for all stages of their lives.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to navigate this tension by making connections between what the curriculum accepts and what I can do in the classroom. This way I will not be stepping on anybody's toes when I plan my lessons. At the same time however, the lessons will be engaging and encourage more team building! To me, I see this as a win-win because the board and curriculum requirements are being met. On the other end, the students will be far more engaged in the lesson and I hope far more likely to retain the information they are learning. I will also be prepared to speak to parents and community members to get them involved also so that we have one big cohesive unit and not multiple people in the same area.

3. Who are the people inside and outside of your school who can support you in this process?

The people inside and outside the school would be the principal, other teachers, specifically their old teachers as well as other teachers the students are with at different times of the day. I will also look towards parents, caregivers, and community partners like the YMCA or Boys and Girls Clubs or other after school programs. All these people have some type of knowledge of the students and it is important for us as future teachers to have open communication with all these people!

4. In what tangible ways are you engaging community concerns in your daily instruction?
Some tangible ways of me engaging community concerns in my instruction is the need to do headcounts to ensure all students are present. Taking mental notes of how many students are outside the classroom is also very important. When teaching, I am also aware of some of the experiences of students so instead of asking too much, I would say how good this student is doing because I know this student needs this type of support. This gives the context for how to engage the students.

Also, on field trips, the instruction was very direct. While I was never alone with students, I did ensure I knew where all students were and communicated with the teacher for who wanted to use the washroom while on a trip we went to. Here, instruction is imperative because safety on trips are a big community concern. I understand this may not be an everyday instruction matter, however school trips do happen and I found value in discussing this matter.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

o   I think I am prepared to navigate the tension between what I am trying to do in the classroom and what is required by the school is by finding commonalties among strengths and then playing off of those strengths to hold up the classroom within that district. There is also the factor of possibly adding on top of the curriculum important areas that need to be explored or taught to young students.

3. Who are the people inside and outside of your school who can support you in this process?

o   Definitely communicating with fellow teachers, admin, and staff members to gain ideas on how to navigate this process, especially as a new teacher it is great to establish connections within the school you are teaching. Oftentimes I hear the saying it takes a village to raise a child. I think this is very true, in that there are many influences a child/student has in their lives that influence who they grow up to be.

4. In what tangible ways are you engaging community concerns in your daily instruction?

o   Teachers should always be the voice of their students when there are concerns about anything and everything. Sometimes students ‘brush things off’, however we need to bring awareness to feeling heard and validated for feeling a certain way. A lot of the times students feel that their opinions do not matter, but that is just the opposite. Listening to parent/guardian concerns and validating them too is also a big part of daily instruction.

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2) How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

One way I can navigate the tension is by spending time planning and making cross-curricular connections between the curriculum and what I am trying to do in the classroom. Likewise, I can always modify the curriculum while still ensuring the expectations are met. Much similar to the story of the fifth-grade teacher in LA who used a scripted curriculum called open court. The curriculum expectation was writing a descriptive letter on a dog; however, the teacher asked his students to write a letter describing any issues or concern they were having in their own lives. He ensured students met the expectations of being able to write a descriptive letter but focused on personal lives of the students, rather than a dog, that the class found boring. This is one example of how we can navigate the tension between what are trying to do in our class versus what is required by the school/district.

3)Who are the people inside and outside of your school who can support you in this process?

People who can support me in this process includes the teachers in the school who might be teaching a similar grade/unit. Likewise, I can also collaborate with parents, community members on ensuring the modifications made lead to lesson plans/topics that students are interested in.

4) In what tangible ways are you engaging community concerns in your daily instruction?

I would engage community concerns in my daily instruction by incorporating the students’ lives into the content being taught to them. So, for example, students can use multiple different ways of showcasing their concerns such as through pictures, videos, letter writing etc. Parents and community members can also be invited into the classroom. However, this requires the educator to establish and maintain relationships with parents and community members so that they can be aware of any concerns and how to incorporate them into their daily instruction.

