# data[].attributes.body
I encourage my students to challenge me and point out when I make mistakes. I love it. I ask students to advocate for one another. And also inquire why they aren't advocating for themselves. I ask critical questions a lot. I'm interested in the way they think. And then I ask questions or make suggestions about how they can do something differently. I don't feel like I'm an effective teacher this year.

# data[].attributes.body
I encourage my students to question EVERYTHING, even what I teach them. I’m always telling them to take what they hear me say and research to verify it themselves before they run with it. I’ve explained how powerful it is to have an opportunity to change your mind because you’ve learned something new. My hope is this kind of teaching will encourage them to find confidence in challenging even the systems that seem cemented, such as education

# data[].attributes.body
Critical mentoring is really important here; much of the reality of navigating institution is obscured, and non-intuitive. Therefore, helping students to acquire knowledge about navigating the institution (e.g., school, career) can be pivotal. For me, that might be helping a student to learn what type of content to put in their academic job materials, for example.

# data[].attributes.body
I ask students to draw their home country flag and we display them all over the classroom.

# data[].attributes.body
Advocating for themselves is huge! It definitely has to be modeled for them so they can know how to do so appropriately. This also causes less frustration in the long run.

# data[].attributes.body
As a special education teacher, I regularly model self-advocacy and teach students how to recognize and voice their needs. We discuss what fairness really means that everyone gets what they need to succeed, not necessarily the same thing. I also guide students in understanding IEP goals in student-friendly language so they can participate in their learning process. When a student feels frustrated about being pulled for services, I take time to explain why individualized support is a strength, not a setback. These conversations teach students how to navigate systems that may not always feel inclusive, helping them build confidence and agency.

# data[].attributes.body
Helping students to learn that collaboration is a group effort and all voices matter. I also love using reading buddies. :)

# data[].attributes.body
I illustrate advocacy through the presentation of real life scenarios of equity and unfairness in schooling and the world. Along with this, we explore how to speak out, where to seek support, and knowledge as empowerment.

# data[].attributes.body
I use real-life scenarios and stories that connect to fairness, inclusion, and empathy to help students question the world around them. For example, we read picture books that address bias or disability awareness and have open discussions about how people can create change. I also emphasize problem-solving in group projects, where students analyze different perspectives before making decisions. By giving students voice and choice in their learning, I empower them to see themselves as change-makers who can stand up for themselves and others.

# data[].attributes.body
On Friday’s we swap a science-based warm-up to one rooted in wellness and visioning: one question on reflecting and one to affirm. The affirmation prompt typically requires students to consider their inspirations, name their favorite or most unique traits, or to brainstorm the kinds of roles they’d like to play within community. Even if the week has been rough, as I read their responses over the weekend I can tell these kinds of affirming reflections help them recognize the balance their strengths offer their self-percieved weaknesses

# data[].attributes.body
Learning and responding to each others' stories. In some courses, I have students bring their stories together and create a new collaborative stories that explores their connections and distinctions. I believe that helps students to think critically about positionality, as well as community-building.

# data[].attributes.body
I ensure my students question assumptions, analyze multiple points of view, and connect material to contemporary issues. Through discussion and reflection, students discover that their voices hold the power to transform communities

# data[].attributes.body
In my classroom, I intentionally build a sense of community through structured peer partnerships and group learning. I often pair students with diverse strengths so they can support each other for example, pairing a strong reader with a peer who excels in problem-solving. During literacy centers, students rotate through peer-led stations where they teach or explain concepts using visuals or manipulatives. I also implement “classroom jobs” that encourage teamwork and accountability. These routines build mutual respect and allow every student, including those with disabilities, to contribute meaningfully to the classroom community.

# data[].attributes.body
When we have more personal journal entries I allow students to write in their native languages so that they have the space to feel like their authentic selves.

# data[].attributes.body
I love using literature to help get conversations started about inequalities and then helping guide the conversations about what is happening and allow them to give ideas on how to change things.

