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1. Occasionally I hear students use inappropriate language towards each other, such as students of the same race using racial slang towards each other. 2. I use this moment as a teachable moment to correct and questions the behavior. I believe it is important to make sure as a school to set a culture of high expectations for all students.

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1. When ever we have examples of divisive language in class I always try to use that as a teaching example. No matter what I check the exchange and don't allow for those kinds of languages to be used.

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1. There have been several times where students who are friends of the same race say things about each other that might make other students uncomfortable. I have not heard any talk from students that was about other groups.
2. In this situation I think that Educating would be the best option. To let the students know that that might be okay in a very specific setting but when they are in school it is different.

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I find myself often times redirecting not only my "normal" students when it comes to that mindset about ESL students, but also my ESL students themselves. They've been so surrounded by biases their entire lives to the point that they've begun assuming the same thing about their fellow peers or themselves. Which is so sad considering some of them speak up to four languages and they're genuinely brilliant, but have never been given the chance to prove it.

-Mansfield

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1) I have a student who tends to make his fellow classmates uncomfortable by blurting out random statements that are high offensive and often times racist.  He assumes a lot about people based of what he sees on TV without researching to see if the information is accurate and without trying to understand why what he is saying is offensive to people.

2) In my class, I use the restorative practice model to handle most situations. I stop the behavior and then pull the student aside and we have a conversation about the behavior. I try to help them understand their own biases and how this affects their peers, and sometimes this is a group conversation since I find it helps to hear what I'm saying from their peers. From there I make sure to call them out each time they display the unwanted behavior and I start to add in punishments if it continues, usually sit away from the people your offending or an email to parents.

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I can never comment on the banter between teacher and student. Teaching is about relationships with the individual student and the class. Humor and sarcasm with some students is a fun way to connect, if that type of relationship has been developed  and enjoyed by both student / teacher and class and teacher.
2. I have concerns the application of restorative model does not address the offenders personal responsibility. To develop a positive relationship students must acknowledge and understand the consequences, and why.
I have witnessed a Bias with the ESL students. The Bias of low expectations.  I get a sense they are not held to a high standard. In my class they are shocked at the required ethical and academic high standard.

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I am so glad that I haven't heard  such a thing!  My students tell me of these types of things all the time, but I have never seen it with my own eyes.
--Kelsie

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1. I have witnessed this a lot with our ESL students. The wide amount of assumptions about ESL students and their academic abilities has influenced many teachers ways of teaching.

2. One of my main goals next year is to really work on building relationships with my ESL students. I feel like they are viewed as annoyances instead of opportunities! By building a relationship, you are gaining the trust needed for more lines of communication.

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1. We have been fortunate this year.  I have not observed microaggressions  that I would attribute  to prejudice toward a minority group.  However,  some of my students can be very aggressive in their commentary towards each other.  Most of this is teenage banter  (many of the students have known each other for years), but as children grow, playful banter may  not continue to be recognized as such.
2. Not sure if restorative model approach would address this. People do grow up and we (hopefully) learn how to modify what we say and how we receive commentary.

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I witnessed a teacher say to a student, "Oh I really like your hair today. What did you do different? Did you use Gorilla Glue?

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1. I have witnessed  biased language being used towards a student because the teacher assumed they were from a specific country and did this in front of the entire class.

2.   Using the restorative model as a practice this year has been interesting from the administrative side(my view) because it focuses less on being punitive and more on building relationships in an effort to give a young person the opportunity to learn from their mistakes.

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https://docs.google.com/presentation/d/1Q__sfkvCL9qi53I0U7kS983Davm6hJtJbJle7NwLDTc/edit#slide=id.g3f6ff3cf41_0_128

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Microaggressions are comments or actions that subtly and often unconsciously or unintentionally express a prejudiced attitude toward a member of a marginalized group (such as a racial minority).

1.  Describe a time that you have witnessed a microaggression in a school setting.(Don't use real names)

2. Using the restorative model slides, think of a time this type of intervention would have been helpful in your classroom, why?