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Have a discussion at the time of the incident, be able to say "I need time to wrap my head around this" and allow for time the next day to have a class discussion about this.

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Thought- Although we might be pressured to "get through content" we clearly are missing the mark for our students of color.  What would happen if we shifted from "getting through" to ensuring mastery and the allowance of "meaning making"

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Thought- Although we might be pressured to "get through content" we clearly are missing the mark for our students of color.  What would happen if we shifted from "getting through" to ensuring mastery and the allowance of "meaning making"

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Knowing the right amount of wait time while making sure to fully address it is important. Students and the teacher should be able to productively have the conversation after being prepared. However, the conversation should not just be pushed to the side due to time.

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A fleeting moment for this teacher has probably reshaped and greatly affected this student.

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When situations come up in the classroom that start conflicts we felt it was important to address the problem and discuss it with the class. It seems more important than the planned lesson at the moment to learn something new and understand where ALL students are coming from.

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In the short-term, if Ms. Ward had been willing to admit she made a mistake in interrupting DeQuan and apologized to him, she would have been able to repair the damage fairly quickly. Now she will have some serious work to do to keep DeQuan from shutting down in her class.

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Time should not be a barrier to having these types of discussions with students -- it's a perfect teachable moment, both for the students in the classroom and the student who is wearing the necklace.

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The teacher (and us) needs to be mindful of how the way she phrases questions can exclude students.

She totally invalidated DeQuan by not writing his response on the flip chart but writing down what Maddy said.

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We discussed how we as teachers/adults could be more open to students and their experiences and not be stuck in our own experiences.

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Ms. Ward spent her time feeling disrespected by a young child when in fact she interrupted him and invalidated his personal experience.
Teachers rarely admit that they their actions/words have been interpreted as disrespectful by students. Rather than reminding ourselves that students are children who are growing and learning, we get stuck on the "power" that comes with being an adult and tend to absolve ourselves of being disrespectful to students.
This is a root for many relationship troubles and "disruptive" behavior of students in our classrooms.

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We do this as teachers - maybe not as explicitly as this teacher did, but sometimes we are pushing to get through content and stop kids from telling stories or making additions that could be valuable.

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The necklace is perceived differently by students in the class and triggered different feelings. If the teacher "picks a side" it could create a challenging situation where one student feels listened to or valued. By addressing it in the short term by asking the student to put it under his shirt and assuring students they will talk more, the teacher buys some time to talk with colleagues, set up a restorative conversation between the boys, and come back to the class to learn more about the symbol together and restore community. Then the situation can be shared with other staff so that they can respond consistently to similar situations.

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The way the teacher introduced the subject by asking "Who has been to California?" instead of "What do we know about California" has discounted the experiences of most students in the class.

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The way the teacher introduced the subject by asking "Who has been to California?" instead of "What do we know about California" has discounted the experiences of most students in the class.

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DeQuan was feeling invalidated by the teacher's response to his story

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DeQuan was speaking deductively rather than inductively. As teachers, we need to honor that.

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DeQuan was speaking deductively rather than inductively. As teachers, we need to honor that.

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DeQuan was answering the question from his own personal experience that did not fit with the teacher's expectations.

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DeQuan was answering the question from his own personal experience that did not fit with the teacher's expectations.

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Sometimes you have to put aside 'your list of to-do' things and recognize that the issue at hand IS the difference that exists in the religious symbol--you may need to take the time or gather the resources but ultimately it needs to be addressed.

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5.2 teacher had an unspoken value for Disneyland experiences v. a more abstract connection (raisins)

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5.2 teacher had an unspoken value for Disneyland experiences v. a more abstract connection (raisins)