# data[].attributes.body
Ask questions! If it doesn't feel right, act on it and speak up. Let's encourage kids to advocate for themselves when things are morally inadequate.

# data[].attributes.body
I believe I could do this more if I asked students to share a concept related to what we are learning from their culture and/ or home language, including their language variety, (such as Chicano English, African American English, Southern English, etc.) that relates to our content.

# data[].attributes.body
I encourage students to watch videos, read books, listen to others to know what is possible. I will share stories and when we read books, I remind students that the main character is someone just like them so who went on an adventure no one expected them to or the author wrote words for us to enjoy and that can be them one day. Though they might not be able to do much now, the more they arm themselves with knowledge, the more likely they'll be able to do whatever they want.

# data[].attributes.body
As a special education teacher, I see linguistic capital as a powerful strength my students bring to the classroom. Many of my students communicate in unique ways through multiple languages, gestures, visuals, or assistive devices and each form of expression holds meaning. I make it a priority to celebrate and include their home languages by labeling materials in both English, Spanish and add pictures to encourage students to share family words or stories that connect to our lessons. Some bilingual students even help translate directions or model communication for peers, which boosts their confidence and leadership. I’ve learned that honoring all forms of language, whether spoken, signed, or symbol-based, helps my students feel valued and understood. It reminds me that language is not just about words it’s about identity, culture, and belonging.

# data[].attributes.body
I remind students to keep dreaming in the face of challenges by emphasizing their strengths and helping them see how problems can be learning experiences. Relishing in small accomplishments in the classroom, integrating student choice, and linking lesson plans to practical ends keep hope alive and encouragement alive.

# data[].attributes.body
I use music as regulation in my classroom - music to begin every class, to end it, in between. I encourage students to share the music they hear in their households, it’s cute because they’ll come with songs with release dates 3-4 decades before they were even born.

# data[].attributes.body
When we rely on funds of knowledge we really help our students connect with the material and they add to our classroom. I love incorporating traditions and their thinking into our classroom. :)

# data[].attributes.body
This is a tough one because our society drives much of what kids want to be, but i would show them successful people in their communities, especially from avenues of education.

# data[].attributes.body
I encourage students to dream beyond obstacles by creating a classroom culture where effort, persistence, and progress are celebrated daily. I share diverse stories of people who overcame barriers to show that success takes time, courage, and support. We set personal and academic goals together and revisit them throughout the year to remind students of their growth. I also use positive affirmations and student-led discussions to strengthen their belief in themselves and their future possibilities. These practices help sustain hope and motivation, reinforcing that every challenge is part of their journey toward achieving their dreams.

# data[].attributes.body
This is such a great question. I strive to do this by recognizing the inherent value in students, and letting them know that I believe in them. I also try to provide resources & mentoring.

# data[].attributes.body
I teach the younger kiddos so I have the students at the beginning of the year tell me their favorite family tradition. Then during the year I have them compare their experiences to different readings based on the traditions of their family.

# data[].attributes.body
By explaining my experiences, and experiences of those around me, I feel students can connect and understand to do more. I make them come up with goals and dreams where I follow along with them and try to motivate by picking articles and texts for bell ringers that would make them intrigued.

# data[].attributes.body
When I know where a student is from, I might reference that during my lesson. Conversations I have with parents, I will mention. Maybe how a student got their name or a place they've visited or something they do at home with their family.

# data[].attributes.body
I try to ask questions that encourage students to connect their own lives to the content.

# data[].attributes.body
I build on family knowledge by inviting students to share their family stories, traditions, and languages as part of our classroom learning. This helps students see their cultural heritage as a source of strength and knowledge rather than something separate from school. For example, during writing units, students can write about family celebrations or memories, connecting personal narratives to academic writing standards. Integrating these experiences allows me to validate their identities and bridge the gap between home and school learning.

# data[].attributes.body
I would probably ask students to write down their favorite family traditions and tie it into a lesson on cultural and defining who they are.

# data[].attributes.body
By getting involved with your students and their families