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1. Before the requirements mandated by standardized tests or scripted curricula, what skills and abilities are you trying to develop with your students? Choose one area where you think your approach to curriculum, teaching, and learning might not align easily with school or district mandates. What is the nature of the misalignment, and how will you practically and concretely navigate the tensions and contradictions?

Socio-emotional skills is an area I value greatly when it comes to working with my students. I think it is important to ensure as a teacher that I am focusing on the well-being of my students. When working long hours, it can be difficult to build relationships with students, to support them. As well, it is not always seen as a positive to build strong relationships with the students, as it may be seen as inappropriate. Although, I think there is a way to appropriately develop connections with the students to ensure they are doing well, and they know they have an adult to support them when they need it.

2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to show documentation of the importance of socio-emotional well being of children to support my focus in that area. Building this does not just mean talking to students one-on-one to build social-emotional skills, but can also come from group work in the classroom, as students are able to build relationships with one another.

3. Who are the people inside and outside of your school who can support you in this process?

Guidance counselors, administrations, other teachers, parents, and community members can support me during this process.

4. In what tangible ways are you engaging community concerns in your daily instruction?

I would engage community concerns by inviting parents and students to share their concerns with me in terms of socio-emotional troubles students may be facing. From there, I would be better able to support the students in the classroom, or provide resources for the students and parents to utilize.

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How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district or state in terms of requirements or standards?

I understand that navigating between what I want to do in the classroom and what is required by the school and district will be difficult. But I believe that it is possible due to proper planning, organization and transparity. It is important to show that the educator gives themselves adequate time to plan the lessons based on school and district standards. Techer can also ask for clarifications based on misunderstandings or of they have any questions.

Who are the people inside and outside of your school who can support in this process?

People inside the school who can help support this process is by asking other educators about their own opinions and experiences. For any questions, the teacher can visit the administrations and get their opinions on ideas and ask for support. For outside the school, teachers could ask community members (organizations or individual people) for clarification on topics that they personally can’t relate to or for help to understanding situations.

In what tangible ways are you engaging community concerns and daily instructions?

One of the tangible ways that I am dealing with community concerns and daily instructions is by providing videos and books so that students can learn more about certain topics. Another way that you can do is by asking students for their opinions on ways that we can engage in community concerns and trying to incorporate their ideas in the classroom.

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2.) What RELATIONSHIPS can teachers build with students, parents, concerned community members, and community organizers in order to learn from them as they cooperate to create such spaces?

Teachers can build positive and professional relationships in the sense of empathetic connections of the community and life beyond the classroom teaching. Teachers can build connections that inform them of the community of their students to support their planning processes to teach in an appropriate and meaningful way. These connections build trust, awareness, and a sense of belonging of members under the same roof to build a strong sense of community and life-long learning.

3.) How can educators identify and effectively RESIST a system that does not support young people critically analyzing their situations and working to change their conditions?

By building a continuous foundation of democracy and understanding of our students, teachers can identify existing barriers to learning by working together as members who mentor rather than members who are there to help or restore the student. Teachers work in collaboration with their students to help understand their own needs and voice their concerns in communication with family members to ensure that connections are build and are in efforts to support the people they work with, not opposing or viewing as a product of work.

4.) How can educators encourage REVOLUTIONARY change?

Teachers should also voice their concerns to school boards, and collaborate with other members to build a strong sense of personal democracy and independence. By exercising what is within and beyond their rights, they are encouraging their students to speak up for what they believe in rather than dependent passive thinkers. Teachers should be flexible and prepared for unpredictable situations, to model the key components of what a social justice educator should be.

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Navigating the tension between my goals in the classroom and the expectations set by the school and ministry will undoubtedly be a challenge. However, I firmly believe that there is always a way to effectively and productively incorporate both to provide students with relevant learning opportunities. This could mean modifying expectations to align with the scope of my goals in the classroom or vice versa. It is also important to have open conversations with administrators to understand their stance on my social justice goals and equity-based approach in the classroom. As educators, we must advocate for our students and ensure that these conversations are followed through without compromising our beliefs.

Collaborating with like-minded educators within the school can be a valuable resource. Speaking with administrators who are passionate about social justice education can also be beneficial, as they may be strong supporters of our approach. Utilizing educational resources, such as professional development opportunities and outside organizations, can further reinforce our stance.

Incorporating tangible community concerns into the curriculum, such as artwork and primary sources, can be a meaningful way to reinforce the importance of social justice. By establishing meaningful relationships with students, families, and the community beyond surface level interactions, we can create a space for open and honest conversations where students can share their concerns and work together as a community to address them.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

In order to be prepared I would have to make sure I take a lot of time in my planning and how I can make them cross-curricular. It would take some time in adjusting what I would have planned and how to fit it with the requirements of the school.

3. Who are the people inside and outside of your school who can support you in this process?

Those supporters would include students, families,  other staff members and community members. It is important to find allies who can support my work but also vise versa. It would build a network of individuals who share the same goals and are committed in the same things as you are.

4. In what tangible ways are you engaging community concerns in your daily instruction?

Bring in community members to speak to the classroom, gaining knowledge on who the students are in the classroom to be able to support them on a much higher scale.

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2. How are you prepared to navigate the tension between what you are trying to do in your classroom and what is required by your school, district, or state in terms of requirements or standards?

I am prepared to navigate tensions by taking on a cross-curricular approach to teaching social justice skills and what is required by the curriculum. If I can manage to find a way to incorporate a specific skill through expectations outlined by the curriculum, then there will not be a need for tension as the curriculum is being followed, and so is the enhancement of inclusivity and cultural appreciation.

3. Who are the people inside and outside of your school who can support you in this process?

People who can support me in this process are other teachers in the school who have the same mindset as me, students who are engaged and interested in learning the skills I am attempting to teach, parents and other members of the community who want students to learn about these subjects.

4. In what tangible ways are you engaging community concerns in your daily instruction?

As a teacher, I would engage community concerns into my daily instruction by brainstorming the concerns that are circulating the community and having guest speakers come in to share their experiences and further educate myself and the students on the issues.

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2. Involving both aspects of collaborative and standardized learning and assessment is one way I will navigate the tensions between what I am trying to do in my classroom and what is required by Ontario standards. For example, I will provide multiple opportunities for students to learn and assess their knowledge through group work and individual testing of math concepts. I will teach students the math concept while also providing them with a chance to work with others to complete math questions or tasks and either assess their knowledge in a group project or quiz/test at the end of the unit. This way the learning and assessment is more balanced and inclusive to support all learners.

3. Students, teachers, staff, parents and community members can help support me in this process as I can collaborate with them to plan meaningful and effective lessons for students.

4. I would engage community concerns in my daily instruction by listening and including what they have to say about students’ learning. I would invite them to share their thoughts and ideas on how we can better support students’ learning to make it more personalized and meaningful to them while ensuring everyones’ needs are being met.

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2. It will definitely be a challenge for navigating the tension between my goals in the classroom and expectations set by the school/ministry. I believe that there is always a way to incorporate both effectively and productively to provide students the relevant learning opportunities to engage with. Whether it is slightly modifying the expectations to fit inside the scope of my goals in the classroom or vice versa. This would also be an opportunity to talk with the administrators to understand their stance in my goals within social justice and involving an equity based approach in my classroom. These tough conversations will have to be followed through and as an educator we have to advocate for our students and not have it affect what we think can or can not be managed.

3. Finding other educators who have a similar stance towards social justice can be beneficial within the school to collaborate with. Speaking with administrators can also be beneficial and we can find out how far they are willing to go to support the movement. I think administrators who are avid social justice educators can be big supporters of ensuring that your classroom can be managed the way you would navigate the topics. Educational resources such as professional development can be an asset, as well as organizations and independent groups who provide information can be brought in to reinforce your stance.

4. Tangible ways of reinforcing community concerns can be curricular objects, photographs/videos, and primary sources within the community to be a part of your daily instruction. Students can share their concerns and from there as a community try to address them. This requires educators to be aware and have relationships beyond surface level with students, families, and the neighbourhood so that we can provide more meaningful connections and attempts to incorporate it into our instruction.